Unpacking and Implementing Training Packages Linda Hopkins.
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Transcript of Unpacking and Implementing Training Packages Linda Hopkins.
Unpacking and Unpacking and Implementing Training Implementing Training PackagesPackages
Linda HopkinsLinda Hopkins
Workshop aims:Workshop aims:
to share the learning, issues, to share the learning, issues, experiences, resources and outcomes experiences, resources and outcomes
of the programof the program
andand
to identify ways of sustaining and to identify ways of sustaining and extending the learning and outcomes.extending the learning and outcomes.
Original workshopsOriginal workshops
1.1. Training packages and industry Training packages and industry consultationconsultation
2.2. Developing learning and assessment Developing learning and assessment strategies strategies
3.3. Developing learning and assessment Developing learning and assessment materials and tools materials and tools
4.4. Developing validation processesDeveloping validation processes
5.5. Monitoring and reviewMonitoring and review
Action Learning GroupsAction Learning Groups
Community Services - Aged CareCommunity Services - Aged Care
Hair and BeautyHair and Beauty
Carpentry and JoineryCarpentry and Joinery
HospitalityHospitality
Workshop 1 - Unpacking Workshop 1 - Unpacking Training PackagesTraining Packages
Challenges:Challenges:
clarifying which documents originate within clarifying which documents originate within TAFE NSW and which from ISCs;TAFE NSW and which from ISCs;
using the whole training package – using the whole training package – especially qualification frameworks and especially qualification frameworks and packaging rules, skill sets and assessment packaging rules, skill sets and assessment guidelines;guidelines;
contributing to the continuous improvement contributing to the continuous improvement and development of training packagesand development of training packages..
Workshop 1 - Industry Workshop 1 - Industry ConsultationConsultation
Issues:Issues:
If the ISC consults with industry, why does If the ISC consults with industry, why does the RTO need to do this too?the RTO need to do this too?
Different types of consultation are Different types of consultation are necessary for different purposes – eg, when necessary for different purposes – eg, when developing strategies for learning and developing strategies for learning and assessment; when evaluating programs.assessment; when evaluating programs.
RTOs need to take advantage of all forms of RTOs need to take advantage of all forms of contact to make consultation cost effectivecontact to make consultation cost effective..
Industry consultation – Industry consultation – some cost effective some cost effective methodsmethods
Short telephone or email surveys of Short telephone or email surveys of local employers/community groupslocal employers/community groups
Forums of students and teachers Forums of students and teachers who are also practitionerswho are also practitioners
Incorporating questions into other Incorporating questions into other existing forms of contact – getting existing forms of contact – getting into the habit of recording thisinto the habit of recording this
Workshop 2 - Developing Workshop 2 - Developing strategies for learning and strategies for learning and assessmentassessment
IssuesIssues
Which information is needed from Which information is needed from training packages?training packages?
How generic or specific should the How generic or specific should the strategies be?strategies be?
Who is going to do what in future?Who is going to do what in future?
How will this work be resourced within How will this work be resourced within Institutes?Institutes?
Issues in developing Issues in developing strategies that need TAFE-strategies that need TAFE-wide agreement?wide agreement?
Nominal duration of courses and unitsNominal duration of courses and units
Entry requirements for coursesEntry requirements for courses
Monitoring and reviewing coursesMonitoring and reviewing courses
Articulation arrangements and associated Articulation arrangements and associated issues, eg, grading of assessmentsissues, eg, grading of assessments
The need for consistencyThe need for consistency
In supporting documents:In supporting documents: Marketing materials – course informationMarketing materials – course information Timetables/programs Timetables/programs Budgets and plansBudgets and plans Class rollsClass rolls Completed assessment toolsCompleted assessment toolsANDAND Teacher/student experiencesTeacher/student experiences
Workshop 3 – Developing Workshop 3 – Developing assessment materialsassessment materials
Issues:Issues:
Ensuring consistency across the Institute;Ensuring consistency across the Institute;
Ensuring there are both assessment tasks Ensuring there are both assessment tasks and recording tools;and recording tools;
Identifying ways of sharing the workload;Identifying ways of sharing the workload;
Identifying ways of sharing the resources;Identifying ways of sharing the resources;
Version control;Version control;
Who should manage/lead this?Who should manage/lead this?
