I have found that some people studying for their Certificate IV in Training and Assessment qualification struggle with understanding what a task breakdown is, and how to develop a task breakdown. In this article, I aim to answer the following questions:

• What is a task breakdown?
• How can a task breakdown be developed?
• When can a task breakdown be used?

Where do we start

Australia’s VET system is competency-based. A primary objective of VET is to help people learn how to perform work tasks and activities.

The four stages of competence, also known as the ‘conscious competence learning model’, describes the process of progressing from incompetence to competence in performing a task or activity. [1]

Stage 1. Unconscious incompetence

At this ‘unconscious incompetence’ stage, a person is unaware of their inability to perform a particular task or activity.

Stage 2. Conscious incompetence

At the ‘conscious incompetence’ stage, a person becomes aware that they are unable to perform a particular task or activity.

Stage 3. Conscious competence

A person who is aware of their incompetence may decide it is worth their time and effort to learn how to perform the particular task or activity. At the ‘conscious competence’ stage, the person can perform the task but they will require concentration and may need to think about each step.

Stage 4. Unconscious competence

In the final stage of ‘unconscious competence’, performing the task becomes second nature because the person has learnt and practiced performing the task so much. They can perform the task easily and without thinking about it. As a result, the task may be performed while executing another task.

An experienced or skilled worker often performs many work tasks and activities without needing to think about how or what to do.

Becoming conscious again

As a trainer, we often have mastered skills and we are no longer conscious about how we perform work tasks or activities. We just do it.

But as a trainer, we must explain and demonstrate to others how to perform work tasks, and to do this we have to again become conscious about the steps required to perform the task. The development of a task breakdown is a method that helps us become conscious again about how to perform a work task or activity.

A task breakdown is a step-by-step description about how to perform a task. It may also be known as a procedure or work instructions.

What is a task breakdown?

A ‘task breakdown’ is a document that breaks down a task. It describes the steps in a logical sequence to perform the particular work task or activity.

I use three analogies to help people understand and appreciate the value of a task breakdown: Lego instructions, Ikea instructions, and a cooking recipe.

The following three examples have three common features:

• Steps are numbered
• Illustrations are used to visually communicate
• The outcome or desired result is shown.

Lego instructions

Ikea instructions

Cooking recipe

How can a task breakdown be developed?

Use the following six steps to develop a task breakdown.

Step 1. Create 3-column table

Open a new Microsoft Word document and create a 3-column table. For example:

Step 2. Add table headings and adjust column width

The following illustrates the recommended layout and format for the task breakdown. For example:

Note: Layout and format can be modified later, if required.

Step 3. Enter step numbers

Use the first column to enter step numbers. The numbers imply a logical sequence to followed, and repeatedly use the word ‘step’ because this reinforces that each row is a step to be performed. For example:

Note: Table rows can be added or removed later, as required.

Step 4. Write brief description for each step

Perform the task or observe someone performing the task. Write a brief description for each step. For example:

Step 5. Write explanations

Write a clear and concise explanation for each step. Use illustrations, diagrams, and photos to show examples. Do not decorate or use unnecessary visuals. For example:

Important note: Remember to highlight safety requirements for the task or for a particular step.

Step 6. Review and finalise task breakdown

Ask someone to use your draft task breakdown to perform the task. Observe the person performing the task, checking the sequence of steps, and seek feedback about readability.

Check your task breakdown for grammar and spelling. Add task title, version control, and page numbers before finalising the document. For example:

Download the finished product

You can download a PDF version of the finished task breakdown for creating a task breakdown from here.

When can a task breakdown be used?

The task breakdown has multiple uses:

• Used as a planning tool to identify required knowledge, required skills, safety requirements, and resources required to perform a task
• Used to explain the process or performance of the task
• Used to demonstrate the process or performance of the task
• Used by the learner to guide them when they learn or practice performing the task
• Used to check or assess the performance of the task
• Used as a diagnostic tool when a person is struggling with learning or performing the task (used to identify what step the learner is stuck on).

