explanatory notes and advice prepared for blended learning ...€¦ · employability skills...
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Employability Skills for School Based Apprentices
Explanatory Notes and Advice Prepared for Blended Learning
International and the Queanbeyan Australian Technical College
Prepared by Business Group Australia
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Content
Item Page
Employability Skills – What are they? 3
Employability Skills – Where did they come from? 3
Employability Skills – Framework 5
Employability Skills – The Endorsed Approach 7
Employability Skills – Content and suggested practices
for embedding employability skills into curriculum 8
Employability Skills – Assessment, reporting and
recording procedures 17
Advice on the inclusion of personal attributes as part of a
formal employability skills curriculum 32
Advice on the delivery strategies, assessment practices
and recording/reporting methods for personal attributes 33
Advice on the delivery, assessment and reporting of
employability skills in Australian Technical
Colleges (ATCs) 34
Bibliography 38
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Employability Skills for School Based Apprentices
1. Employability Skills – What are they?
Employability skills are defined by employers as those skills that are required to secure and
maintain employment, to assist with career advancement and to support the productivity,
viability and competitiveness of the enterprise. Employability skills support both the
individual and the enterprise.
Employability skills may be defined as those non-technical skills that complement the
specific technical expertise required for various occupational areas. Together, employability
skills and technical competencies provide the foundation to ensure effective and successful
participation in the workplace. Employability Skills are also sometimes referred to as generic
skills, capabilities or key competencies.
2. Employability skills – Where did they come from?
Although work on generic skills or key competencies has been undertaken for many years,
the key difference between the work of the past and the current employability skills is that the
employability skills were defined and developed by industry.
The Australian Chamber of Commerce and Industry (ACCI) and The Business Council of
Australia (BCA) provided the leadership for a broad constituency of employer bodies and
industry associations in researching, defining and documenting the key employability skills
potential employees would be required to demonstrate.
A comprehensive survey of small, medium and large employers in all parts of Australia and
the regular and ongoing feedback to ACCI, BCA and other industry bodies, provided the
detailed information on the type of generic skills required in the workplace. The advice from
employers of all sizes and in all parts of the country was that there is an increasing
requirement for employees to be able to support increased competitiveness, innovation,
flexibility and client focus. Individual enterprises are increasingly seeking a more highly
skilled workforce where the generic and transferable skills are broadly distributed across the
organisation.
As a consequence of the strong employer support for industry-determined employability
skills, ACCI and BCA were funded by the Australian Government to undertake a project to
formalise the employability skills arrangements.
The project was required to provide advice on:
• possible new requirements for generic employability competencies that industry
requires, or will require, in the foreseeable future
• clear definitions of what Australian industry and leading business enterprises mean by
‘employability’ skills and the consistency or otherwise between the various terms
similarly used
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• a proposed suite of employability skills, including an outline of assessment,
certification and reporting of performance options that suit both industry and
education
• industry (small, medium and large business) reactions to the proposed suite and
reporting options
• a report on the case studies involving 13 large enterprises
• a report on focus group research with small and medium-sized enterprises
The project was established in recognition of the changing nature of work and skills required
by enterprises to ensure long-term economic growth. The project sought the views of
employers with regard to the set of employability skills relevant to Australian industry for the
future.
The focus of the research was to identify the set of employability skills that employers sought
in their employees. Although the project did not examine the skills required for self-
employment the final listing of employability skills provide a strong foundation for self-
employment.
The ACC!/BCA report, ‘Employability Skills for the Future’ was released in 2002. The
report clearly showed that industry and individual enterprises of all sizes require a broader
and clearly defined range of skills. The report confirmed that the skills and knowledge
contained in the earlier Key Competencies arrangements needed to be revised and expanded
to reflect the changing world of work and the more demanding requirements and expectations
of industry.
The report presented an Employability Skills Framework identifying the eight Employability
Skills as listed below:
initiative and enterprise
learning
self-management
communication
teamwork
problem solving
planning and organising
technology.
Copies of the Employability for the Future report are available from the Department of
Education, Employment and Workplace Relations website.
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3. Employability Skills Framework
While generic skills may have particular applications unique to an individual workplace
and/or job role, it is important to note that these skills are also easily transferable. A generic
skill learned or applied in one workplace will also be applicable in another workplace.
Employability Skills can be further described for particular occupational and industry
contexts by facets. The facets are the aspects of the Employability Skills which employers
identified during the research and development process as being important contributors to
work skills.
Facets are specific examples of skills and behaviours which contribute to the overall
application of a particular employability skill. The nature, emphasis and context of these
facets will vary from one industry and application to the next. Together, employability skills
and their facets are referred to as the Employability Skills Framework.
The following table contains the Employability Skills and facets identified in the
Employability Skills for the Future report.
Skill Facets
Aspects of the skill that employers identify as important. The
nature and application of these facets will vary depending on
industry and job type.
Communication that contributes
to productive
and harmonious
relations across
employees and
customers
listening and understanding
speaking clearly and directly
writing to the needs of the audience
negotiating responsively
reading independently
empathising
using numeracy effectively
understanding the needs of internal and external customers
persuading effectively
establishing and using networks
being assertive
sharing information
speaking and writing in languages other than English
Teamwork that
contributes to
productive
working
relationships and
outcomes
working across different ages irrespective of gender, race,
religion or political persuasion
working as an individual and as a member of a team
knowing how to define a role as part of the team
applying teamwork to a range of situations e.g. futures
planning and crisis problem solving
identifying the strengths of team members
coaching and mentoring skills, including giving feedback
Problem
solving that
developing creative, innovative and practical solutions
showing independence and initiative in identifying and
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contributes to
productive
outcomes
solving problems
solving problems in teams
applying a range of strategies to problem solving
using mathematics, including budgeting and financial
management to solve problems
applying problem-solving strategies across a range of areas
testing assumptions, taking into account the context of data
and circumstances
resolving customer concerns in relation to complex project
issues
Initiative and
enterprise that
contribute to
innovative
outcomes
adapting to new situations
developing a strategic, creative and long-term vision
being creative
identifying opportunities not obvious to others
translating ideas into action
generating a range of options
initiating innovative solutions
Planning and
organising that
contribute to
long and short-
term strategic
planning
managing time and priorities - setting time lines,
coordinating tasks for self and with others
being resourceful
taking initiative and making decisions
adapting resource allocations to cope with contingencies
establishing clear project goals and deliverables
allocating people and other resources to tasks
planning the use of resources, including time management
participating in continuous improvement and planning
processes
developing a vision and a proactive plan to accompany it
predicting - weighing up risk, evaluating alternatives and
applying evaluation criteria
collecting, analysing and organising information
understanding basic business systems and their
relationships
Self-
management that contributes
to employee
satisfaction and
growth
having a personal vision and goals
evaluating and monitoring own performance
having knowledge and confidence in own ideas and
visions
articulating own ideas and visions
taking responsibility
Learning that
contributes to
ongoing
improvement
and expansion in
employee and
company
operations and
outcomes
managing own learning
contributing to the learning community at the workplace
using a range of mediums to learn - mentoring, peer
support and networking, IT and courses
applying learning to technical issues (e.g. learning about
products) and people issues (e.g. interpersonal and cultural
aspects of work)
having enthusiasm for ongoing learning
being willing to learn in any setting - on and off the job
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being open to new ideas and techniques
being prepared to invest time and effort in learning new
skills
acknowledging the need to learn in order to accommodate
change
4. Employability Skills – The Endorsed Approach
In 2005 agreement was reached between government and industry that employability skills
would become an integral and endorsed component of all training packages. Employability
skills are now an accepted part of all vocational training programs.
