TAE40122 – Page 8 – On Target Work Skills

What are the dimensions of competency?

The ‘dimensions of competency’ is a concept. They are part of the broad concept of competency, which includes all aspects of work performance as represented by: [1]

Task skills: the ability to perform individual tasks
Task management skills: the ability to manage a number of different tasks or activities within the job role or work environment
Contingency management skills: the ability to respond to irregularities and break downs in routine
Job/role environment skills: demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.

When the Education Industry Reference Committee (IRC) released the TAE40122 Certificate IV in Training and Assessment qualification in 2022, they tried to embed the dimensions of competency into as many units of competency as possible. For example:

Unfortunately, some people studying for their TAE40122 Certificate IV in Training and Assessment qualification are being asked to answer ridiculous questions on multiple occasions about dimensions of competency. This article explores the four dimensions of competency and how they can guide training and assessment practices.

Task skills

Applying the dimensions of competency means that the training or assessment is comprehensive, rather than focusing narrowly on a single work task. However, the ability to perform the work task is still essential.

The first dimension of competency, task skills, refers to the knowledge and skills required to perform a work task. This includes both learning and assessing the ability to apply this knowledge and skills.

Task management skills

Work usually involves performing many different tasks, so it’s easier to apply the dimensions of competency when considering all the units of competency required for an entire job or role. It’s difficult and sometimes unrealistic to try to apply the dimensions to a single unit of competency.

Dimensions of competency mean that training and assessment are not narrowly focused on a single task. Instead, they embrace all aspects of performance and represent an integrated and holistic approach to work.

The second dimension of competency, task management skills, refers to a person prioritising, planning and organising their work to accomplish all that needs to be done. Learning to perform a single task in isolation from other tasks does not demonstrate that a person can manage multiple tasks.

Contingency management skills

Sometimes things at work do not go as planned. Accidents and emergencies occur. Mistakes and errors are made. And unexpected things happen.

The third dimension of competency, contingency management skills, refers to the ability to respond safely and appropriately when irregularities and break downs in routine occur.

Job/role environment skills

Employees are expected follow workplace policies and procedures. Also, employees need to take responsibility for getting work done and meeting expected standards.

The fourth dimension of competency, job/role environment skills, refers to an employee’s ability to take responsibility, meet expected standards, and interact effectively with others in the workplace.

How can the dimensions of competency guide training practices

A person studying for their TAE40122 Certificate IV in Training and Assessment is likely to be asked how do the dimensions of competency guide training practices.

The dimensions of competency in the Australian VET system guide training practices in a number of ways:

They help to ensure that training is focused on the skills and knowledge that are most relevant to the workplace. By considering all four dimensions of competency, training providers can develop programs that help learners to develop the skills they need to be successful in their chosen occupation.
They provide a framework for designing and delivering effective learning experiences. By understanding the different dimensions of competency, trainers can develop activities that allow learners to develop the skills they need in each area.

Here are some specific examples of how the dimensions of competency can guide training practices:

Task skills: When training learners how to perform a specific task, trainers can provide them with opportunities to practice the task in a variety of settings and with different levels of complexity. This helps learners to develop the skills they need to perform the task safely and effectively in the workplace.
Task management skills: Trainers can help learners to develop task management skills by training them how to plan, organise, and prioritise their work. They can also provide learners with opportunities to practice managing multiple tasks simultaneously.
Contingency management skills: Trainers can help learners to develop contingency management skills by training them how to identify and respond to unexpected situations or problems. They can also provide learners with opportunities to practice managing these situations in a simulated or real workplace.
Job/role environment skills: Trainers can help learners to develop job/role environment skills by informing them about the workplace culture and expectations. They can also provide learners with opportunities to practice interacting with other people in the workplace or simulated workplace, and working as part of a team.

How can the dimensions of competency guide assessment practices

A person studying for their TAE40122 Certificate IV in Training and Assessment is likely to be asked how do the dimensions of competency guide assessment practices.

The dimensions of competency guide assessment practices in the Australian VET system in a number of ways:

Assessment tasks should be designed to assess all four dimensions of competency. This means that assessment tasks should not only focus on learners’ ability to perform specific tasks, but also on their ability to manage their work tasks effectively, respond to problems and challenges, and meet the expectations of the workplace.
Assessment should be conducted in a simulated or real workplace to gather the performance evidence under realistic workplace conditions.