Training session plan

A task breakdown describes a task. A session plan is used to describe the training to be delivered. The task breakdown should not make reference to the training process. It should only describes the work task or activity.

A training session plan can be developed based on the steps described by the task breakdown.

Observation checklist

A task breakdown can be converted into an observation checklist. For example:

A procedure that can be used in the workplace

A task breakdown should be written to guide performance of a work task or activity. It should describe the step-by-step procedure to be followed in a training environment or in a real workplace. The task breakdown should be the procedure to follow, no matter where the task is performed.

In conclusion

Creating a task breakdown is a basic skill that all trainers and TAFE teachers must have. A task breakdown describes the steps in a logical sequence to perform a particular work task or activity.

A task breakdown has a multitude of uses:

• Used by the trainer as a planning tool
• Used by the trainer when explaining and demonstrating the performance of the task
• Used by the learner to guide them when they learn or practice performing the task
• Used by the trainer when checking or assessing the performance of the task
• Used by the trainer as a diagnostic tool.

Reference

[1] https://en.wikipedia.org/wiki/Four_stages_of_competence accessed 2 March 2023

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Introduction

Over the past few weeks I have been thinking about what tasks do trainers perform and what credentials do trainers need. This was triggered by the release of the Australian Skills Classification by the National Skills Commission. The occupation profile for a vocational trainer described in the Australian Skills Classification was appalling. My various thoughts have been recently published in four articles:

• What is the Australian Skills Classification? And how does it describe the tasks performed by a trainer working in the VET sector?
• Is training the same thing as teaching?
• What tasks do trainers do?
• What AQF level is appropriate for a qualification that targets a trainer working in the VET sector?

I would like to thank the many people who commented in response to these previous articles on this topic. In this article, I want to put together my many and varied thoughts.

What tasks are performed by trainers?

Qualifications must have an occupational outcome. Therefore, we need to develop an occupation profile based on work tasks and activities performed by a trainer. There are different types of trainers and not all trainers perform the same range of tasks.

What are the different types of trainers?

Some trainers work as part of Australia’s vocational education and training (VET) system. And some do not. This is the first significant difference between trainers:

• VET trainers
• Non-VET trainers.

Another difference is the job role performed: [1]

• Employed as a VET trainer (TAFE, private RTO, other RTO)
• Employed in a job role other than a VET trainer (experienced worker, workplace supervisor, workplace manager, etc.)
• School teacher delivering a VET in Schools program.

And another difference is the employment status: [1]

• Permanent employee (full-time and part-time employee)
• Non-permanent employee (casual, sessional or employed under fixed-term or short-term contract)
• Volunteer.

What are the different types of RTOs?

It has been said that VET trainers perform different tasks depending on the type of RTO they work for. The Education IRC identified six types of RTOs: [2]

• TAFE Institute
• University RTO
• Private RTO
• School RTO
• Community RTO
• Enterprise RTO.

I am not convinced that a person delivering training and assessment services for different types of RTOs actually perform profoundly different tasks:

• Are trainers expected to deliver training?
• Are trainer expected to keep training records?
• Are trainers expected to monitor progress?
• Are trainers expected to resolve issues?
• Are trainers expected to assess competence?
• Are trainers expected to keep assessment records?

Fundamentally, I think trainers will perform the same core tasks regardless of the type of RTO they work for. Some people may disagree with me, but they haven’t provided any details to persuade me otherwise.

I do acknowledge that trainers may operate under different conditions:

• Different types of learners, with different characteristics and needs
• Different types of content for different industry sectors
• Different types of training and assessment resources
• Different types of locations where training and assessment is conducted
• Different technology to be used (Moodle, Canvas, other LMS, Zoom, Cisco Webex, other web conferencing platform, etc.).