Employability skills describe the non-technical skills and competencies that have always been
an important part of effective and successful participation in the workplace. Their explicit
inclusion in training packages represents the progression of competency based training into a
system which develops the full range of transferable skills, attitudes and behaviour required for
successful participation in the workplace.
Following the agreement to include employability skills in training packages – and as a
consequence in all vocational training qualifications - Industry Skills Councils (ISCs) began
working with training package developers to map and embed the eight defined skill areas.
In order to achieve the inclusion and embedding of employability skills, ISCs used the
Employability Skills Framework as a starting point.
Employability Skills are considered to be explicitly embedded within a training package when
units of competency are written in a manner which makes the relationships between
employability skills and the other performance requirements clear and readily identifiable.
An Employability Skills Summary exists for each qualification within most training packages.
Summaries provide a lens through which to view Employability Skills at the qualification level
and capture the key aspects or facets of the Employability Skills that are important to the job
roles covered by the qualification. Summaries are designed to assist trainers and assessors to
identify and include important industry application of Employability Skills in learning and
assessment strategies.
The following points describe the Employability Skills Summaries.
Employability Skills Summaries provide examples of how each skill is applicable
to the job roles covered by the qualification.
Employability Skills Summaries contain general information about industry
context which is further explained as measurable outcomes of performance in the
units of competency in each qualification.
The detail in each Employability Skills Summary will vary depending on the
range of job roles covered by the qualification in question.
Employability Skills Summaries are not exhaustive lists of qualification
requirements or checklists of performance (which are separate assessment tools
that should be designed by trainers and assessors after analysis at the unit level).
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Employability Skills Summaries contain information that may also assist in
building learners' understanding of industry and workplace expectations.
Employability skills are not described as discrete requirements within units of
competency in Industry Training Packages. While there are some stand-alone
units of employability skills in some Training Packages, as a general approach
Employability skills are contained in the units of competency as part of the other
performance requirements that make up the competency as a whole.
Employability skills are specifically expressed in the context of the work
outcomes described in units of competency, and they appear in Elements,
Performance Criteria, Range Statements and Evidence Guides.
5. Employability skills - Current and suggested practices for embedding
employability skills into curriculum
A variety of models and practices are currently being used across the Vocational Education
and Training (VET) sector by Registered Training Organisations (RTOs) to integrate
employability skills into the curriculum.
Best practice RTOs incorporate employability skills into their courses and curriculum using
the guidelines, procedures and processes as specified within individual training packages.
The use of existing and recommended guidelines and procedures is the best approach for an
RTO considering the inclusion of employability skills in its programs.
The Department of Education, Employment and Workplace Relations (DEEWR) provides a
range of advice and guidelines for incorporating employability skills into courses and
curriculum. The following seven (7) examples sourced from a range of organisations show
the variety of approach that may be used to incorporate employability skills into programs
and courses. There is no ‘one size fits all’ model that may be applied to the delivery of
employability skills. It is recommended that each RTO considers a range of approaches for
the embedding of employability skills into the curriculum.
Example 1 How to Unpack Employability Skills
Developed by: Precision Consultancy
Unpacking is the term commonly used in the VET sector to describe the process of relating
the information described in units of competency to the specific context and setting in which
they will be delivered or assessed.
Good unpacking practice works to provide relevant context and setting details in relation to
the following information contained in units of competency:
the kinds of skills/knowledge and their application in workplace activities
the indicators that show how someone performs these activities well
the required work competencies as outlined by employers and workers
the criteria used for assessment of competence.
Developing valid, reliable learning and assessment approaches that encompass
Employability Skills will require trainers and assessors to extend the concept of unpacking
units of competency to include Employability Skills. This can be achieved through
understanding the following concepts
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how Employability Skills are embedded in units
the relationship between Employability Skills and the dimensions of competency
the interrelationships between Employability Skills.
How Employability Skills are Embedded
It is important for a trainer or assessor to recognise that Employability Skills are not
described as a discrete requirement contained in units of competency (as was the case with
Key Competencies). Employability Skills are specifically expressed in the context of the work
outcomes described in units of competency, and they appear in Elements, Performance
Criteria, Range Statements and Evidence Guides. You will need to analyse each component
of the unit of competency to design and build learning and assessment approaches.
Example 2 Explaining Embedding
Developed by: Precision Consultancy
Employability Skills must be both explicit and embedded within units of competency. This
means that Employability Skills will be:
contained in the units as part of the other performance requirements that make up the
competency as a whole
explicitly described within units to enable users of Training Packages to accurately
identify the performance requirements of each unit with regard to Employability
Skills.
Employability Skills must be well defined and written into units of competency to ensure that
they are apparent, clear and can be delivered and assessed as an essential component of the
workplace competency.
Example 3 Mapping the employability skills in your training package
Developed by Swinburne University of Technology
Training package developers have the requirement to incorporate the Mayer competencies
into their package. The extent to which employability skills is actually integrated into the
training package is quite variable. Often there is no explicit assessment of these
employability skills.
Practically, it is likely that the development of employability skills in your students will be a
team effort across a whole course or certificate. Students will need to develop these skills
over time in a variety of situations. So the teaching team will need to:
identify units of competence across an entire training package or certificate level
which have possibilities for fostering and developing employability skills, then
map opportunities at a unit level. This involves identifying specific learning and
teaching activities, teaching resources and assessment that could include one or more
of the employability skills. The use of online technologies should be considered at this
point as part of a suite of teaching and learning options. Some of the activities which
are likely to foster the development of employability skills are:
communication activities, problem based learning, team work and research activities
Integrating employability skills into teaching and learning
There has been a substantial debate about whether employability skills should be taught
separately or integrated into a holistic approach. It is likely that teachers will need to employ
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a combination of methods to ensure that students gain the necessary skills. Strategies that
teachers can use should involve:
making employability skills more explicit in everything they do
selling the value of employability skills to students
developing induction and information resources which highlight the importance of
employability skills (documents, web pages, power points)
developing online activities which encourage employability skills development
(discussions, chats, online role plays, problem based, pair and team work)
clear and consistent assessment processes which incorporate employability skills
integration of employability skills into teaching materials developed for online
learning
building a program that integrates both technical competencies and employability
skills.
In addition, good practice teaching and training strategies should be applied that:
introduce learners and employers to employability skills
promote the value of employability skills
reinforce the definition of competency and its relation to employability skills
explain that employability skills are now embedded in Training Packages
provide learners with copies of the relevant employability skills summary for a
qualification
describe how the training will foster the learners’ development of employability
skills
encourage the learner to take responsibility for recognising and acquiring the
skills
provide guidelines for how learners can voluntarily collect examples of their own
employability skills
promote the benefits – for example, to assist recognition of prior learning – of
learner’s voluntarily collecting examples of their own employability skills
use teaching strategies that cater for a range of learning styles and preferences
recognise experiential learning
Example 4 Delivery and assessment of Employability Skills
Reference Extract from Employability Skills in Construction and Property Services Industry
Skills Council
Employability Skills are integral to workplace competency and, as such, must be considered
in the design, customisation, delivery and assessment of vocational education and training
programs in an integrated and holistic way, as represented diagrammatically below:
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Training providers must analyse the Employability Skills information contained in units of
competency in order to design valid and reliable learning and assessment strategies. This
analysis includes:
reviewing unit(s) of competency to determine how each relevant Employability Skill is
found and applied within the unit
analysing the Employability Skills Summary for the qualification in which the unit(s)
is/are packaged to help clarify relevant industry/workplace contexts with regard to
the application of Employability Skills at that qualification level
designing learning and assessment activities that address the Employability Skills
requirements.
Example 5 Employability skills within a training package
Excerpt from the Finance Training Package developed by Innovation and Business Skills
Australia (IBSA).