Here are some specific examples of how the dimensions of competency can be used to guide assessment practices:

Task skills: An assessor might assess a learner’s task skills by observing them perform a specific task in a simulated or real workplace. For example, an assessor might observe a student electrician install a new electrical outlet.
Task management skills: An assessor might assess a learner’s task management skills by asking them to plan and complete a complex task. For example, an assessor might ask an apprentice chef to plan and prepare a meal for a large group of people.
Contingency management skills: An assessor might assess a learner’s contingency management skills by asking them to respond to a simulated problem or challenge in the workplace. For example, an assessor might ask a student nurse to respond to a medical emergency in a simulated hospital setting.
Job/role environment skills: An assessor might assess a learner’s job/role environment skills by observing them interact with others in a simulated or real workplace. For example, an assessor might observe a trainee customer service representative interacting with a customer over the phone.

The complexity of work

Work is more complex than repeatedly doing one task. The following uses a geometry analogue to show how the four dimensions of competency attempt to capture the complexity of working safely and effectively in the modern workplace.

In conclusion

The ‘dimensions of competency’ is a concept.

Australia adopted the current competency-based approach to training and assessment in 1992. I have worked in the Australian VET system for over 30 years, and I have never consciously thought about how I have been applying the dimensions of competency. It has not been necessary for me to do so. However, I have always considered whether my training is realistic and whether my assessments are based on the performance of real work tasks under typical workplace conditions.

It is essential for trainers and assessors to make their training and assessment real, or as realistic as possible.

Other relevant articles about the dimensions of competency that you may like to read, include:

Reference

[1] NCVER Glossary of VET

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Training trainers since 1986

What is pre-assessment validation?

I have discovered some key problem areas with the delivery of the TAE40122 Certificate IV in Training and Assessment qualification. One of those problem areas is assessment validation.

I am finding that some TAE40122 students are expected to conduct assessment validation without knowing what they are meant to be doing. It seems that some RTOs delivering the TAE40122 qualification are not providing training, not providing sufficient training, or providing training that does not help.

The purpose of this article is to provide some basic information about pre-assessment validation. I have published other articles relating to assessment validation:

Introduction to pre-assessment validation

The TAEASS413 Participate in assessment validation unit of competency describes the skills and knowledge required to participate in the validation of assessment tools, practices and judgements, including in:

pre-assessment validation of assessment tools before they are first used with candidates
post-assessment validation of the assessment tools after having been used to assess candidates, and assessment practices including the assessment decisions made by assessors.

In this article we are focusing on pre-assessment validation, including answers to the following questions:

What is pre-assessment validation?
What do we need to know before we can participate in a pre-assessment validation meeting?
How much training would be required to help someone learn how to participate in pre-assessment validation?

What is pre-assessment validation?

Pre-assessment validation is a check or review of an assessment tool. Firstly, we have to understand what is an assessment tool. ASQA has published a guide to assessment tools. This is a must-read document for TAFE teachers or trainers working in the Australian VET system.

ASQA describes 3 steps for developing an assessment tool:

Planning
Design and development
Quality checks.

The following diagram show these three steps as a flowchart.

The next diagram adds onto ASQA’s 3 steps to show all the steps that should be taken before implementing the assessment tool. Also, it shows what happens after we have implemented the assessment tool.

The use of the term ‘pre-assessment validation’ is relatively new. Previously the activity of pre-validating an assessment tool was known as checking or reviewing the assessment tool before using it. Unfortunately, the word ‘validating’ is not as familiar to us the the words ‘checking’ or ‘reviewing’.

Pre-assessment validation is conducting a check of the assessment tool before it is implemented, in other words, before it has been used to conduct assessments. Post-assessment validation is a review of the assessment process after the assessment tool has been implemented.

The following diagram highlights when pre-assessment validation and post-assessment validation occur.

What do we need to know before we can participate in a pre-assessment validation meeting?

There is much to know before we can effectively participate in a pre-assessment validation meeting. For example:

What is assessment? And what is meant by ‘competency-based assessment’?
What is evidence? And why is evidence important?
What the four rules of evidence? And how do we know if the assessment complies with the rules of evidence?
What are the four principles of assessment? And how do we know if the assessment complies with the principles of assessment?
What are the four methods of assessment? What assessment method is used to gather knowledge evidence? And assessment method is used to gather performance evidence?
What is an assessment instrument?
What is an assessment matrix? And how is it used when conducting pre-assessment validation?
What is an assessment tool? And what is look for when conducting pre-assessment validation?
How does RPL assessment differ from ‘non-RPL assessment’?
What is the step-by-step procedure for conducting pre-assessment validation?

The following diagram gives an outline of the many things we need to know before we participate in pre-assessment validation.

