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Audit report: Apprentices – Trainees – Employment Ltd

Date/s of audit: 14 & 15/03/2018

Date report created: 12/04/2018

Date report updated: 17/07/2018

Australian Skills Quality Authority 2 of 38

Audit report - Apprentices – Trainees – Employment Ltd

Organisation details

Organisation’s legal name: Apprentices – Trainees – Employment Ltd

Trading name/s: ATEL Training Solutions

RTO number: 3558

CRICOS number: N/A

Audit team

Lead auditor: Karen Kerr

Assistant/s: Carly Simpson

Audit details

Application number/s: N/A

Audit number: AUDREC0008020

Audit reason Compliance - monitoring VET

Address of site/s visited: 2 Michael Drive, Wodonga VIC 2390

Date/s of audit: 14/03/2018 & 15/03/2018

Organisation’s contact for audit: Kellie Howard Chief Executive Officer

[email protected] 02 6024 0800

Original finding at time of audit

Audit finding: Concerning non-compliance

Report completed by: Karen Kerr

Practice Standards for RTOs 2015 Finding

Marketing/Recruitment 4.1 Compliant

Enrolment 5.1, 5.2, 5.3, 7.3 Not audited

Support and Progression 1.7 Not audited

Training and Assessment 1.1, 1.2, 1.3, 1.8

1.13-1.18, 1.20

Not compliant

Compliant

Completion 3.1 Not compliant

Regulatory Compliance / Governance

2.3, 2.4, 8.2 Not audited

Audit finding following analysis of additional evidence

Audit finding following analysis of additional evidence provided on 9/07/2018 : Compliant

Report completed by: Karen Kerr

Practice Standards for RTOs 2015 Finding

Training and Assessment 1.1, 1.2, 1.3, 1.8 Compliant

Completion 3.1 Compliant



Background

Summary of organisation and management structure:

Apprentices - Trainees - Employment Ltd (the RTO) has been operating as an RTO since 1993. The organisation is supported by a Board of six members and managed by a Chief Executive Officer. Recently the CEO has retired and Kellie-Ann Howard is acting in the role.

The RTO is made up of 55 staff members that include: o RTO Manager o Administration Support o Permanent and contract trainer/assessors

Scope of registration:

The RTO delivers 18 qualifications and 2 units of competency across the AHC, BSB, SIR, SIT, and TLI training packages.

Suburb and state of all delivery locations:

The RTO provides mainly on the job training in regional NSW, VIC and ACT. The RTO is no longer delivering in Qld.

Third party usage:

The RTO does not use services provided by third parties.

Core clients/target groups:

The client group for the RTO is mainly traineeships in an on the job training model.

Corporate client Ron Finemore Transport.

Training Revenue (Funded or fee for service):

Training Revenue is mostly from State Government Funded Traineeships, however revenue also comes from fee for service for the delivery of stand-alone units.

Total number of current enrolments as at audit date:

364

In preparing the audit report, consideration has been given and reference made, where relevant, to:

Information provided by students as part of a student survey or interview.

Information provided directly by the RTO Apprentices – Trainees – Employment Ltd to ASQA

Existing information and records held by ASQA concerning the RTO Apprentices – Trainees – Employment Ltd

Information provided to ASQA’s auditors and documentation reviewed during the site audit of the RTO Apprentices – Trainees – Employment Ltd conducted on 14 and 15 March 2018.

Other publically available information - including but not limited to, information published on the organisation’s and third party websites.

Audit Sample

Code Training products Mode/s of delivery / assessment*

Current enrolments

AHC30116 Certificate III in Agriculture Workplace 37

BSB30115 Certificate III in Business Workplace 43

SIT30616 Certificate III in Hospitality Workplace 40



TLI31616 Certificate III in Warehousing Operations

Workplace 35

SIR30216 Certificate III in Retail Workplace 39

TLI42016 Certificate IV in Logistics Workplace 49

TLIF2010 Apply fatigue management strategies

Face to face 0

CPCCWHS1001 Prepare to work safely in the construction industry

Face to Face 0

*Apprenticeship, Traineeship, Face to face, Distance, Online, Workplace, Mixed, Other (specify)

Interviewees

Name Position Training products

Kellie-Ann Howard Acting CEO

Natasha Pollard

Sonia Hosie

Jackie Boyd

RTO Manager

Resource Development

RTO Admin Team Leader

Scope of Audit

Scope of Audit

Karen Lyn Schoff Director

Dana Bradley Trainer/Assessor BSB30115, SIR30216, SIT30616



About this Report

This report details findings against the Standards for Registered Training Organisations (RTOs) 2015 (Standards for RTOs 2015). If non-compliance has been identified, this report describes evidence of the non-compliance.

Where non-compliance has been identified, the Registered Training Organisation is accountable for identifying and correcting non-compliant practices and behaviours, particularly those that have had a negative impact on learners.

Correcting non-compliance may require:

correcting a process or system that has led to the non-compliance, and implementing a revised process or system

identifying the impact on learners and carrying out remedial action for current and past learners

Original Action required by the RTO

Apprentices – Trainees – Employment Ltd did not meet all requirements for clauses 1.1, 1.2, 1.3, 1.8 and 3.1.

Remedial action is required for the following training products:

AHC30116 Certificate III in Agriculture

AHCLSK301 Administer medication to livestock

AHCLSK311 Implement feeding plans for livestock

BSB30115 Certificate III in Business

BSBINN301 Promote innovation in a team environment

BSBCUS301 Deliver and monitor a service to customers

SIT30616 Certificate III in Hospitality

SITXCCS006 Provide Service to customers

SITXFSA001 Use hygienic practices for food safety


TLIA3016 Use inventory system to organise stock control

TLIA3039 Receive and store stock

SIR30216 Certificate III in Retail

SIRXCOM002 Work effectively in a team

SIRXCEG001 Engage the customer

TLI42016 Certificate IV in Logistics

TLIX4028 Apply knowledge of logistics

TLIR4001 Monitor supplier performance




The RTO is required to:

Clause 1.1









provide, the training and assessment strategies for the above listed training products that provide

the framework to guide the learning requirements and training and assessment arrangements

consistent with the requirements of the above listed training products and enables each learner to

meet the requirements of each unit of competency.