Generic Employability Skills Framework for IBSA Training Packages
In a comprehensive process from late 2005, IBSA mapped every unit of competency in the
Training Packages under IBSA coverage for Employability Skills. In this process, valuable
information was gathered about how Employability Skills are applied across all IBSA
Training Packages.
IBSA then identified Employability Skills facets that describe industry occupations covered by
IBSA Training Packages, based on this mapping and the Employability Skills Framework
detailed in the report Employability Skills for the Future.
The resulting Generic Employability Skills Framework for IBSA Training Packages was
agreed by the Board as being appropriate for the diversity of industries under IBSA
coverage.
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The following table contains the Generic Employability Skills Framework for IBSA Training
Packages.
Employability Skill
Facets of the Employability Skill
Aspects of the skill that apply to IBSA Training Packages.
Communication being appropriately assertive
clearly communicating workplace information to others (verbal
and non-verbal)
establishing and using appropriate networks (informal or
formal)
interpreting needs of customers (internal or external)
listening to and understanding workplace information
negotiating effectively
reading and interpreting workplace related documentation
writing to audience needs
Teamwork applying knowledge of own role as part of a team
applying teamwork skills to a range of workplace situations
identifying and utilising the strengths of other team members
receiving and giving feedback and, where in job role, providing
coaching and mentoring
working as an individual and a member of a team
working with diverse individuals and groups
Problem solving applying a range of strategies in workplace problem solving
developing practical responses to workplace related functions
solving workplace issues and problems individually or in teams
taking action to resolve concerns
taking the workplace context into account in problem solving
using numeracy skills (e.g. working within budgets; developing
and managing budgets; taking measurements)
Initiative and
enterprise
adapting to new and emerging situations
being creative or proactive in response to workplace problems,
changes and challenges
developing a strategic, creative, long-term vision
developing innovative solutions to workplace challenges
generating a range of options in response to workplace matters
identifying workplace related opportunities
translating ideas into appropriate action
Planning and
organising
allocating resources to workplace tasks and requirements
collecting, analysing and organising workplace data
identifying risk factors and taking action to minimize risk
participating in, or establishing improvement and planning
processes
planning for contingencies
using business systems for planning and organising
using or determining required resources
working within, or establishing, clear project goals and
outcomes
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Employability Skill
Facets of the Employability Skill
Aspects of the skill that apply to IBSA Training Packages.
Self-management applying the formal workplace vision and mission
being a role model and leader
being clear on own role in relation to workplace vision and
mission
following workplace documentation such as codes of practice or
operating procedures
having personal goals and vision
managing own time and priorities
maintaining personal hygiene (ohs)
monitoring and evaluating own performance
projecting a professional image when representing the
organisation
taking personal responsibility at the appropriate level
Learning contributing to or developing learning plans (for self or others)
contributing to the learning of others
improving performance, product or skills through
experimentation, and practice or rehearsal
maintaining knowledge of products and services
participating in ongoing learning (formal or informal)
reflecting on own learning
seeking assistance and expert advice
seeking out and learning new ideas, skills and techniques
Technology applying business related technology skills in organising and
using workplace information
choosing, using and maintaining machinery and equipment
comparing and recommending or purchasing new business
technology
monitoring technological developments and responding
accordingly
using business related technology and equipment
using business related technology safely
Industry requirements for Employability Skills
IBSA has used the Generic Employability Skills Framework for IBSA Training Packages to
further identify facets of Employability Skills that describe industry occupations for each
IBSA Training Package qualification.
These facets were used to create an Employability Skills Summary for each qualification as
an example of how facets would apply to one specific job role covered by the qualification.
The text making up the Employability Skills Summary for each qualification was developed
directly from the units of competency to ensure that the language and essence of the job role
were appropriately reflected.
From the Employability Skills Summary, trainers and assessors can then work out how facets
of Employability Skills would apply to other job roles relevant to the particular qualification
they are using.
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In this Training Package the Employability Skills Summary can be found at the end of each
qualification.
Example 6 Employability skills embedded in a unit
Excerpt from the Health Training Package: Employability Skills embedded in units of
competency
The detail and application of Employability Skills facets will vary according to the job role
requirements of each industry. In developing Training Packages, industry stakeholders are
consulted to identify appropriate facets of Employability Skills which are embedded within
the various components that make up each unit of competency.
The following table contains examples of embedded Employability Skills for each component
of a unit of competency:
Unit component Example of embedded employability skill
Unit Title Give formal presentations and take part in meetings (Communication)
Unit Descriptor This unit covers the skills and knowledge required to promote the use and
implementation of innovative work practices to effect change. (Initiative
and enterprise)
Element Proactively resolve issues (Problem solving)
Performance
Criteria
Information is organised in a format suitable for analysis and
dissemination in accordance with organisational requirements (Planning
and organising)
Range Statement Software applications may include:
email, internet; and
Word processing, spreadsheet, database, or accounting, packages
(Technology).
Required Skills
and Knowledge Modify activities depending on differing workplace contexts, risk
situations and environments (Learning)
Work collaboratively with others during a fire emergency (Teamwork)
Instructions, procedures and other information relevant the
maintenance of vessel and port security (Communication)
Evidence Guide Evidence of having worked constructively with a wide range of community
groups and stakeholders to solve problems and adapt or design new
solutions to meet identified needs in crime prevention. In particular,
evidence must be obtained on the ability to:
assess response options to identified crime prevention needs and
determine the optimal action to be implemented; and
In consultation with relevant others, design an initiative to address
identified issues … (Initiative and enterprise).
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Example 7 A unit before and after of embedding of employability skills
From the Retail Training Package
Prior to embedding After embedding of employability skills
NWP 300A Monitor and Promote
Customer Relations
NWP 300A Provide and promote
customer service
Unit
descriptor
This unit covers the
interaction of individuals
with internal and external
customers
Unit
descriptor
This unit of competency
describes the outcomes
required for members of the
workforce to respond
effectively to the need s of
internal and external
customers by the application
of the organisation’s
standards and processes.
The ability to solve
problems, communicate
effectively and seek
opportunities to improve
service to customers are
essential to performance.
ELEMENT PERFORMANCE
CRITERIA
ELEMENT PERFORMANCE
CRITERIA
1. Implement
organisational
customer
service
standards
1.1. Customer needs and
expectations are
identified.
1.2 Team and work
activities are planned and
implemented to meet
customer satisfaction and
minimise inconvenience.
1.3 Resources required to
undertake team tasks
while meeting required
customer service levels
are identified.
1.Apply
organisational
customer
service
standards
1.1 The organisation’s plans,
policies and procedures
relating to customer service
are accessed, interpreted
and applied.
1.2 The features, benefits
and application of the
organisation’s products and
services are understood and
communicated to customers.
1.3 The organisation’s
processes for handling
customer queries, complaints
and disputes are accessed
and applied.
1.4 Effective communication
techniques and their use with
different types of customers
and situations are identified.
1.5 Team and work activities
are planned and
implemented to meet
customer satisfaction and
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minimise inconvenience.
1.6 Resources required and
available to undertake team
tasks while meeting required
customer service levels are
identified.
2. Respond to
customer
needs and
concerns
2.1 Knowledge of
organisation and other
relevant organisations is
applied in response to
customer concerns.
2.2 Assistance that the
organisation can provide
is communicated and
appropriate corrective
action taken.
2.3, Customer concerns
related to organisational
liability are referred to
appropriate persons or
departments according to
organisational policy.
2.4 Documentation is
obtained, completed and
processed according to
organisational and
statutory requirements.
2. Respond to
customer
needs and
concerns
2.1 Customer needs and
expectations are clarified.
2.2 Steps are taken to resolve
customer concerns or
complaints according to
organisational policies and
procedures.