How much training would be required to help someone learn how to participate in pre-assessment validation?

Ideally, an entire training day should be allocated to helping a TAE40122 student learn how to a participate in pre-assessment validation. For example:

Introduction to competency-based assessment [about 3 to 4 hours]
Demonstrate the conduct of a pre-assessment validation [about 1 ½ hours]
Practice conducting a pre-assessment validation in small groups of 3 or 4 [about 1 ½ hours]

In appears that some TAE Students are expected to undertake assessment tasks associated with the TAEASS413 Participate in assessment validation unit of competency with no or limited relevant training. Some TAE Students are being given an assessment tool to validate without knowing what is an assessment tool, or what is an assessment instrument, or what are all the other documents in the assessment tool. These TAE Students are being given no or limited background information about competency-based assessment, principles of assessment, rules of evidence, or methods of assessment. And the assessment matrix or assessment mapping is still a mystery.

In conclusion

I am finding that some TAE40122 students are not receiving sufficient training before they are expected to complete assessment tasks relating to assessment validation. People with no previous experience with competency-based assessment should not be expected to figure it out for themselves about how to conduct pre-assessment validation or post-assessment validation. Proper training is the solution.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

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Training trainers since 1986

How is a Training Package developed and endorsed?

The Australian VET system is currently undergoing significant changes. One of those changes that is being implemented during 2023 is how Training Packages are developed and endorsed, including who develops and endorses Training Packages.

This article answers the following questions:

What is a Training Package?
Who are the Training Package Developers?
Who checks and endorses a Training Package?
What is the Training Package development and endorsement process?

What is a Training Package?

Training Packages are a key feature of Australia’s vocational education and training (VET) system. Training Packages contain:

Endorsed components, consisting of units of competency, assessment requirements, qualifications and credit arrangements
Non-endorsed components, includes the mandatory Implementation Guide for the Training Package and other documents known as ‘Companion Volumes’.

How do we access Training Packages?

We access the endorsed components from the training.gov.au website, and we access the companion volumes from the vetnet.gov.au website. Skill sets are not endorsed components but are considered as part of the Training Package, therefore, accessed from the training.gov.au website.

What is a training product?

Sometimes, the Training Package components are referred to as training products. A Training Product can be a qualification, skill set or a stand-alone unit of competency. An example of a stand-alone unit of competency is HLTAID011 Provide First Aid.

Who are the Training Package Developers?

As from the 1st of January 2023, the Industry Reference Committees (IRCs) and Skills Service Organisations (SSOs) have been replaced by Jobs and Skills Councils (JSCs).

Jobs and Skills Councils (JSCs) are contracted, and funded by, the Australian Government’s Department of Employment and Workplace Relations (DEWR) to develop Training Packages. There are 10 Jobs and Skills Councils (JSCs):

The Jobs and Skills Council (JSC) is also known as the ‘Training Package Developer’.

How to identify who is the Training Package Developer for a Training Package?

We can use the training.gov.au website to quickly identify who is the Training Package Developer for a particular Training Package. Go to the training.gov.au website and open the relevant Training Package page. Look down (or scroll down) to the heading ‘Training Package Developer’.

For example, the following illustration shows where to locate who the Training Package Developer is for the CHC Community Services Training Package.

Who checks and endorses a Training Package?

The Training Package Organising Framework is a set of rules owned by Skills and Workforce Ministerial Council which include content and process requirements that guide the development and content of Training Packages. It is comprised of the following policies:

Standards for Training Packages
Training Package Product Policy
Training Package Product Development and Endorsement Process Policy.

The Training Package Organising Framework was updated in November 2022 in preparation for the implementation of new industry engagement arrangements from the 1st of January 2023.

Training Package Assurance is the review of new or changed Training Products to ensure they meet the requirements set out in the Training Package Organising Framework.

The Department of Employment and Workplace Relations (DEWR) shall establish a Training Package Assurance team during 2023. This team shall review new and changed training products developed by Jobs and Skills Councils (JSCs) to ensure they meet the requirements set out in the Training Package Organising Framework. These arrangements will be in place for a limited time, to allow time for the Jobs and Skill Councils (JSCs) and Jobs and Skills Australia (JSA) to become established before a decision is made on where to house the Assurance Function long-term.

The Training Package Assurance team recommends to the Skills and Workforce Ministerial Council to endorse training products that meet the framework’s requirements.  Once it is endorsed, the training package is updated on the National Register of VET training website (training.gov.au) so that it can be implemented by the VET sector.