The different conditions do not essentially alter the work tasks or activities performed by a trainer. One important feature of the Australian VET system is ‘contextualisation’, and this allows RTOs to customise what they deliver to respond to different conditions. Therefore, an RTO delivering a TAE Certificate IV qualification can tailor content for a particular learner group need.

What qualifications, skill sets, and units of competency are needed?

Units of competency are used to describe the performance of work tasks and activities. They are then used as the building blocks for qualifications and skill sets. The needs of industry determines qualifications, skill sets, and units of competency. And the VET industry is mainly represented by the VET regulators, in particular ASQA, lobby groups, and the employers of VET trainers.

What are the regulatory requirements?

VET is highly regulated to ensure quality and to protect clients. The regulations specify the credentials that must be held by a VET trainer.

Deliver training within the VET context

An RTO’s training must be delivered only by a person who has the appropriate credential. Currently, this credential is the TAE40116 Certificate IV in Training and Assessment qualification or a diploma or higher-level qualification in adult education. [3]

Where the RTO engages an individual, who does not hold the appropriate credential, the individual can deliver training but they must be supervised by a person who does have the appropriate credential. The supervisor must monitor the individual under their supervision. And the supervisor is accountable for the quality of the training provided and the quality of assessment evidence collected. [3]

Assess competency within the VET context

Assessment must be conducted by a person who has attained the following units of competency: [3]

• TAEASS401 Plan assessment activities and processes
• TAEASS502 Design and develop assessment tools
• TAEASS402 Assess competence
• TAEASS403 Participate in assessment validation.

Alternatively, the person conducting assessments can have a diploma or higher-level qualification in adult education. [3] Do all higher-level qualifications in adult education ensure competence in the TAEASS401, TAEASS402, TAEASS403, and TAEASS502 units?

Where the RTO engages an individual, who does not hold the appropriate credential, the individual can contribute to assessment by collecting assessment evidence and providing it to a ‘qualified assessor’. It is the ‘qualified assessor’ who is accountable for the assessment process and determines the assessment outcome. The ‘unqualified individual’ is prohibited from determining assessment outcomes. [3]

Industry experts may also be involved in the assessment judgement, working alongside the ‘qualified assessor’. Again, it is the ‘qualified assessor’ who is accountable for the assessment process and determines the assessment outcome. The ‘unqualified individual’ is prohibited from determining assessment outcomes. [3]

What tasks are performed by a trainer?

The following diagram shows the relationship between:

• Tasks performed by a trainer
• Regulatory requirements
• Qualifications, skill sets, and units of competency.

I acknowledge that not all trainers perform the same range of tasks. Some work for RTOs and others do not, and maybe some RTOs expect their trainers to do things that are not required when working for other RTOs. Therefore, I have created five categories of trainer.

Category 1 trainer

• Deliver training within a non-VET context
• Deliver training under supervision within a VET context
• Prohibited from conducting assessment within a VET context

Category 2 trainer

• Deliver training under supervision within a VET context
• Contribute to assessments within a VET context
• Prohibited from conducting assessments within a VET context

Category 3 trainer

• Deliver training under supervision within a VET context
• Conduct assessments within a VET context

Category 4 trainer

• Perform the role of trainer or TAFE teacher
• Deliver training within a VET context
• Conduct assessments within a VET context
• Has the capability to design and develop training and assessment resources
• Has the capability to participate in assessment validation and moderation activities

Category 5 trainer

• Perform the role of senior trainer or senior TAFE teacher
• Has all the capabilities to perform the role of a Category 4 trainer
• Has the capability to design and develop training and assessment strategies
• Has the capability to lead assessment validation and moderation activities
• Has the capability to evaluate training and assessment services
• Supervise or mentor trainers or TAFE teachers.

The following table identifies the typical tasks performed by each category of trainer.

Tasks performed will determine the category. For example:

What category would match the requirements of a school teacher who is delivering a VET in Schools program? Probably, most would be a Category 3 trainer. Some would be a Category 4 trainer.