2.3 The actions that can be
taken to address customer
needs or complaints are
communicated clearly,
politely and effectively to
customers.
2.4 Customer concerns
related to organisational
liability are referred to
appropriate persons or
departments according to
organisational policy.
2.5 Documentation is
obtained, completed and
processed according to
organisational and statutory
requirements.
3. Contribute
to customer
service
standards
3.1 Organisational quality
standards and policies
regarding customer
service levels are
accessed, interpreted and
applied.
3.2 Contributions are
made to the development,
refinement and
improvement of
organisational quality
service policies and
standards.
3. Contribute
to customer
service
standards
3.1 Opportunities for the
improvement of services or
processes are identified and
communicated to
appropriate staff members.
3.2 Personal work
performance is reviewed to
identify opportunities to
improve service provision to
internal and external
customers.
3.3 Evidence of customer
satisfaction is recorded and
reported to team and other
staff members.
3.4 Contributions are made
to the development,
refinement and improvement
of organisational quality
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service policies and
standards.
6. Employability skills – Assessment, reporting and recording procedures
How are employability skills to be assessed?
The National Quality Council has endorsed an integrated approach to assessment and
descriptive reporting. This approach to assessment and reporting recognises that in the
workplace employability skills will be used in an integrated manner with technical skills.
Wherever possible, an RTO should utilise this integrated model when assessing performance
within units of competency.
How are employability skills to be reported?
The National Quality Council has also endorsed an approach for the reporting of
employability skills.
Learners are requested to download qualification specific Employability Skills Summaries for
Training Package qualifications from an online repository and RTOs add a mandatory,
standard statement to all qualification testamurs for Training Package qualifications. The
statement is:
A summary of the employability skills developed through this qualification can be
downloaded from http://employabilityskills.training.com.au/
The following table provides an agreed model and all the pre-requisite information for the
assessing, recording and reporting of employability skills in the VET sector:
Model for assessing and reporting employability skills
Element of model Explanation of element of model
1. Rationale The value attached to employability skills supports the
development and promotion of a model for assessing and
reporting those skills:
Employers view employability skills, along with technical
skills, as highly desirable for employees
Individuals can view employability skills as desirable,
including for self-employment and for success in other
domains of life.
2. Guiding
principles
The guiding principles for the model for assessing and reporting
employability skills are as follows:
The approach to assessing and reporting employability skills
needs to provide benefits for learners, employers and other
VTE stakeholders.
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The approach to assessing and reporting employability skills
needs to ensure quality outcomes, to be efficient and
effective and to minimise administration for providers.
3. Definition and
list of
employability
skills
The Australian Chamber of Commerce and Industry and the
Business Council of Australia define employability skills as:
… the skills required to gain employment or establish an
enterprise, but also to progress within an enterprise or
expand employment capability, so as to achieve one's
potential and contribute successfully to enterprise strategic
directions.
The eight clusters of employability skills set out in the
‘Employability Skills Framework’ within the above report (DEST
2002, p.14) are:
communication skills
team work skills
problem-solving skills
initiative and enterprise skills
planning and organising skills
self-management skills
learning skills
technology skills.
4. Nature of
employability
skills
The nature of employability skills is notable, as it impacts on
teaching, learning, assessing and reporting strategies. The Allen
Consulting Report (Assessment and Reporting of employability
skills in Training Packages, DEST, 2006, pp.11-12) describes
employability skills as multi-functional, relevant across many
fields and multi-dimensional.
The same report also noted two other key features of generic and
employability skills that set them apart from the acquisition of
technical or manual skills:
First, generic skills are developed in association with these
other skills because they have a mediating and
transforming role and are the vehicle for their
development.
Second, generic skills are rarely applied in isolation but
applied in association with other generic skills. (p.12)
5. Description of
embedding
Unlike the way key competencies were positioned, following the
embedding processes employability skills are not described as
discrete requirements within units of competency in Training
Packages.
While there are some stand-alone units of employability skills in
some Training Packages, as a general approach:
19
Employability skills are contained in the units of competency
as part of the other performance requirements that make
up the competency as a whole.
Employability skills are specifically expressed in the context
of the work outcomes described in units of competency,
and they appear in Elements, Performance Criteria, Range
Statements and Evidence Guides. (adapted from
Employability Skills. From Framework to Practice, DEST
2006, p.32)
6. Approach to
assessing and
reporting
Consultations with individual members of the National Quality
Council in November 2006 support the approach to assessing and
reporting employability skills recommended in the Allen
Consulting (2006) report, in particular, the integrated approach to
assessment and descriptive reporting.
The approach is discussed briefly below:
the integrated approach to assessment, where the
assessment of employability skills is conducted in an
integrated manner with technical skills within a
qualification and the corresponding units of competency.
This integrated approach is made possible because
employability skills are being embedded progressively in
all Training Packages.
Assessing employability skills is a pedagogical activity,
naturally linked to learning strategies for developing
employability skills. Hence professional development
programs and resources will be developed and released in
2007 to assist VET practitioners to improve the ways they
support learning and conduct assessments related to
employability skills.
descriptive reporting, where short text is used to describe the
nature of the employability skills developed as part of a
qualification or unit of competency. To ensure the burden
of reporting is minimised, the information reported would
relate to the qualification, not the individual.
Reporting employability skills is an administrative
activity. Hence providers are encouraged to streamline the
reporting process by taking text directly from the
Employability Skill Summary – a pre-existing, written
summary of employability skills developed for each
Training Package qualification as part of the embedding
process.
At its July 2007 NQC meeting the NQC endorsed an
approach to descriptive reporting on employability skills
which involves:
(i) learners downloading qualification specific
Employability Skills Summaries for Training Package
qualifications from an online repository
(http://employabilityskills.training.com.au/) ; and
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(ii) RTOs adding the following, mandatory, single
standard sentence to all qualification testamurs for
Training Package qualifications:
A summary of the employability skills developed
through this qualification can be downloaded from
http://employabilityskills.training.com.au/
7. Suggested
good practice
strategies
Suggested good practice strategies are set out below in four
categories: learning strategies, teaching/training strategies,
assessing strategies and reporting strategies. Each of these sets of
strategies will be supported by professional development
activities summarised in section 10 below.
Learning strategies. Learners can be encouraged to:
understand the meaning and application of employability
skills
acknowledge the value of employability skills to their work
and life
understand that employability skills are embedded in
Training Packages
take responsibility for acquiring the employability skills,
with support from trainers and employers
develop and record examples of employability skills they
acquire
use reflection and self assessment in the development and
recognition of employability skills.
Teaching/training strategies. These can include:
introducing learners and employers to employability skills
promoting the value of employability skills
reinforcing the definition of competency and its relation to
employability skills
explaining that employability skills are now embedded in
Training Packages
providing learners with copies of the relevant employability
skills summary for a qualification
describing how the training will foster the learners’
development of employability skills
encouraging the learner to take responsibility for recognising
and acquiring the skills
providing guidelines for how learners can voluntarily collect
examples of their own employability skills
promoting the benefits – for example, to assist recognition of
prior learning – of learners voluntarily collecting examples
of their own employability skills
using teaching strategies that cater for a range of learning
styles and preferences and recognise experiential learning
21
Assessing strategies. These can include:
exploring with learners the full range of assessment
techniques
identifying opportunities to provide recognition of prior
learning services in relation to employability skills
contextualising the teaching and assessing activities to a
work or industry setting, to suit the needs of enterprises
and individuals
designing and using valid assessment strategies and tools
that suit the relevant employability skills
collecting evidence holistically, where appropriate.
Reporting strategies. Provider staff responsible for overseeing
reporting are advised to:
familiarise themselves with the way employability skills are
integrated in Training Packages
understand the meaning of the Employability Skills
Summaries
monitor employers’ and learners’ uses of the reports that
include these summaries.