What is the Training Package development and endorsement process?

Training Packages are developed through a process of national consultation with industry. Industry, includes employers, unions, industry associations, and regulators relevant to the industry sector covered by the Training Package.

Jobs and Skills Councils (JSCs) develop new training products or change existing training products. This includes the development of endorsed and non-endorsed Training Package components.

Training Package Assurance is the review of new or changed training products to ensure they meet the requirements set out in the Training Package Organising Framework. This function is performed by a team within the Department of Employment and Workplace Relations (DEWR).

Skills and Workforce Ministerial Council consists of ministers with responsibility for skills and training in their State or Territory, including the Commonwealth Minister for Skills and Training as the Chair. They endorse new and changes training products.

Following endorsement, training packages are published on the National Register of VET training (training.gov.au).

The following flowchart gives an overview of the Training Package development and endorsement process.

In conclusion

Some information available on the Internet about the Training Package development and endorsement process may not be current and scattered across different websites. The aim of this article was to provide current information that was easy to understand. Also, this information has been written for people who are new to the Australian VET system, such as, people who are studying for their TAE40122 Certificate IV in Training and Assessment qualification.

References

Training Packages

[1] https://www.dewr.gov.au/nci/training-packages accessed 17 August 2023

[2] https://www.asqa.gov.au/about/vet-sector/training-packages accessed 17 August 2023

Jobs and Skills Councils

[3] https://www.dewr.gov.au/skills-reform/industry-engagement-reforms accessed 17 August 2023

[4] https://www.dewr.gov.au/skills-reform/resources/jobs-and-skills-councils-stage-one-outcomes accessed 17 August 2023

Training Package Organising Framework

[5] https://www.dewr.gov.au/nci/training-packages accessed 17 August 2023

[6] https://www.dewr.gov.au/skills-support-individuals/resources/standards-training-packages accessed 17 August 2023

Training Package Assurance

[7] https://www.dewr.gov.au/training-package-assurance accessed 17 August 2023

[8] https://www.dewr.gov.au/training-package-assurance/announcements/independent-training-package-assurance-supporting-jobs-and-skills-councils-program accessed 17 August 2023

Skills and Workforce Ministerial Council

[9] https://www.dewr.gov.au/skills-commonwealthstate-relations accessed 17 August 2023

[10] https://www.dewr.gov.au/skills-commonwealthstate-relations/skills-and-workforce-ministerial-council-swmc-members accessed 17 August 2023

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

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Training trainers since 1986

Sneak preview of ‘Unpacking units of competency’

Anyone who knows me, knows that I love PowerPoint. And anyone who knows me, knows that I create PowerPoint presentations to support the delivery of training programs, workshops and webinars.

I have recently developed a workshop titled, ‘Unpacking units of competency’. Here is a sneak preview of a selection of PowerPoint slides that I have created for this workshop.

I hope you enjoy having a ‘walk-through this gallery’.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

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Training trainers since 1986

Is there a Code of Conduct for trainers and assessors?

Some TAE Students studying for their TAE40122 Certificate IV in Training and Assessment qualification tell me that they get no or very limited training. And other TAE Students tell me that the training they get does not cover the knowledge or skills they need to complete their assessments.

Some TAE Students are being told that they are expected to do their own research and figure it out for themselves. This is not always as simple as it sounds.

Fortunately, I offer a TAE tutoring service that can help fill in the missing pieces.

The new TAEPDD401 Work effectively in the VET sector unit of competency has specified that a person needs to know about ‘code of conduct’ relating to trainers and assessors working for an RTO.

This article shall answer the following questions:

What is a Code of Conduct?
Is there a Code of Conduct for trainers and assessors in the Australian VET system?
Is there a Code of Practice for trainers and assessors in the Australian VET system?
What is the difference between a Code of Conduct and a Code of Practice?
Do we need a Code of Conduct for trainers and assessors?

What is a Code of Conduct?

A code of conduct is a document outlining the rules and responsibilities or expected behaviour of an individual or an organisation. A code of conduct can be used to:

Set expectations: A code of conduct helps to set expectations for employees of an organisation. It tells them what is considered acceptable behaviour and what is not.
Promote a positive culture: A code of conduct can help to promote a positive culture within an organisation. It can help to create a sense of belonging and to foster trust and respect among employees.
Protect the organisation: A code of conduct can help to protect the organisation from legal liability. By outlining the organisation’s expectations for behaviour, it can help to prevent employees from engaging in activities that could harm the organisation.