Clause 1.2


provide, for the above listed training product, the training and assessment strategy that

demonstrates how the proposed amount of training is sufficient and has been determined based

on the prospective learner cohort’s existing skills, knowledge and experience and the proposed

mode of delivery.

Clause 1.3







provide evidence that demonstrates the RTO ensures it has access for the above listed training products to the required facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

Clause 1.8






















provide, the assessment tools for the units of competency listed above that demonstrates the RTO implements an assessment system that ensures assessment:

o complies with the assessment requirements of the relevant training packages or VET accredited course; and

o will be conducted in accordance with the Principles of Assessment and the Rules of Evidence.

Completed student assessment items:






















provide evidence to demonstrate the RTO has taken remedial action to address the non-compliances identified with the assessments conducted for the following students:

Katrin Werdehausen Dylan Litchfield Blaize Dunn Sarah Yule Mark Earsman Beth Dougherty Georgia Corbett Emily Rozyn Tahlee Mason Tara Child Taylan Yaan Sarah Pryde Allison Francis: Kathleen Furner: Amanda Hill Simon Blake William Bryant Kanwaljeet Singh Gill

Your organisation must provide evidence that:

the above listed students were assessed in accordance with Clause 1.8 prior to AQF certification documentation being issued. If AQF certification documentation has been issued without appropriate assessment, demonstrate that corrective action is now in place that confirms the above listed students were subsequently assessed in accordance with the requirements of Clause 1.8.

Clause 3.1

provide evidence that demonstrates the RTO’s completion practices ensure that AQF certification documentation is only issued to a learner whom it has assessed as meeting the requirements of the training product as specified in the relevant training package.

Audit finding following analysis of additional evidence

Following analysis of additional evidence provided by Apprentices – Trainees – Employment Ltd on 9 July 2018 the RTO:

provided sufficient evidence to demonstrate compliance with clauses 1.1, 1.2, 1.8 and 3.1.



Areas of non-compliance

Training and Assessment

Standards for RTOs Clause 1.1

Original Finding: Not compliant

Finding following additional evidence: Compliant

The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.




For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:

a) the existing skills, knowledge and the experience of the learner;

b) the mode of delivery; and

c) where a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full qualification.

VET – C lause 1.1

VET – C lause 1.2









The following was reviewed in relation to training and assessment:

Training and Assessment Strategy for each of the above listed training products

Assessment Plans for each of the above listed training products

Extract from Student Handbook covering: o Induction o Training Delivery (Student and Employer responsibilities) o Trainer/Assessor Visits

The RTOs training and assessment strategies and practices are not compliant with the requirements of Clause 1.1 and 1.2 of the Standards for RTOs 2015 as the evidence did not demonstrate the:

RTOs training and assessment strategies and practices, including the amount of training they provide are consistent with the requirements of the training package and enable each learner to meet the requirements for each unit of competency in which they are enrolled.

RTO determines the amount of training they provide to each learner with regards to: o the existing skills, knowledge and the experience of the learner;

o mode of delivery; and

o where a full qualification is not being delivered, the number of unit and/or modules being

delivered as a proportion of the full qualification.



Evidence of non-compliant training and assessment practices includes:









The ‘Transition arrangements’ section within each strategy for the above listed training products is not accurate as it refers to the RTO complying with ASQA’s General Direction: Transition and teach out which was replaced by ASQA’s General Direction Learner transition which came into effect on 1 April 2015.







The evidence provided does not clearly describe the strategies to be implemented by the organisation to deliver and assess the above training products. For example, but not limited to the following:

o The training and assessment strategies provided do not provide a framework to describe

and guide the training delivery and assessment requirements for the 100% on the job

traineeship delivery model. For example:

It is not clear how the RTO ensures the training delivered on the job by each employer covers all aspects of the training package and is not simply training specific to the learner’s workplace.

Discussion with RTO representatives indicate there are a number of documents that support and guide the RTOs training and assessment strategies, however these documents are not referenced or referred to within the strategy document.

the evidence provided does not describe how the RTO monitors training delivery in the workplace and the learners progress. For example, the required number of monitoring visits and the time learners are allocated to undertake training activities in the workplace.

The strategies state different learner cohorts including School based Trainees, Work based Trainees and Existing workers, however the evidence provided does not describe the delivery and assessment arrangements specific to each separate learner cohort.

The evidence provided did not detail the physical resources required for delivery of the above qualifications. In addition, it was not clear how the RTO ensures each workplace has access to the resources and equipment required by the AHC, BSB, SIR, SIT, and TLI Training Packages.


The assessment methods listed in the training and assessment strategy are not consistent with the assessment tools provided. For example, the strategy states the assessment methods for TLIX4028 Apply knowledge of logistics are Projects, Questions, Observation and Third Party reports however, no evidence of an observation assessment tool was provided.




The evidence provided does not clearly describe the strategies to be implemented by the organisation to deliver and assess this training product. For example, but not limited to the following:

o The RTO advised this unit is predominately delivered to corporate client Ron Finemore

Transport however, the strategy was generic and did not describe the specific strategies

the RTO has in place to deliver and assess this training product for this particular client.

For example, the RTO is relying on assessment evidence gathered by a third party,

however the strategy does not include any information in relation to a third party report

being required.

o There are inconsistencies in the assessment requirements. For example, the training and

assessment strategy does not provide guidance on the assessment arrangements and

assessment methods implemented by the organisation and indicates this unit is delivered

and assessed within one day (6 hours). However, the Assessment Environment section

of the Assessment Plan states: ‘Assessment Tasks – these assessments are to be

completed by combination of workplace and home and the ATEL Assessment Tool –

Assessment will be undertaken at your workplace under real work conditions. Date and

time for assessment will be agreed upon with all parties’.

o The evidence provided did detail the physical resources required for delivery of this unit.