All relevant provider staff involved with reporting will:
develop efficient and effective reporting processes that are
administratively straightforward – including computerised
or paper-based approaches.
add the following, mandatory, single standard sentence to
all qualification testamurs for Training Package
qualifications: A summary of the employability skills
developed through this qualification can be downloaded
from http://employabilityskills.training.com.au
8. Checklists of
good practice
preparatory
actions
Checklists of good practice preparatory actions by trainers and
assessors and managers within RTOs are as follows:
For trainers/assessors, to implement the teaching, learning
and assessment strategies, the following actions are provided
as an initial checklist:
at each step below, consider which of your current
learning and assessment tools and strategies are usable
either without changes or with modification
the sequence of steps may change for different contexts
1. read through the newly edited or recently released
Training Package relevant to your work and familiarise
yourself with new references to employability skills and
the revised wording of units of competency
2. examine how employability skills are incorporated in
Elements, Performance Criteria, Range Statements and
Evidence Guides
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3. in examining the wording of the units of competency, also
look for relationships between different employability
skills, then take into account these relationships before
designing learning and assessment strategies
4. analyse the relevant Employability Skills Summaries and
ensure the learning and assessment approaches contain the
appropriate mix and importance of employability skills in
the general context of the industry or industries covered by
the qualification
5. use the four skill areas known as dimensions of
competency (task skills; task management skills;
contingency management skills; job/role environment
skills) to create a holistic image of the competent
individual and to identify which employability skills could
be unpacked into learning and assessment activities
6. when developing assessment approaches and tools, ensure
that they are valid and reliable, authentic and current, and
documented in the Learning and Assessment Strategies
For relevant managers within RTOs, to implement the
reporting strategies, the following preparatory actions are
provided as an initial checklist:
1. read through the newly edited or recently released
Training Package relevant to your work and familiarise
yourself with the revised wording of units of competency
and then analyse each component of the relevant units of
competency
2. examine in particular the purpose of the Employability
Skills Summaries
3. participate in professional development activities in the
VET sector to acquire exemplars of reporting processes
and templates
4. liaise with trainers and assessors and administrative staff,
to develop a shared understanding of how the reporting of
employability skills will occur
For relevant administrative staff within RTOs, to implement
the reporting strategies, the following actions are provided as
an initial checklist:
1. Add the following, mandatory, single standard sentences
to all qualification testamurs for Training Package
qualifications: A summary of the employability skills
developed through this qualification can be downloaded
from http:// employabilityskills.training.com.au
2. monitor the administrative processes to ensure they are
efficient
3. seek feedback from recipients of the revised reports and
from trainers and assessors, in order to further streamline
the administrative processes
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9. Skills required Skills and knowledge required by staff within providers –
including trainers/assessors, managers and support staff – to
implement the above components include the following:
Trainers/assessors and resource developers:
Same skills used to date. Trainers and assessors and resource
developers need to use all the same skills used to date to
ensure good practice: for instance:
o to customise learning activities to suit the industry
context
o to ensure assessment is valid, reliable, fair and flexible.
Skills are needed in unpacking and contextualising, in
particular. For trainers and assessors and resource developers
it is important to:
o understand the way in which Training Package
developers have incorporated employability skills into
Training Packages
o recognise that while the units of competency will
incorporate the relevant facets of employability skills,
it is still necessary to unpack and contextualise the
employability skills in the competency
units/qualifications when you develop learning
strategies, courses, modules, assessment schemes and
tools, based on the units concerned. (Training Package
Development Handbook, DEST 2005, p.161)
Skills are needed to ensure learners’ skills are
transferable, as students need to
o demonstrate that they are able to apply the facets of the
employability skills in their immediate work context
o show that they have the capacity to transfer them across
a range of other potential work contexts relevant to the
occupations. (Training Package Development
Handbook, DEST 2005, p161)
Managers within RTOs:
Same skills used to date. Managers need to use all the same
skills used to date to ensure good practice: for instance
o to support trainers and assessors to design, deliver,
assess and support learning that results in the
development of competency
o to ensure validation occurs of assessment tools and
strategies.
Documentation management is required. In particular,
managers need to ensure trainers and assessors have all the
documentation needed to unpack and contextualise Training
Packages.
Supporting professional development activities will assist. Managers can also assist trainers and assessors to access
professional development activities and resources that support
24
this model for assessing and reporting on employability skills.
Skills in developing efficient administrative processes are
required. Managers can ensure that the descriptive reporting
is efficient and administratively straightforward.
Support staff:
Same skills used to date. Support staff need to use all the
same skills used to date to assist trainers and assessors and to
produce and maintain records of qualifications awarded.
Skills in producing relevant documentation are required.
Support staff need to produce and store documentation that
reports the achievement of employability skills as part of a
qualification.
10. Professional
development
A professional development (PD) strategy for implementing the
model for assessing and reporting employability skills and related
PD resources are now available to assist the related skill
development of providers. The strategy and resources are also of
value to other stakeholders within the sector.
The professional development strategy for implementing the
model for assessing and reporting employability skills is set out in
two parts, one part in each of the following locations:
The Appendix of the PD resource ‘Level 1 workshop for
implementing the model for assessing and reporting
employability skills’ entitled ‘Purpose of and rationale for
Level 1 professional development’
The Appendix of the PD resource ‘Level 2 workshop for
implementing the model for assessing and reporting
employability skills’ entitled ‘Purpose of and rationale for
Level 2 professional development’.
This PD strategy:
emphasises the value of initial information dissemination and
awareness raising across the sector
builds on existing good practice in training and assessing
advocates RTOs engaging with industry in explaining the
nature and benefits of the new approach to assessing and
reporting
promotes efficient, effective professional development
methodologies
highlights the development of appropriate assessment and
reporting strategies.
What support is available?
A broad range of professional development resources are available to assist VET and school
practitioners to improve the ways they support learning and conduct assessments related to
25
employability skills. Some of these resources and suggested approaches have been used as
examples throughout this paper to highlight particular aspects of the employability skills
arrangements. Further information may be obtained by visiting
www.employabilityskillsresources.com.
The following example is taken from the General Construction Industry Training package
and provides an excellent guide for an RTO seeking to establish assessment, recording and
reporting protocols and procedures within its curriculum
Assessment Guidelines
BCG03 General Construction Training Package
Introduction
These Assessment Guidelines provide the endorsed framework for assessment of units of
competency in this Training Package. They are designed to ensure that assessment is
consistent with the Australian Quality Training Framework (AQTF) Standards for Registered
Training Organisations. Assessments against the units of competency in this Training
Package must be carried out in accordance with these Assessment Guidelines.
Assessment System Overview
This section provides an overview of the requirements for assessment when using this
Training Package, including a summary of the AQTF requirements; licensing/registration
requirements; and assessment pathways.
Benchmarks for Assessment
Assessment within the National Training Framework is the process of collecting evidence and
making judgements about whether competency has been achieved to confirm whether an
individual can perform to the standards expected in the workplace, as expressed in the
relevant endorsed unit of competency.
In the areas of work covered by this Training Package, the endorsed units of competency are
the benchmarks for assessment. As such, they provide the basis for nationally recognised
Australian Qualifications Framework (AQF) qualifications and Statements of Attainment
issued by Registered Training Organisations (RTOs).
Australian Quality Training Framework Assessment Requirements
Assessment leading to nationally recognised AQF qualifications and Statements of
Attainment in the vocational education and training sector must meet the requirements of the
AQTF as expressed in the Standards for Registered Training Organisations.