A code of conduct may have the following attributes:

Clear and concise: Employees should be able to understand the code of conduct and know what is expected of them.
Consistent with the organisation’s values and mission: The code of conduct should reflect the organisation’s values and mission statement.
Enforceable: The code of conduct can include clear consequences for violating the rules (for example, termination of employment).

Employees should be aware of the code of conduct and should be trained on how to comply with it.

A code of conduct can be mandatory or voluntary. Mandatory codes of conduct are enforced by law, while voluntary codes of conduct are not. However, even voluntary codes of conduct can promote positive behaviour and reduce the risk of legal liability.

A code of conduct benefits an organisation more than it benefits the individual.

Is there a Code of Conduct for trainers and assessors in the Australian VET system?

No, there isn’t a nationally endorsed Code of Conduct for trainers and assessors working in the Australian VET system. However, in 1998, the BSZ98 Training Package for Assessment and Workplace Training first published a Code of Practice for assessors.

The following is the Code of Practice for assessors from the BSZ98 Training Package:

The differing needs and requirements of the person being assessed, the local enterprise and/or industry are identified and handled with sensitivity.
Potential forms of conflict of interest in the assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary.
All forms of harassment are avoided throughout the planning, conduct, reviewing and reporting of the assessment outcomes.
The rights of the candidate are protected during and after the assessment.
Personal or interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes.
The candidate is made aware of rights and processes of appeal.
Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency.
Assessment decisions are based on available evidence that can be produced and verified by another assessor.
Assessments are conducted within the boundaries of the assessment system policies and procedures.
Formal agreement is obtained from both the candidate and the assessor that the assessment was carried out in accordance with agreed procedures.
Assessment tools, systems, and procedures are consistent with equal opportunity legislation.
The candidate is informed of all assessment reporting processes prior to the assessment.
The candidate is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment.
Confidentiality is maintained regarding assessment results.
Results are only released with the written permission of the candidate(s).
The assessment results are used consistently with the purposes explained to the candidate.
Self-assessments are periodically conducted to ensure current competencies against the Assessment and Workplace Training Competency Standards.
Professional development opportunities are identified and sought.
Opportunities for networking amongst assessors are created and maintained.
Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes.

This Code of Practice was updated and republished in the TAA04 Training and Assessment Training Package and TAE10 Training and Education Training Package. Relevant points from the Code of Practice are covered by the Standards for Registered Training Organisations (RTOs) 2015 making the need for this Code of Practice redundant.

Although there isn’t a nationally endorsed Code of Conduct, it does not stop a TAFE or RTO from developing one.

What is the difference between a Code of Conduct and a Code of Practice?

A code of conduct and a code of practice are both documents that outline the expected standards of behaviour for a particular group of people. However, there are some key differences between the two.

A code of conduct is typically focused on setting out the values and principles that should guide the behaviour of a particular group of people. It may also include specific rules or guidelines that members of the group are expected to follow.

A code of practice, on the other hand, is typically more focused on providing practical guidance on how to comply with a particular set of laws or regulations. It may also include best practices and procedures for achieving specific outcomes.

In general, a code of practice is more specific and focused on compliance with laws or regulations, while a code of conduct is more general and focused on setting out the values and principles that should guide behaviour. However, there is some overlap between the two, and some documents may be referred to as either a code of conduct or a code of practice.

Do we need a Code of Conduct for trainers and assessors?

No, we don’t need a Code of Conduct for trainers and assessors.

An RTO should ask their trainers and assessors to always follow the RTO’s policies and procedures. These policies and procedures should be written to ensure compliance to the requirements specified by the Standards for RTOs 2015. Clear, concise and well-written policies and procedures would eliminate the need for a Code of Conduct for trainers and assessors.

I believe that RTO managers must be held responsible, and be accountable, for the delivery of quality training and assessment services. A code of conduct may make some RTO managers unfairly shift responsibility to trainers and assessors who are not empowered to make important decisions that impact on quality.

In conclusion

For the past 30 years, I have worked for many TAFEs, private RTOs, industry association RTOs, and an enterprise RTO. None of these RTOs have had a Code of Conduct (or Code of Practice) for trainers and assessors.

Unfortunately, TAE Students studying for their TAE40122 qualification may have to answer a question relating to Code of Conduct for trainers and assessors. Depending on the question, your answer may need to cover these points:

There is no nationally endorsed Code of Conduct for trainers and assessors.
An RTO may develop its own Code of Conduct for trainers and assessors.
A Code of Conduct is a document outlining the rules and responsibilities or expected behaviour for trainers and assessors.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986