The RTO has not demonstrated how they have determined this amount of training is appropriate for the identified student cohort. For example:

o The RTO has stated TLIF2010 Apply fatigue management strategies will be delivered as

follows, six hours consisting of:

2.5 hours (face to face delivery)

45 minutes (formative assessment)

1 hour (summative assessment)

45 minutes (Review assessments and complete and sign paperwork)

1 hour (breaks)

Total amount of training – 2.5 hours

Total VOL – 4 hours 15 minutes

o The strategy indicates learners are both new and existing drivers, however the RTO did

not provide a rationale or an explanation of how the amount of training of 2.5 hours has

been determined as sufficient for both new and existing drivers and will enable each

learner to gain the skills and knowledge specified to meet the requirements of the unit.

Analysis of additional evidence:











The following additional evidence was provided:

Revised Training and Assessment Strategies for the above listed training products including

Facilities and Equipment Checklists

The evidence provided has addressed the non-compliance.




The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:

a) trainers and assessors to deliver the training and assessment;

b) educational and support services to meet the needs of the learner cohort/s undertaking the training and assessment;

c) learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery; and

d) facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

VET – C lause 1.3







TLI2010 Apply fatigue management strategies

The following was reviewed in relation to training and assessment:

Training and Assessment Strategy for each of the above listed training products

Assessment Plans for each of the above listed training products

The RTOs training and assessment practices are not compliant with the requirements of Clause 1.3 (d) of the Standards for RTOs 2015 as the evidence did not demonstrate the RTO ensures it has access to the required facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

Evidence of non-compliant training and assessment practices includes:








The training and assessment strategies provided for the above training products did not identify the facilities and equipment required for each training product.









The evidence provided did not demonstrate how the RTO ensures the individual workplaces for all learners undertaking the above training products have or have access to the facilities and equipment as required by the training packages.










Revised Training and Assessment Strategies for the above listed training products including

Facilities and Equipment Checklists

The evidence provided has addressed the non-compliance.




The RTO implements an assessment system that ensures that assessment (including recognition of prior learning):

a) complies with the assessment requirements of the relevant training package or VET accredited course; and

b) is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence contained in Table 1.8-2.

Table 1.8.1 Principles of Assessment

Fairness The individual learner’s needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Flexibility Assessment is flexible to the individual learner by:

reflecting the learner’s needs;

assessing competencies held by the learner no matter how or where they have been acquired; and



drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Validity Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;

assessment of knowledge and skills is integrated with their practical application;

assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and

judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Table 1.8.2 Rules of Evidence

Validity The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.

Authenticity The assessor is assured that the evidence presented for assessment is the learner’s own work.

Currency The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

VET – C lause 1.8






















The following evidence was reviewed in relation to assessment:



Learning Guide – Sheep

Learning Guide – Cattle

Assessment Plan

Assessment Task

Assessment Tool including: o Assessment Overview –Student o Questions Sheet o Critical Points Observation Checklist o Third Party Report

Assessor Guide


Assessment Plan

Learning Guide

Assessment Tool including: o Assessment Overview o Question Sheet o Critical Points Observation Checklist o Third Party Report

Assessor Guide


o Katrin Werdehausen Contact Checklist Enrolment forms/ apprenticeship forms Workplace training activities logbook AHCLSK311- Assessment Cover sheet 31/01/18 Assessment Tool Third Party Report AHCLSK301- Assessment Coversheet – 31/01/2018 Assessment Plan Assessment Tool Third Party Report

o Dylan Litchfield

Contact Checklist Enrolment forms/ apprenticeship /funding forms Summary Record of Assessment Process/Outcomes 31/01/2018 Workplace training activities Logbook Assessment Coversheet 5/02/2018 AHCLSK311 & AHCLSK301 Assessment Plan – signed off by Steve AHCLSK311A Assessment Tool AHCLSK301A Assessment tool Third Party Report





Assessment Tool including: o Assessment Overview o Question Sheet o Critical Points of Observation

Third Party Report

Assessor Guide


o Blaize Dunn Enrolment Forms Statement of Attainment issued 7/03/2018 Participant Guide Contact Checklists Assessment coversheet – 23/11/2017 Assessment Plan Assessment Tool - 23/11/2017

o Sarah Yule Enrolment Forms SIT30616 Certificate III in Hospitality issued 9/03/2018 Contact Checklists Participants Guide Assessment Cover Sheet signed 6/12/17 Assessment Plan Assessment Tool – 6/12/17


Assessment Plan (clustered with SITXFSA002)

Assessment Coversheet

Industry Environment Checklist

Assessment Tool including: o Assessment Overview o Question Sheet o Project Sheet o Project Checklist (Task 1 and Task 2) o Third Party Report

Food Central Food Safety Program

Assessor Guide

Unit Mapping


o Mark Earsman Food Safety Supervisor Certificate 14/12/17 Enrolment forms Contact Checklists Assessment Cover Sheet – 11/12/17 Assessment Plan Temperature Log Sheet Assessment Tool -11/12/17

o Beth Dougherty Food Safety Supervisor Certificate- 29/11/17 Enrolment Forms Contact Checklists



Assessor Cover Sheet – 29/11/2017 Assessment Plan Assessment Tool (no date)



Trainer/Assessor Manual

Participant Guide

Unit Mapping

Assessment Tool including: o Assessment Overview o Question Sheet o Third Party Report

Critical Points of Observation Checklist

Assessor Guide


o Georgia Corbett Client Contract Unit Report – enrolment 30/01/2017 BSB30115 Certificate III in Business issued 12 February 2018 ATEL Contact Checklists Assessment Plan Participants guide Assessment Coversheet 5/12/17 Assessment Tool Critical Points Observation Checklist

o Emily Rozyn Client Contract Unit Report – Enrolment 18/04/2017 ATEL Contact Checklist BSB30115 Certificate III in Business issued 6/02/2018 Assessment Coversheet 14/11/17 Assessment Plan Assessment Tool


Assessment Plan

Third Party Report

Assessment Tool including: o Assessment Overview o Question Sheet o Project Sheet o Project Checklist