What category would match the requirements for a volunteer trainer working for a community-based RTO? Depending on the RTO requirements and supervision arrangements, the volunteer could be Category 1, 2, 3, or 4 trainer.

How to select the appropriate qualification or skill set

The following diagram can be used to help select the appropriate qualification or skill set.

A person only needs the TAE Certificate IV if:

• They are a trainer working in the VET system
• They will be responsible for conducting assessments
• They will not work under supervisions (as per the Standards for RTOs)
• They a new to the VET system.

Is AQF Level 4 appropriate for VET trainers?

The qualification for new trainers has been at the AQF Level 4 for the past 23 years. Some people think that the current qualification for VET trainers is at the wrong AQF level. I think it is the right level because of the supervision responsibilities of a trainer: supervise learners, supervise their safety, supervise their progress, etc.

Should there be more than one TAE Certificate IV qualifications?

Some people suggest that more than one TAE Certificate IV qualification is needed. How many qualification are needed? What units of competency would be included in each qualification? What units of competency would be the same? And what units of competency would be different?

I am not convinced that we need multiple qualifications. If people think some tasks are not being covered, then maybe the solution is have a few elective units. Currently, the TAE40116 Certificate IV in Training and Assessment qualification only has provision for one elective unit. If there was two or three elective units, then RTOs could select electives to meet different needs. Having said that, most RTOs would probably continue to deliver a fixed program.

In conclusion

In this article, I have introduced the concept of five categories of trainers.

Each category is supported by a different credential. Category 1, 2, and 3 trainers are covered by skill sets. Category 4 trainers are covered by a Certificate IV, and Category 5 trainers are covered by a Diploma. A pathway from Category 1 trainer to Category 5 trainer is provided with minimal duplication. In other words, one credential leads onto the next.

References

[1] https://www.ncver.edu.au/research-and-statistics/publications/all-publications/understanding-the-australian-vocational-education-and-training-workforce accessed 20 April 2021

[2] Education IRC, Industry Skills Forecast and Proposed Schedule of Work, March 2019 assessed 20 April 2021

[3] https://www.legislation.gov.au/Details/F2019C00503 accessed 20 April 2021

Background

Some people are working towards shifting Australia’s VET system from being a ‘training system’ to being an ‘education system’.

I have recently written articles exploring the difference between ‘training’ and ‘teaching’, and the difference between ‘trainers’ and ‘teachers’. I appreciate that there can be a crossover but the responses to my articles have overwhelmingly endorsed my view that there is a difference.

A difference between teaching and training can be expressed as:

• Teaching is about imparting knowledge and providing information, while training is about developing capabilities.
• Teaching is more theoretical and abstract, while training is more hands-on and practical.
• Teaching is more academic and knowledge based, while training is more practical and skills based or job focused.

In the Australian context, vocational education and training (VET) is about helping others learn to perform work tasks and activities. The prime focus has been on helping people get a job or get a better job. And the prime role of a trainer or TAFE teacher has been to deliver ‘training’, not ‘teaching’. Training involves ‘hands-on learning’. It involves performing the task or activity, and practicing until it has been learnt. Some learning is quick and easy. And sometimes learning can be a long and slow process.

Tasks performed by trainers

Australia’s VET system has been organised around qualifications. Each qualification relates to an occupation or a job function. However, in the past decade, skill sets have emerged to develop skills relating to part of a job. It is highly likely that the required qualification to be a trainer working in the VET sector will be reviewed during 2021/22. I look forward to the TAE40122 Certificate IV in Training and Assessment qualification, or whatever the qualification code and title will be. Maybe there will be more than one qualification targeting the work needs of different types of trainers.

An Australian VET qualification is meant to be a pathway to an occupational outcome. A review of the current TAE40116 Certificate IV in Training and Assessment qualification will require an analysis of the work tasks and activities performed by trainers and assessors.

The main target audience for the TAE40116 qualification are individuals delivering training and assessment services in the vocational education and training (VET) sector.