The Standards for Registered Training Organisations can be downloaded from the DEST
website at www.dest.gov.au or can be obtained in hard copy from DEST. The following
points summarise the assessment requirements under the AQTF.
Registration of Training Organisations
26
Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or
Territory Registering/Course Accrediting Body in accordance with the Standards for
Registered Training Organisations. The RTO must have the specific units of competency
and/or AQF qualifications on its scope of registration. See Section 1 of the Standards for
Registered Training Organisations.
Quality Training and Assessment
Each RTO must have systems in place to plan for and provide quality training and
assessment across all its operations. See Standard 1 of the Standards for Registered Training
Organisations.
Assessor Competency Requirements
Each person involved in training, assessment or client service must be competent for the
functions they perform. See Standard 7 of the Standards for Registered Training
Organisations for assessor competency requirements. Standard 7 also specifies the
competencies that must be held by trainers.
Assessment Requirements
The RTOs assessments must meet the requirements of the endorsed components of Training
Packages within its scope of registration. See Standard 8 of the Standards for Registered
Training Organisations.
Assessment Strategies
Each RTO must identify, negotiate, plan and implement appropriate learning and assessment
strategies to meet the needs of each of its clients. See Standard 9 of the Standards for
Registered Training Organisations.
Mutual Recognition
Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any
other RTO. See Standard 5 of the Standards for Registered Training Organisations.
Access and Equity and Client Services
Each RTO must apply access and equity principles, provide timely and appropriate
information, advice and support services that assist clients to identify and achieve desired
outcomes. This may include reasonable adjustment in assessment. See Standard 6 of the
Standards for Registered Training Organisations.
Partnership Arrangements
RTOs must have, and comply with, written agreements with each organisation providing
training and/or assessment on its behalf. See Standard 1.6 of Standards for Registered
Training Organisations.
Recording Assessment Outcomes
27
Each RTO must have effective administration and records management procedures in place,
and must record AQF qualifications and Statements of Attainment issued. See Standards 4
and 10.2 of the Standards for Registered Training.
Issuing AQF Qualifications and Statement of Attainment
Each RTO must issue AQF qualifications and Statements of Attainment that meet the
requirements of the AQF Implementation Handbook and the endorsed Training Packages
within the scope of its registration. An AQF qualification is issued once the full requirements
for a qualification, as specified in the nationally endorsed Training Package are met. A
Statement of Attainment is issued where the individual is assessed as competent against fewer
units of competency than required for an AQF qualification. See Standard 10 and Section 2
of the Standards for Registered Training Organisations.
Additional Licensing Information
Pathways
The competencies in this Training Package may be attained in a number of ways including
through:
• formal or informal education and training
• experiences in the workplace
• general life experience, and/or
• any combination of the above.
Assessment under this Training Package leading to an AQF qualification or Statement of
Attainment may follow a learning and assessment pathway, an assessment-only or
recognition pathway, or a combination of the two as illustrated in the following diagram.
Each of these assessment pathways leads to full recognition of competencies held - the
critical issue is that the candidate is competent, not how the competency was acquired.
Assessment, by any pathway, must comply with the assessment requirements set out in the
Standards for Registered Training Organisations.
Learning and Assessment Pathways
Usually, learning and assessment are integrated, with assessment evidence being collected
and feedback provided to the candidate at anytime throughout the learning and assessment
process.
Learning and assessment pathways may include structured programs in a variety of contexts
using a range of strategies to meet different learner needs. Structured learning and
assessment programs could be: group-based, work-based, project-based, self-paced, action
learning-based; conducted by distance or e-learning; and/or involve practice and experience
in the workplace.
28
Learning and assessment pathways to suit New Apprenticeships have a mix of formal
structured training and structured workplace experience with formative assessment activities
through which candidates can acquire and demonstrate skills and knowledge from the
relevant units of competency.
Assessment-Only or Recognition of Prior Learning Pathway
Competencies already held by individuals can be formally assessed against the units of
competency in this Training Package, and should be recognised regardless of how, when or
where they were achieved.
In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate
provides current, quality evidence of their competency against the relevant unit of
competency. This process may be directed by the candidate and verified by the assessor, such
as in the compilation of portfolios; or directed by the assessor, such as through observation
of workplace performance and skills application, and oral and/or written assessment. Where
the outcomes of this process indicate that the candidate is competent, structured training is
not required. The RPL requirements of Standard 8.2 of the Standards for Registered Training
Organisations must be met.
As with all assessment, the assessor must be confident that the evidence indicates that the
candidate is currently competent against the endorsed unit of competency. This evidence may
take a variety of forms and might include certification, references from past employers,
testimonials from clients, and work samples. The onus is on candidates to provide sufficient
evidence to satisfy assessors that they currently hold the relevant competencies. In judging
evidence, the assessor must ensure that the evidence of prior learning is:
• authentic (the candidate's own work)
• valid (directly related to the current version of the relevant endorsed unit of
competency)
• reliable (shows that the candidate consistently meets the endorsed unit of
competency)
• current (reflects the candidate's current capacity to perform the aspect of the work
covered by the endorsed unit of competency), and
• sufficient (covers the full range of elements in the relevant unit of competency and
addresses the four dimensions of competency, namely task skills, task management skills,
contingency management skills, and job/role environment skills).
The assessment only or recognition of prior learning pathway is likely to be most appropriate
in the following scenarios:
• candidates enrolling in qualifications who want recognition for prior learning or
current competencies
• existing workers
• individuals with overseas qualifications
29
• recent migrants with established work histories
• people returning to the workplace, and
• people with disabilities or injuries requiring a change in career.
Combination of Pathways
Where candidates for assessment have gained competencies through work and life experience
and gaps in their competence are identified, or where they require training in new areas, a
combination of pathways may be appropriate.
In such situations, the candidate may undertake an initial assessment to determine their
current competency. Once current competency is identified, a structured learning and
assessment program ensures that the candidate acquires the required additional
competencies identified as gaps.
Assessor Requirements
This section identifies the mandatory competencies for assessors, and clarifies how others
may contribute to the assessment process where one person alone does not hold all the
required competencies.
Assessor Competencies
The Standards for Registered Training Organisations specify mandatory competency
requirements for assessors. For information, Standard 7.3 from the Standards for Registered
Training Organisations follows:
7.3 a The RTO must ensure that assessments are conducted by a person who has:
• the following competencies* from the Training Package for
Assessment and Workplace Training, or demonstrated equivalent competencies:
o TAAASS401A Plan and organise assessment;
o TAAASS402A Assess competence;
o TAAASS404A Participate in assessment validation;
• relevant vocational competencies, at least to the level being assessed.
b However, if a person does not have all of the competencies in Standards 7.3 a
(i) and the vocational competencies as defined in 7.3 a(ii), one person with the competencies
listed in Standard 7.3 a(i), and one or more persons who have the competencies listed in
Standard 7.3 a (ii) may work together to conduct assessments.
* A person who holds the competencies BSZ401A Plan assessment, BSZ402A
Conduct assessment, and BSZ403A Review assessment from the Training Package for
Assessment and Workplace Training will be accepted for the purposes of this standard. A
person who has demonstrated equivalent competencies to BSZ401A and BSZ402A and
BSZ403A in the period up to 12 months following publication of the Training and Assessment
Training Package will also be accepted for the purposes of this standard.
30
Designing Assessment Tools
This section provides an overview on the use and development of assessment tools.
Use of Assessment Tools
Assessment tools provide a means of collecting the evidence that assessors use in making
judgements about whether candidates have achieved competency.
There is no set format or process for the design, production or development of assessment
tools. Assessors may use prepared assessment tools, such as those specifically developed to
support this Training Package, or they may develop their own.