Assessor Guide

Unit Mapping

Participant Guide

Trainer/assessor manual


o Tahlee Mason Contact Checklist Assessment Cover Sheet – 11/12/17 Assessment Plan Third party report Customer Satisfaction Survey Report Assessment Tool 11/12/17



Participants Guide o Tara Child

Client Contract Unit Report – enrolled 20/03/2017 Contact Checklists Assessment Tool – 18/01/18 Assessment Plan Third Party Participants guide



Learner Guide

Mapping document

Assessment Plan

Third Party

Assessment Tool including: o Assessment overview o Question Sheet o Observation Checklist

Assessor Guide


o Taylan Yaan Enrolment Form – 19/04/2017 Contact Checklists Assessment Cover Sheet 30/11/17 Assessment Plan Third Party Assessment Tools Observation Checklist Learning Materials

o Sarah Pryde Enrolment Form – 18/10/16 Contact Checklist Assessment Cover Sheet – 29/11/2017 Assessment Plan Third Party Assessment Tools


Learner Guide

Assessment Plan

Assessment Tool including: o Assessment Overview o Question Sheet o Critical Points Observation Checklist o Third Party

Assessor Guide


o Eathan Gardiner Enrolment Form 28/11/2016 Contact Checklist signed off by Steve Handcock Assessment Cover Sheet 27/11/2017 by Steve Handcock Assessment Plan Assessment Tool



Learner Guide Task o Jarrod Savage

Enrolment Form 03/04/2017 Contact Checklist signed off Steve Handcock Assessment Cover Sheet – 20-09-17 Assessment Plan Assessment Tool 20-09-2017 Learner Guide



Assessment Plan

Small Print Trainer/Assessor Manual

Small Print Participant Guide (Formative Assessment)

Knowledge Questions

Observation

Third Party Report

Assessor Guide


o Allison Francis: Assessment Cover Sheet Assessment Plan Learner Guide ATEL Assessment Tool (Assessment 1 Theory Questions, Assessment 2 Project) Observation Checklist Third Party Report


Assessment Plan

Small Print Trainer/Assessor Manual

Small Print Participant Guide (Formative Assessment)

ATEL Assessment Tool Theory Questions and Project

Third Party Report

Assessor Guide


o Kathleen Furner: Assessment Cover Sheet Assessment Plan Learner Guide ATEL Assessment Tool (Assessment 1 Theory Questions, Assessment 2 Project) Observation Checklist Third Party Report



Assessment Plan

Small Print Participant Guide Activities 1-4

ATEL Assessment Tool Theory Questions

Small Print Participant Guide Project Assessment

Assessor Guide

Third Party Report

Unit Mapping




o Amanda Hill: Assessment Plan Third Party Report Small Print Participant Guide Activities and Summative Assessment Task Project Knowledge Questions

o Simon Blake: Assessment Plan Third Party Report Small Print Participant Guide Activities and Summative Assessment Tasks Project Knowledge Questions


Assessment Workbook consisting of: o Part A Multiple choice and True/False questions o Part B Short Answer Questions o Part C Scenarios o Third Party Report o Assessor Guide o Unit mapping


o William Bryant: Enrolment Form Assessment Plan Assessment Coversheet/Competency Report Learner Guide Questions and Answers Assessment Workbook Part A, Part B and Part C Third Party Report

o Kanwaljeet Singh Gill:

Enrolment Form Assessment Plan Assessment Coversheet/Competency Report Learner Guide Questions and Answers Assessment Workbook Part A, Part B and Part C Third Party Report

The RTOs assessment practices are not compliant with the requirements of Clause 1.8 of the Standards for RTOs 2015, as the evidence provided did not demonstrate that the RTO implements an assessment system that ensures that assessment (including recognition of prior learning):

a) complies with the assessment requirements of the relevant training package or VET accredited course; and

b) is conducted in accordance with the Principles of Assessment and the Rules of Evidence.

Evidence of non-compliant assessment practices includes:






The evidence provided for AHCLSK301 Administer medication to livestock and AHCLSK311 Implement feeding plans for livestock does not address all the training package requirements and does not confirm assessment will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:


Validity and Sufficiency – the assessment tools do not address all unit of competency requirements. For example, but not limited to:

o Performance Evidence:

Performance must be demonstrated consistently over time and in a suitable range of contexts.

o The Critical Points of Observation Checklist provided does not ensure that the learner demonstrates the required performance evidence over a period of time and in a suitable range of contexts. The form only provides a blank spot for a date observed to be written and does not indicate if multiple observations took place and the contexts of the observations. A review of student records verified that multiple observations did not take place against all the assessment criteria for the records reviewed.

o Knowledge Evidence:

apply relevant work health and safety requirements

relevant State/Territory legislation, regulations and codes of practice with regard to work health and safety, animal welfare, biosecurity and the use and control of hazardous substances.

The assessment tools repeatedly refer to Occupational Work Health and Safety or OHS, which is obsolete term, rather than the current Work Health and Safety (WHS) requirements. This in not ensuring that the learner is able to demonstrate knowledge of the current and relevant work health and safety requirements.

Withholding periods for residues in meat, milk or wool

Personal protective clothing and equipment and when and how it should be used and maintained

The assessment material provided does not consider the above listed Knowledge Evidence. Therefore, it is unclear how these unit requirements are being assessed.

Reliability – the assessment tools do not contain sufficient performance benchmarks for each skill/behaviour to be demonstrated, therefore it cannot be confirmed that all training package requirements will be met and that consistent judgements will be made across a range of learners and assessors. For example, but not limited to the following:

o Critical Points Observation Checklist:

The observable assessment criteria are a cut and paste or rewording of the unit requirements and do not contain sufficient performance benchmarks to ensure the learner is assessed demonstrating the unit requirements.

Lists unobservable behaviours.

A review of the student records indicate that the Checklist does not provide enough guidance to assessors regarding observation over time to ensure that assessment is consistent across a range of learners and assessors.

o Question Sheet:

A review of the Student Records indicates inconsistent assessment occurring regarding learner responses to questions. In some cases, learners are answering open-ended questions with multiple sentences or one word and still being assessed as competent. This guidance provided to the assessor in the Assessor Guide and to the learner in the Assessment Tool does not indicate to what length the learner is required to responded to each open-ended question and therefore allowing for inconsistent judgements across a range of learners.