Workshop 3 - Developing Workshop 3 - Developing Unit Delivery GuidesUnit Delivery Guides
IssuesIssues Developing a consistent template to suit Developing a consistent template to suit
disparate needs; disparate needs;
Identifying ways of sharing the workload;Identifying ways of sharing the workload;
Identifying ways of sharing the resources;Identifying ways of sharing the resources;
Who should manage/lead this?Who should manage/lead this?
Workshop 4 - Assessment Workshop 4 - Assessment ValidationValidation
Issues:Issues: Narrow view of validation – validating tools Narrow view of validation – validating tools
only;only; Inconsistency in methods used;Inconsistency in methods used; Lack of collaboration in validation leading Lack of collaboration in validation leading
to lack of consensus and commitment – to lack of consensus and commitment – emphasis on form-filling;emphasis on form-filling;
Lack of full understanding of principles of Lack of full understanding of principles of assessment and rules for assessment assessment and rules for assessment evidence.evidence.
Validation can be of:Validation can be of:
Assessment processesAssessment processes
Assessment tools and materialsAssessment tools and materials
Assessment evidence, and decisions Assessment evidence, and decisions
made about the evidencemade about the evidence
Assessment validation Assessment validation approaches include:approaches include:
Meetings of assessors to review and Meetings of assessors to review and compare their own methods of conducting compare their own methods of conducting assessmentassessment
Meetings of assessors to review the Meetings of assessors to review the evidence collected for a group of evidence collected for a group of candidates and agree on the assessment candidates and agree on the assessment decisions – competent or notdecisions – competent or not
Supervision by a ‘lead’ assessor who Supervision by a ‘lead’ assessor who reviews the work of a number of reviews the work of a number of assessors to ensure consistencyassessors to ensure consistency
Assessment validation Assessment validation approaches include:approaches include:
Collaboration within a group of assessors Collaboration within a group of assessors to design assessment tasks and toolsto design assessment tasks and tools
Meetings of assessors to review the Meetings of assessors to review the feedback received from a number of feedback received from a number of assessment candidates assessment candidates
Teleconferencing Teleconferencing
If an intranet site is available, posting tools If an intranet site is available, posting tools for feedbackfor feedback
Planning validationPlanning validationArrangements to makeArrangements to make Availability of Availability of
participantsparticipants
Venue bookingVenue booking
Ensuring participants Ensuring participants have the knowledge/ have the knowledge/ skills requiredskills required
Catering if requiredCatering if required
Recording/reporting of Recording/reporting of outcomesoutcomes
Dissemination of action Dissemination of action plan and/or conclusions plan and/or conclusions reachedreached
Documents to organiseDocuments to organise Assessment plans, tools, Assessment plans, tools,
evidence, etc to be evidence, etc to be validatedvalidated
Units of competencyUnits of competency
Training package Training package assessment guidelinesassessment guidelines
AQF descriptorsAQF descriptors
Source documents/ Source documents/ materials such as materials such as candidate feedback or candidate feedback or completed assessmentscompleted assessments
Workshop 5 - Monitoring Workshop 5 - Monitoring and Reviewand Review
Issues:Issues:
Need for a consistent and systematic Need for a consistent and systematic approachapproach
Need for analysis – and subsequent Need for analysis – and subsequent actionaction
Inclusion of an appropriate mix of Inclusion of an appropriate mix of stakeholders and issuesstakeholders and issues
The Quality IndicatorsThe Quality Indicators
Competency completionCompetency completion
Employer satisfactionEmployer satisfaction
Learner engagementLearner engagement
Participant feedbackParticipant feedback
Issues:Issues:
How will the work be resourced?How will the work be resourced?
How can others learn what we have How can others learn what we have learned?learned?
How will the work be managed and How will the work be managed and who will lead/coordinate it?who will lead/coordinate it?
Participant feedbackParticipant feedback
Suggestions:Suggestions:
Participants to undertake mentoring and Participants to undertake mentoring and coaching of otherscoaching of others
Head Teachers to pass on learning and Head Teachers to pass on learning and resources to sections in other collegesresources to sections in other colleges
Extend use of Share Point – use one system Extend use of Share Point – use one system consistentlyconsistently
Regular updates/staff developmentRegular updates/staff development