Using Prepared Assessment Tools
If using prepared assessment tools, assessors should ensure these are benchmarked, or
mapped, against the current version of the relevant unit of competency. This can be done by
checking that the materials are listed on the National Training Information Service
(http://www.ntis.gov.au). Materials on the list have been noted by the National Quality
Council as meeting their quality criteria for Training Package support materials.
Developing Assessment Tools
When developing assessment tools, assessors must ensure that they:
• are benchmarked against the relevant unit or units of competency
• are reviewed as part of the validation of assessment strategies as required under 9.2
(i) of the Standards for Registered Training Organisations
• meet the assessment requirements expressed in the Standards for Registered Training
Organisations, particularly Standards 8 and 9.
A key reference for assessors developing assessment tools is TAA04 Training and Assessment
Training Package and the unit of competency TAAASS403A Develop assessment tools. There
is no set format or process for the design, production or development of assessment
materials.
Conducting Assessment
This section details the mandatory assessment requirements and provides information on
equity in assessment including reasonable adjustment.
Mandatory Assessment Requirements
Assessments must meet the criteria set out in Standard 8 from the Standards for Registered
Training Organisations. For information, Standard 8 from the Standards for Registered
Training Organisations is reproduced below.
8 RTO Assessments
31
The RTOs assessments meet the requirements of the endorsed components of
Training Packages and the outcomes specified in accredited courses within the scope of its
registration.
8.1 The RTO must ensure that assessments (including RPL):
i. comply with the assessment guidelines included in the applicable nationally
endorsed Training Packages or the assessment requirements specified in accredited courses;
ii. lead to the issuing of a statement of attainment or qualification under the AQF
when a person is assessed as competent against nationally endorsed unit(s) of competency in
the applicable Training Package or modules specified in the applicable accredited course;
iii. are valid, reliable, fair and flexible;
iv. provide for applicants to be informed of the context and purpose of the
assessment and the assessment process;
v. where relevant, focus on the application of knowledge and skill to standard of
performance required in the workplace and cover all aspects workplace performance,
including task skills, task management skills, contingency management skills and job role
environment skills;
vi. involve the evaluation of sufficient evidence to enable judgements to be made
about whether competency has been attained;
vii. provide for feedback to the applicant about the outcomes of the assessment
process and guidance on future options in relation to those outcomes;
viii. are equitable for all persons, taking account of individual needs relevant to
the assessment; and
ix. provide for reassessment on appeal.
8.2 a The RTO must ensure that RPL is offered to all applicants on enrolment
b The RTO must have an RPL process that:
i. is structured to minimise the time and cost to applicants; and
ii. provides adequate information, support and opportunities for participants to engage in the
RPL process.
32
7. Advice on the inclusion of personal attributes as part of a formal
employability skills curriculum
The importance and relevance of personal attributes in an employment setting was a key
aspect of the ACCI/BCA report into employability skills. Although the personal
attributes do not form part of the Employability Skills Framework that has been adopted
for use in every training package, from an employer perspective these attributes are an
invaluable component of every potential employee’s skills base.
The personal attributes are:
loyalty
commitment
honesty and integrity
enthusiasm
reliability
personal presentation
common sense
positive self-esteem
sense of humour
balanced attitude to work and home life
ability to deal with pressure
motivation
adaptability
The value of these attributes may be seen from the comments made by employers during
the initial employability skills research:
Loyalty and commitment are work readiness skills essential to all
Honesty is important above everything else
Employees with good attributes enhance the culture of the business
Loyalty to the company and each other as employees is essential
Your attitude to life and your outlook on life comes first, and then the basic skills
Enthusiasm and motivation are basic; all else is teachable – these are not
Employees need an outgoing personality with a sparkle in the eyes
The importance of covering the personal attributes as part of the formal curriculum cannot be
over-stated.
It is therefore appropriate that RTOs ensure that these industry determined attributes are
blended into the models used for delivery, assessment, recording and reporting of the
employability skills in the curriculum.
33
8. Advice on the delivery strategies, assessment practices and
recording/reporting methods for personal attributes
Employers participating in the ACCI/BCA project placed a strong emphasis on the need for
both entry-level and existing employees to possess and exhibit a broad range of skills and
attributes. These employers and the broader industry base since the employability skills and
attributes were defined, have continued to show through their selection and promotion
processes that they value the personal attributes of the employees at all levels.
Employers continue to suggest that entry-level and existing employees needed to reflect
attributes that are acceptable to the rest of their working peer group and the customer, and
were in line with the company’s overall philosophy and approach. Employers also see
personal attributes at a more general level and not just relevant to the workplace but to life as
a whole. These employers stress the importance of these attributes to a harmonious
workplace and effective customer relations.
Regardless of the size of a business, small, medium and large enterprises in the main hold the
same views with regard to the importance of personal attributes
During the validation process that followed the initial research, enterprises of all sizes agreed
with the complete set of personal attributes identified in the framework.
The identification of personal attributes as critical to employability by employers raises a set
of issues about how to assess such attributes. Employers are using a range of tools including
observation, work placements and references. However, it is essential that the education
system now take up the challenge of developing assessment methodologies that can provide
advice to the individual
In interviews with enterprises there was discussion as to the assessment needs of enterprises
and assessment tools used within enterprises to determine the skill levels of new and existing
employees.
Enterprises, irrespective of size, indicated that they placed a particular emphasis on trying to
assess attributes and skills during the selection process when recruiting new employees.
Enterprises identified a range of resources for this assessment process and clearly indicated
that they did not rely solely on certificates and other qualifications as the basis for assessing
attributes and skills.
Strategies used by employers to assess an employee’s personal attributes are covered in the
list that follows. Many employers collect a broad range of information from which to make
decisions about employment and/or promotion.
personal observation
work experience reports
school and training reports showing competencies and achievements
references from previous employers and others in the community
evidence of involvement in community activities and other extracurricular activities
samples of school projects
work references from school advisers
previous employer testimonials
advice from community members
peer reviews
previous work history
qualifications and courses attended
hobbies
34
life experiences,
education
social activities
professional development history
plans, goals and dreams for the future
general interests
It is recommended that where possible a broad range or strategies and methods are used by
RTOs when looking at the personal attributes area.
9. Advice on the delivery, assessment and reporting of employability skills in
Australian Technical Colleges (ATCs)
A number of ATC’s across Australia make reference on websites to employability skills
within the marketing and promotional material that is directed at potential students, parents
and employers,. However, there is limited information available on the methods and
strategies these ATCs have used to directly map, embed, deliver, assess and report on the
employability skills.
Notwithstanding the limited information available, there are a number of important
considerations which need to be taken into account when embedding and incorporating
employability skills assessment and reporting into the curriculum. It is strongly recommended
that these items be given due consideration
Linkage with industry and local enterprises
It is critical for an ATC to engage with local industry regularly and on an continuous basis.
Local enterprises and industry bodies can provide advice and input on the current and
required employability skills and personal attributes they are seeking. As is evident with the
approach taken by best practice RTO’s, their engagement with local industry has provided
appropriate feedback and provided clear advice in relation to the delivery, assessment,
reporting and recording of employability skills
The following examples are provided to show how some RTOs have initiated contacts with
local employers through a variety of techniques with the view to obtaining regular and
current feedback on enterprise requirements for employability skills and personal attributes.
Example
Four sets of strategies
Strategies available to training providers to obtain engagement from industry, identifies four
sets of strategies as follows:
1. Consulting with employers – from individual employers, to groups of employers, to
employer representative bodies – on the design of appropriate learning, training and
assessment approaches that take into account employability skills.
35
Advice can be sought on topics such as which employability skills are particularly significant
in various aspects of different jobs in the one industry.
2. Sharing good practice examples with employers of how, in the past, training providers
have collaborated with industry in designing appropriate learning, training and assessment
approaches.