Fairness – the assessment tools do not provide clear information to the learner and assessor to fully inform them of the assessment process and conditions. For example, but not limited to the following:

o The information provided to the learner and assessor regarding the observation assessment do not provide the conditions and context regarding the conduct of the assessment.

o Clear information is not provided to learners and assessors, regarding the required length of responses to the assessment questions.




Performance must be demonstrated consistently over time and in a suitable range of contexts.

The Critical Points of Observation Checklist provided does not ensure that the learner demonstrates the required performance evidence over a period of time and in a suitable range of contexts. The form only provides a blank spot for a date observed to be written and does not indicate if multiple observations took place and the contexts of the observations. A review of student records verified that multiple observations did not take place against all the assessment criteria for the records reviewed.


Role of spelling subdivision in effective pasture and animal management






A review of the student records indicate that the Checklist does not provide enough guidance to assessors regarding observation over time to ensure that assessment is consistent across a range of learners and assessors.

o Question Sheet:



o The information provided to the learner and assessor regarding the observation assessment do not provide the conditions and context regarding the conduct of the assessment.







The evidence provided for SITXCCS006 Provide Service to customers and SITXSA002 Participate in safe food handling practices does not address all the training package requirements and does not confirm assessment will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:



o Performance Criteria:

PC 1.1 Communicate with customers in a professional manner within designated response times using appropriate verbal and non-verbal communication.

PC 2.1 Practise high standards of personal presentation and hygiene according to organisational requirements,

PC 3.1 Establish rapport with customer to promote goodwill and trust during service delivery.

PC 4.2 Respond to customer complaints in a professional manner PC 4.5 Escalate complex service issues to higher level staff for action

It is not clear how the above listed PCs are being assessed as the required interactions and communication criteria are not considered in the assessment tools.


Identify customer requirements and provide quality customer service to three different internal and three different external customers to meet requirements

Provide service to above customers in line with organisational customer service standards and within designated organisational response times

Demonstrate procedures to respond to and resolve three different customer complaints according to organisational policies and procedures

Demonstrate effective communication with the above internal and external customers including any with special needs

Seek formal and informal feedback from customers on above service

The assessment material provided does not require or allow the learner to undertake working with three internal and three external clients or assess the learner undertaking any of the above listed Performance Evidence requirements while working with these clients. It is unclear how these unit requirements are being met.


Principles of quality customer services and positive communication Appropriate non-verbal communication for customers






The observable assessment criteria do not contain sufficient performance benchmarks to ensure the learner is assessed demonstrating the unit requirements.


o Question Sheet:



o Clear information is not provided to the learner regarding the context and conditions of the observation assessment.

o The Assessor’s Guide states that ‘the student will perform 2 demonstrations in order for the assessor to conduct an observation in the workplace’. However, this information is not provided to the learner regarding the context of the assessment nor do the assessment tools support two observations.





Demonstrate use of safe food handling practices in food handling work function in line with organisational hygiene procedures on at least three occasions

Demonstrate procedures to:

Identify food hazards

Report unsafe practices

Report incidents of food contamination

The assessment tasks for this unit consider the above listed PEs, however it is unclear how the assessor assesses and records the demonstration of these unit requirements.

o Assessment Conditions:

The assessment tools provided do not demonstrate access to the following items required in the assessment conditions:

Work benches

Cutlery

Glassware


o The guidance provided to the Assessor regarding Tasks 1 and Task 2 do not provide sufficient performance benchmarks to ensure that the learner has adequately demonstrated all the unit requirement and cannot confirm that consistent judgements will be made across a range of learners and assessors.








The evidence provided for BSBINN301 Promote innovation in a team environment and BSBCUS301 Deliver and monitor a service to customers does not address all the training package requirements and does not confirm assessment will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:



o Performance Criteria

4.2 Gather and use feedback from within and outside the team to generate discussion and debate.

The assessment material provided does not indicate that the learner is required to gather and use feedback in the assessment tasks.

o Performance Evidence

Apply practices that promote innovation within a team including:

Reflecting on activities, feedback and challenges to identity improvement options

Implement improvements and communicate about them

The assessment material provided does not demonstrate that the above listed PEs are considered or assessed.


o No evidence was provided regarding guidance to assessors in relation to the Assessment Tasks and therefore cannot confirm that all training package requirements are being met.


Does not provide sufficient performance benchmarks to confirm that all training packages requirements are being met and consistent judgements are being made across a range of assessors and learners.



o The mapping document lists the superseded unit information, for example the Required Skills from the superseded unit are listed and not the Performance Evidence as associated criteria. This is not providing accurate information on the assessment process for to assessors.

o Clear information is not provided to the learner regarding the number, context and conditions of the observation assessment.



o The Assessor Guide states ‘The student will perform 2 demonstrations in order for the assessor to conduct an observation in the workplace’ however the Critical Points Observation Checklist indicates three observations are taking place. This inconsistency in documents does not provide clear information to the assessor as to how many observations are required to take place.

o A review of the Student Records identified that a Third Party Report was not being completed correctly which indicates that clear information is not being provided to the Third Parties regarding the report requirements.



o A review of the Student records identified that not all of the assessment evidence required was submitted for each student. This assessment practice has not ensured that the learners are being sufficiently assessed against all of the unit requirements.


o Third Party reports are the only assessment instrument assessing the practical applications of this unit. The instrument has a section at the end of the document that states ‘Assessor Evaluation’ with a blank space. No guidance is provided to the assessor regarding the evaluation of the report document and if the Third Party has provided sufficient evidence to ensure that the learner has adequately demonstrated the unit requirements. A review of student records shows that the assessor evaluation is left blank or just a two-word comment is provided and no evidence of an evaluation of the third party report has taken place.


o A review of the Student Records identified that a Third Party Report was not being completed correctly which indicates that the clear information is not being provided to the third parties or assessors regarding the reports.