The following are some tasks performed by trainers and assessors working in the Australian VET sector:

• Complete administrative tasks
• Design and develop training and assessment resources
• Plan, organise, and deliver training
• Plan, organise, and conduct assessments
• Participate in assessment validation and moderation activities
• Evaluate training and assessment services
• Plan, organise, and monitor learning in the workplace
• Maintain and enhance vocational competencies.

Task titles can be vague

The task titles above may be a bit vague. Knowledge and skills required to perform a task can be hidden in the details. Therefore, the following begins to clarify some of the typical tasks performed by a trainer, without getting into too much details.

Complete administrative tasks may include the following sub-tasks:

• Attend meetings
• Reply to emails
• Resolve issues.

Design and develop training and assessment resources may include the development of technology based resources and non-technology based resources. There may be an advantage to splitting this task into two sub-tasks:

• Design and develop assessment resources
• Design and develop training resources.

It has become a common task for trainers to address adult language, literacy, and numeracy skills. Many adult learners have LLN skills that are less than the required level for the specified outcome of the training program. This task would be performed in conjunction with the delivery of training and assessment of competency.

Plan, organise, and deliver training may include the following sub-tasks:

• Plan and prepare for the delivery of training
• Request facilities or equipment required for assessment
• Conduct safety risk assessment
• Gather training materials, including photocopying
• Ensure safe learning environment
• Deliver group-based training
• Maintain records, including attendance and participation records
• Provide support and training to an individual
• Gather feedback or evaluation data about training services.

Plan, organise, and conduct assessments may include the following sub-tasks:

• Request facilities or equipment required for assessment
• Conduct safety risk assessment
• Gather assessment materials, including photocopying
• Ensure safe assessment environment
• Assess competence
• Maintain records, including assessment evidence and results
• Gather feedback or evaluation data about training and assessment services.

RTOs may require their trainers and assessors to participate in assessment validation and moderation activities. This is an important task for ensuring quality and continuous improvement.

RTOs may require their trainers and assessors to analyse feedback and evaluate training and assessment services. This task may include identifying trends and recommending improvements.

Plan, organise, and monitor learning in the workplace is required when coordinating apprenticeships, traineeships, or work placements.

Trainers and assessors must maintain and enhance their vocational competencies, including their the continued development of their training and assessment skills (as specified by the Standards for RTOs).

Note: Additional tasks may be performed by an experienced trainer or senior TAFE teacher. For example, supervise and mentor new trainers.

Are all VET trainers the same?

Not all trainers perform the same tasks or spend the same amount of time on performing a particular task or activity.

There can be a difference determined by the type of trainer:

• Full-time trainer
• Casual trainer
• Volunteer trainer
• School teacher who delivers a VET in Schools program
• Workplace or industry trainer who’s main job is not being a trainer.

The following table gives an indicative amount of time on performing the various tasks.

In conclusion

I am seeking your help to further clarify or confirm the tasks performed by trainers. A clear understanding of work tasks and activities can have, and should have, an impact on the future qualification or qualifications required to be a trainer.

• Are the tasks I have identified, the tasks performed by trainers?
• Are my estimates for the indicative amount of time performing each task reasonable?
• Are there other tasks performed by trainers that I haven’t listed? For example, should I include ‘design and develop a training program’ task?
• Do you think there should be one TAE qualification for all trainers, or should there be different qualifications for different types of trainers?

If there are different qualifications we may have some trainers restricted in moving from one type of RTO to another type of RTO, or from one type of employment as a trainer to another. This may create a ‘gap training’ requirement, and a delay in taking up new job or career opportunities until the ‘qualified trainer’ gets further qualified. Is it desirable to set up two categories of ‘qualified trainers’? Would this confuse would-be trainers? How many would-be trainers will want to pay money to become a ‘qualified but restricted trainer’?

I welcome your comments.

I am especially keen to hear from RTO managers who employ trainers. What tasks do you want a ‘qualified trainer’ to perform when they work for your RTO?