The evidence provided for TLIA3016 Use inventory system to organise stock control and TLIA3039 Receive and store stock does not address all the training package requirements and does not confirm assessment will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:



o A review of the Student records identified that:

not all of the assessment evidence required had been submitted for each student, however the students were found to be competent. This assessment system and practice has not ensured that the learners are being sufficiently assessed against all the unit of competency requirements.

the observation checklists were not sufficiently completed by the trainer/assessors. In multiple sections of the checklist it states ‘the student must



demonstrate all of the following to achieve a satisfactory result. Please tick’

however, in many cases only three of the five tasks were ticked off in the provided student records as being completed, but the learner is still marked as satisfactory completing the observation.


o Third Party reports are the only assessment instrument assessing the practical applications of this unit. The instrument has a section at the end of the document that states ‘Assessor Evaluation’ with a blank space. No guidance is provided to the assessor regarding the evaluation of the report document and if the Third Party has provided sufficient evidence to ensure that the learner has adequately demonstrated the unit requirements. A review of student records shows that the assessor evaluation is left blank or just a two-word comment is provided and no evidence of an evaluation of the third party report has taken place.

o No guidance to the assessor was provided for the activities and projects being done in the learner guide that contribute to the assessment of the unit of competency. Therefore, it cannot be confirmed that the all the unit requirements are being met and that the instrument ensures consistent judgements across a range of learners and assessors.


o The mapping document lists the superseded unit information, for example the Required Skills from the superseded unit are listed and not the Performance Evidence as associated criteria. This is not providing accurate information on the assessment process for to assessors.

o A review of the Student Records identified that the Observation Checklist and Third Party Report are not being completed correctly which indicates that clear information is not being provided to the assessors or third parties regarding the reports.



o A review of the Student records identified:

the question sheets provided to the learner contained the suggested answers, therefore not requiring the learner to demonstrate their knowledge sufficiently





o No guidance to the assessor was provided for the activities and projects being done in the learner guide that contribute to the assessment of the unit of competency. Therefore, it cannot be confirmed that the all the unit requirements are being met and that the instrument ensures consistent judgements across a range of learners and assessors.






The evidence provided for SIRXCEG001 Engage the customer and SIRXCOM002 Work effectively in a team does not confirm assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:


Note: this unit is assessed in conjunction with:

- SIRXSLS001 Sell to the retail customer - SIRXCEG002 Assist with customer difficulties - SIRXCEG003 Build customer relationships and loyalty - SIRXCOM002 Work effectively in a team

Reliability - The assessment tools do not contain sufficient performance benchmarks for each skill/behaviour to be demonstrated, therefore it cannot be confirmed that all training package requirements will be met and that consistent judgements will be made across a range of learners and assessors. For example, but not limited to:

o The assessment tools provided and the completed student assessment items reviewed for Allison Francis are not consistent. Five of the completed questions were different to those listed in the Assessment Tool and the Assessor Guide.

Fairness - The assessment tools do not provide clear information to the learner and assessor to fully inform them of the assessment process and conditions.

o The assessment instructions do not provide learners or assessors with guidance on the level and detail of the responses required to be deemed satisfactory. For example, where there are multiple responses to a question how many responses must the learner provide to be deemed satisfactory.


Note: this unit is assessed in conjunction with:

- SIRXSLS001 Sell to the retail customer - SIRXCEG002 Assist with customer difficulties - SIRXCEG003 Build customer relationships and loyalty - SIRXCEG001 Engage the customer


o There is an error in the numbering of questions within the Assessor Guide with Question 6 being listed as Question 7.

o The completed student assessment reviewed for Kathleen Furner shows the answer to Question 12 (Question 13 in the Assessor Guide) has been marked as satisfactory however, the answer does not reflect the answer provided in the Assessor Guide.

Fairness - The assessment tools do not provide clear information to the learner and assessor to fully inform them of the assessment process and conditions.

o The assessment instructions do not provide learners or assessors with guidance on the level and detail of responses required to be deemed satisfactory. For example, where there are multiple responses to a question how many responses must the learner provide to be deemed satisfactory.




The evidence provided for TLIX4028 Apply knowledge of logistics and TLIR4001 Monitor supplier performance does not address all the training package requirements and does not confirm assessment



will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:



o Performance Criteria:

PC1.1 Relevant logistic requirement are identified and obtained.

The assessment material provided indicate this requirement is assessed by a single knowledge question ‘How do you identify and obtain relevant logistics requirements?’ Assessing a learners’ knowledge only does not ensure sufficient evidence is collected to confirm learners hold the practical skills to perform the task satisfactorily.

PC 2.2 Effectiveness of the recommendation is assessed, reviewed and recorded in accordance with organisational policy and procedure.

PC 2.3 Recommendations are adjusted as required and documented for future application in accordance with organisational policies and procedures.

The evidence provided does not demonstrate the assessment process ensures the learners practical skills are assessed with only knowledge based assessments in place. In addition, as individual workplace procedures are not used in the assessment process it is not clear how these performance criteria are assessed. (See Performance Evidence and Assessment Conditions below).

The RTO is relying on evidence collected from a Third Party via a Third Party Report to assess the practical skill requirements of the unit. A review of completed student records indicate assessors are not ensuring the collection of quality assessment evidence provided by a Third Party to ensure it is sufficient and allows for the assessor to evaluate the evidence and make a determination of whether competence has been demonstrated. For example, the Third Party report instructs the Third Party to provide detailed comments on how each performance standard was demonstrated by the type of work activities performed. These details must include the work task performed and how they incorporated the performance standard in to the task. The Third Party Report also states that ‘no comments or single word responses to about how each performance standard was observed is not acceptable Third Party evidence’. However, the Third Party Report contained in the completed student assessment materials for Simon Blake appears to be only a tick and flick and the comments provided were not legible and only contained three words and for Amanda Hill no comments were provided.


The evidence provided does not demonstrate the unit’s ‘Performance Evidence’ requirements will be met. Specifically, that sufficient evidence is gathered and assessed to satisfy all requirements of the elements and performance criteria. (see Performance criteria above)

o Knowledge Evidence: The evidence provided does not demonstrate the RTO ensure all knowledge

requirements of the unit are assessed. For example, the completed student assessment materials provided for Amanda Hill indicates the assessor has not conducted the assessments and implemented the tools as instructed. For example:

- in some instances, the learner’s responses to the knowledge assessment do not meet the assessment criteria included in the Assessor Guide however they have been marked as satisfactory (Questions 6 and 8).

- The completed knowledge assessment for this student included Question 10, however the Assessor Guide does not include this question.

- The completed knowledge assessment tool is not complete as it does not identify whether the assessment was conducted verbally or in writing.



- the learners’ responses to the activities included in the Participant Guide are not consistent with the questions and answers included in the Assessor Guide. For example, Activity 1 includes three questions however, the only two are answered in the completed assessment materials.

o Assessment conditions:

The evidence provided does not demonstrate the ‘Assessment Conditions’ of the unit will be met. Specifically, the unit states resources for assessment include applicable documentation including workplace procedures, regulations, codes of practice and operation manuals however, workplace procedures are not used in the assessment process.


o The guidance provided to assessors included in the Assessor Guide for the Project Assessment Task is general and does not establish criteria to judge the quality of evidence provided to indicate successful completion of the task. For example, the guidance listed states ‘participants need to demonstrate the skills and knowledge required to analyse and apply knowledge of logistics. Answers must be sufficiently detailed to satisfy the assessment requirements of the unit’. In addition, no evaluation criteria are included on the Project Checklist.

o The benchmark answer is included in the Knowledge Assessment tool V3.0 for Question 8.

o The completed student assessment materials for Simon Blake show the benchmark answers to the Theory Questions were included on the learners copy of the assessment instrument.

o The Assessor Guide does not provide sufficient guidance to the assessor on the level and detail required to demonstrate successful completion of the Assessment Tasks. For example:

Project Part 1 asks learners to provide a brief overview of requirements of OHS/WHS and the guidance to the assessor is broad and only includes ‘employees taking reasonable care for their own, PPE and adequate induction etc’.

The responses provided by completed students Simon Blake and Amanda Hill in relation to Project Part 1 (Provide a brief overview of requirements of OHS/WHS) vary, with neither response covering all examples provided in the Assessor Guide, however different assessors have deemed both answers to be satisfactory.

The learner’s responses to Project Part 2 vary considerably in the level of detail provided within each table and the Assessor Guide provides a number of possible responses however it is not clear how many of the responses need to be identified in the learner’s response to ensure consistency in assessment decisions across different learners and assessors.

Fairness - the assessment tools do not provide clear information to the learner and assessor to fully inform them of the assessment process and conditions.

o No guidance is provided to learners on the level of detail required for responses to demonstrate successful completion of the Theory Assessment Task.

o The guidance provided to assessors in some instances is broad and does not establish the evaluation criteria or provide specific instruction to the assessor on the level and detail of response required to indicate successful completion of the task.


The evidence provided was not sufficient to determine that all training package requirements will be met.

Reliability - The assessment tools do not contain sufficient performance benchmarks for each skill/behaviour to be demonstrated, therefore it cannot be confirmed that all training package



requirements will be met and that consistent judgements will be made across a range of learners and assessors. For example, but not limited to: o No evidence of the acceptable responses to the Activities included in the Participant

Guide was provided. o The benchmarks included in the observation checklist in some instances are not

observable and do not establish criteria to judge the quality of performance. For example, ‘System records maintained and updated in accordance with enterprise information management systems and where applicable, regulatory requirements’.

o The Observation Checklist does not record details of the task/s the learner is performing while being observed and the context and conditions for the assessment are not clear. The Assessor Instructions only state ‘This checklist is to be used when observing the candidate complete a defined process of key steps or stages relating to this unit of competency’.

o The Observation Checklist provided for Ali Mohamad indicates the assessor observed the learner on three occasions however it is not clear what was observed by the assessor on those three occasions to determine that all training package requirements have been met.


o No guidance is provided to learners on the level of detail required for responses to demonstrate successful completion of the Knowledge Assessment Task.


The evidence provided for TLI2010 Apply fatigue management strategies does not address all the training package requirements and does not confirm assessment will be conducted in accordance with the Principles of Assessment and the Rules of Evidence, for the following reasons:

Validity and Sufficiency - the assessment tools do not address all unit of competency requirements. For example, but not limited to:

o The evidence provided does not demonstrate the RTO is gathering and assessing sufficient assessment evidence to confirm each learner has the practical skills required as per the unit of competency requirements.

o The evidence provided does not demonstrate the RTO is assessing the learners’ practical skills with only knowledge based assessments in place and the RTO is relying on evidence collected from a Third Party via the Third Party Report to assess learners’ practical skills and on job performance.

o The Third Party Report template provides clear instruction to the third party on what constitutes acceptable evidence including that ‘the third party must not tick and flick the items in the report and must provide detailed comments for each item explaining what was observed’. However, the completed third party reports reviewed on the student files for William Bryant and Kanwaljeet Singh Gill indicate the assessor is not ensuring quality evidence is collected to contribute to the assessor’s judgement about learner competency as both reports did not contain any comments in relation to what the third party observed or when the observations took place.


o The Assessor Guide does not provide sufficient guidance to the assessor in relation to level of response required to satisfactorily answer all questions in Part A, Part B and Part C. In some instances, the assessor guide provides multiple answers for a question and does guide the assessor on whether all examples need to be provided to be deemed satisfactory or if one or two answers is sufficient. For example:

The review of the completed student assessment records for William Bryant show:



- for Question 1 the student response included ‘Regular rest periods and A safe driving plan as per the law’ however the benchmark response provided in the assessor guide includes ‘Rest periods must be undertaken and recorded in the workplace diary according to regulations. A copy of the work diary pages are given to management’.

- For Question 2 the student response included ‘pull up and have a break 30 mins’ and the benchmark answer in the Assessor Guide includes ‘Mild stimulant coffee, wind down window until next rest area available or pull over and take a break’.

- Similar issues identified to those listed above with the completed student assessment records for Kanwaljeet Singh Gill. In addition, the learner’s response to Question 7 in the Learner Guide does not reflect the benchmark answer in the Assessor Guide however it was marked as correct.

o The Assessor Guide in some instances states answer may vary according to workplace policies or procedures. However, the RTO does not have access to the workplace policies and procedures and it is therefore unclear how the assessor can determine the learner’s response is in line with workplace policies or procedures.


o The assessment instructions do not provide learners or assessors with guidance on the level and detail of responses required to be deemed satisfactory. For example, where there are multiple responses to a question how many responses must the learner provide to be deemed satisfactory.

The example(s) listed above provide guidance on the area of non-compliance identified and are not a full list of each unit of competency requirement that has not been met. The organisation is responsible for providing evidence that demonstrates all unit of competency requirements are met.
























Evidence Summary Sheet

Student Corrective Action Plan – Part 1

Student Corrective Action Plan Spreadsheet – Part 2

Memo to Trainers and Assessors – Assessment Practices

File Check for Data Entry Policy and Procedure



o Assessment Mapping o Assessment Plan o Assessment Tool o Assessor Marking Guide o Learner Guide o Practical Work Log


o Assessment Mapping o Assessment Plan o Assessment Tool o Assessor Marking Guide o Cattle Practical Work Log o Learner Guide o Sheep Practical Work Log



o Assessment Mapping o Assessment Plan o Assessment Tool o Assessor Marking Guide o Smallprint Participant guide o Smallprint Trainer Assessor Manual









o ATEL Food Central Food Safety Program o Food Safety Supervisor Cluster Assessment o Food Safety Supervisor Cluster Cover Sheet o Food Safety Supervisor Cluster ATEL Assessment Tool o Food Safety Supervisor Cluster Assessor Marking Guide o Food Safety Supervisor Cluster Assessment Mapping o NSW Food Authority Mapping o Industry Environment Checklist








o Assessment Mapping o Assessment Plan o Assessment Tool o Assessor Marking Guide o Smallprint Participant Guide o Smallprint trainer and assessor manual







o Practical Work Log o Assessment Mapping o Assessment Plan



o Assessment Tool o Assessor Marking Guide o Smallprint Participant Guide o Smallprint trainer and assessor manual


o Assessment Book o Assessment Mapping o Assessment Plan o Assessor Marking Guide o Learner Guide o PowerPoint Presentation





Katrin Werdehusen:

o Sign letter of consent for re-assessment (by 30/11/2018)

Dylan Litchfield: o Sign letter of consent for re-assessment (by 30/11/2018)



Georgia Corbett:


Emily Rozyn:

o Assessment plan o Assessment tool o Re-assessment contact checklist o Re-commencement contact check list o Signed letter of consent for re-assessment


Tahlee Mason:

o Assessment Plan Third Party Report o Re-assessment contact checklist o Re-commencement contact check list o Signed letter of consent for re-assessment

Tara Child:

o Assessment Plan Third Party Report o Missing document from student work from audit report o Re-assessment contact checklist o Re-commencement contact check list o Signed letter of consent for re-assessment



Sarah Yule:



o Assessment plan o Assessment tool o Re-assessment contact checklist o Re-commencement contact check list o Signed letter of consent for re-assessment

Blaize Dunn:



Mark Earsman:

o Assessment Plan Third Party Report o Assessment Tool Observations o Re-assessment contact checklist o Re-commencement contact check list o Signed letter of consent for re-assessment

Beth Dougherty

o Email from Beth Dougherty



Taylan Yann o Sign letter of consent for re-assessment (by 30/11/2018)

Sarah Pryde



Eathan Gardiner


Jarrod Savage

o Evidence of cancellation



Kathleen Furner:

o Student Corrective Action Plan – Part 1 o Student Corrective Action Plan Spreadsheet – Part 2 o Assessment tool question 12 o Signed letter of consent for re-assessment


Allison Francis:

o Student Corrective Action Plan – Part 1 o Student Corrective Action Plan Spreadsheet – Part 2 o Completed Assessment Tool o Re-assessment contact checklist o Re-commencement contact checklist o Signed letter of consent for re-assessment





Simon Blake:

o Student Corrective Action Plan – Part 1 o Student Corrective Action Plan Spreadsheet – Part 2 o Signed letter of consent for re-assessment

Amanda Hill:

o Student Corrective Action Plan – Part 1 o Student Corrective Action Plan Spreadsheet – Part 2 o Signed letter of consent for re-assessment


William Bryant:

o Student Corrective Action Plan – Part 1 o Student Corrective Action Plan Spreadsheet – Part 2 o Assessment Book Questions 1 and 2 o Assessment Plan – Third Party Report o Signed letter of consent for re-assessment

Kanwaljeet Singh Gill:

o Assessment Book Question 7 o Assessment Plan third party report o Signed letter of consent re-assessment

The evidence provided has addressed the non-compliance and the impact of the non-compliance to past and future students.

VET – C lause 1.13

VET – C lause 1.14 VET – C lause 1.15

VET – C lause 1.16

Completion




The RTO issues AQF certification documentation only to a learner whom it has assessed as meeting the requirements of the training product as specified in the relevant training package or VET accredited course.

VET – C lause 3.1








The following was reviewed in relation to completion:

Evidence identified in Clause 1.8 regarding student records



The RTO’s completion practices are not compliant with the requirements of Clause 3.1 of the Standards for RTOs 2015, as the evidence provided did not demonstrate AQF certification documentation is only issued to a learner whom it has assessed as meeting the requirements of the training product as specified in the relevant Training Package. Evidence of non-compliant completion practices includes:

Non-compliances identified at Clause 1.8 in relation to completed student assessment evidence identified the RTO has issued AQF certification documentation to learners who did not meet the requirements of the training packages.









The following was reviewed in relation to completion:

Evidence identified in Clause 1.8 regarding completed student records

The evidence provided has addressed the non-compliance and impact of the non-compliance.

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