Good practice might involve training providers working closely with enterprises to
contextualise assessment strategies for that particular enterprise.
3. Highlighting perspectives of individual employers obtained from interviews recorded and
documented by the training providers.
Employers can be prompted in interviews to articulate which employability skills are
especially significant in different jobs and what might be the focus of assessment.
The recording of these interviews could be in note form or by audiotape or videotape.
Sometimes informal interviews as conversations generate more useful data than highly
structured interviews.
4. Developing principles for engaging with industry, with input from industry about those
principles. Some principles might include:
• ensuring that employers are clear about the critical value attached to employability skills
within Training Packages
• ensuring that the views of a range of employers are obtained, to reflect a range of jobs and
enterprises where employability skills are required in any one industry. (pp.3-4)
Modelling engagement strategies
Training providers such as MEGT are modelling the use of strategies such as interviewing or
consulting with industry, seeking advice on topics such as which employability skills are
particularly significant in various aspects of different jobs in an enterprise, and ensuring that
employers are clear about the critical value attached to employability skills within Training
Packages.
The PD resource on ‘Strategies to promote industry engagement’ emphases that, in an
industry-led national training system, industry performs a pivotal partnership role with
training providers in developing assessment and training strategies that incorporate
employability skills.
Communicating with industry about employability skills
With the inclusion of employability skills in training packages, the model of good practice for
assessing and reporting employability skills was developed by the National Training Council
(NQC). One component of that model recommends and emphasises professional
development for trainers and assessors that links them to industry.
The professional development strategy encourages training providers and individual teachers
and trainers to develop capabilities in customising and applying the model for assessing
employability skills in specific industry contexts. The following example highlights a training
provider that is actively communicating with industry about employability skills and has
modified its approach after examining the NQC model. The example could be a useful case
study in a professional development activity that focuses on communicating with industry.
Example
The effective incorporation of Employability Skills in learning and assessment strategies is
underpinned by good practice. The Australian Quality Training Framework (AQTF) includes
36
a set standards for Registered Training Organisations (RTOs) to support consistent, high
quality learning and assessment outcomes.
The standards require RTOs and their staff to:
Monitor the competency held by RTO staff and provide opportunities for professional
development (standard 7). Practitioners are required to keep up to date with the skills and
knowledge required by industry. This includes understanding the effects of Employability
Skills required by the industry you train for.
Adopt quality assurance measures for assessment to meet Training Package requirements
(standard 8). This standard refers to applying ‘knowledge and skill to the standard required
in the workplace’. Because Employability Skills required in the workplace are embedded in
Training Packages RTOs must ensure that the assessment process allows for a judgement
about the relevant Employability Skills.
Follow specific requirements for developing, validating and implementing learning and
assessment strategies (standard 9). Strategies must be developed in consultation with
enterprises/industry and include methods for identifying and meeting the training needs of a
diverse range of learners. Strategies must be subject to validation to ensure the Employability
Skill components of learning and assessment approaches are regularly reviewed.
NB: The above points summarise excerpts from the AQTF standards. RTOs and practitioners
should be aware of their responsibilities as described in all of the standards.
The following questions will assist you to determine if you are meeting the above
requirements:
1. What professional development activities have you undertaken to update your
understanding of current industry/work practices?
2. Do your assessments produce a valid, reliable indication of learners’ ability to apply
Employability Skills to the standard described in units of competency?
3. What methods do you use to identify the skills and knowledge needs of learners? Do these
methods cover Employability Skill requirements?
4. Do your learning strategies provide opportunities for learners to practice and develop
these skills?
5. Do your assessments, when conducted off the job, determine how learners will perform in
a workplace environment?
37
The Use and adaption of best practice and national models to local environment
Make us of best practice models, which can be easily modified or adjusted to suit the local
regions if required. Where No one model may suit all areas they provide structures and
framework to build upon. Best practice examples of the delivery/assessment reporting
recording of employability skills within curriculum are readily available by researching
various websites including those listed in this paper
Examples from RTO’s, Consultants and State Training Authority
Linkup Employability Skills, TAFESA, http://linkup.tafesa.edu.au/
Swinburne University of Technology 2006, http://www.tafe.swin.edu.au/employability_skills/
University of Ballarat www.ballarat.au/vfed/tdu/index/shtml
NSW Department of Education and Training www.skillsonline.net.au
Precision Consultancy www.precisionconsultancy.com.au
Ensure all relevant staff including trainers, assessors, administration and managers avail
themselves of professional development packages to ensure they have current competencies
and understanding of Employability skills Framework
There are a number of PD models packages available and should be accessed, please see
Existing VET resources on employability skills. The examples 7&8 in section 4 provide make
strong recommendations for the need to focus on the personal and professional development
of stakeholder staff
Learners must be encouraged to understand ,accept and learn employability skills and that
they display and demonstrate the personal attributes to succeed in the labour market
This has been regularly and specifically highlighted by all parties associated with the
implementation of employability skills in the VET sector.
School based apprenticeships and traineeships must include the most recently identified
employability skills and personal attributes required by industry across all enterprises
Employability skills are embedded with the VET schools sector but ongoing and regular
engagement with local enterprises and industry bodies is critical to ensure the curriculum and
delivery reflects local and national employability skills are being addressed
It is essential that the appropriate and prescribed AQTF standards are applied as a component
of your continuous service improvement strategies.
It is also important that innovative and effective techniques and tools are applied by
management, the trainers and assessors to ensure that the learners acquire the necessary
employability skills and are able to demonstrate that they possess the personal attributes for their
future careers and lives
38
10. Bibliography
Reference Extract from Employability Skills in Construction and Property Services
Industry Skills Council Training Packages Construction and Property Services
Industry Skills Council website at http://www.cpsisc.com.au.
DEST website at:
http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm
The Finance Training Package developed by Innovation and Business Skills Australia
(IBSA).
Generic Employability Skills Framework for IBSA Training Packages
www.employabilityskillsresources.com to access the professional development
resources produced by the National Quality Council project.
Retail Industry training packages
Health Industry training packages,
Existing VET resources on employability skills
Resources generated by the 2006-2007 project for Level 1 professional development (PD)
The document, Awareness Raising Workshop for implementing the model for assessing
and reporting employability skills: Program and Resources.
Definitions of key terms regarding employability skills
Good practice professional development strategies to support the development of skills in
assessing and reporting employability skills.
PowerPoint Slides: Employability Skills Workshop: Level 1 workshop for implementing
the model of assessing and reporting employability skills.
See also www.training.com.au and a temporary website
www.employabilityskillsresources.com.au
Australian Chamber of Commerce and Industry and Business Council of Australia 2002,
Employability skills for the future, Department of Education, Science and Training
(DEST), Canberra.
Precision Consultancy 2006, Employability Skills, From Framework to Practice, DEST,
Canberra.
www.training.com.au/documents/Employability%20Skills_From%20Framework%20to%
20Practices.pdf accessed 22 October 2007
Examples from RTOs, and State Training Authority
Swinburne University of Technology 2006,
http://www.tafe.swin.edu.au/employability_skills/
University of Ballarat www.ballarat.au/vfed/tdu/index/shtml
NSW Department of Education and Training www.skillsonline.net.au
Resources generated by the 2006-2007 project for Level 2 PD
Level 2 PD Workshop Program and Resources. Customisable materials for
trainers/assessors, employers and learners to promote the importance of employability
skills and to develop Industry/Training Package specific advice.
39
Strategies to promote industry engagement with level 2 PD for employability skills.
Industry/Training Package specific advice which focuses on how the promotional
material can be customized for industry areas.
This advice will provide the basis for a workshop to support Level 2 implementation of
the model.
General references more appropriate for level 2 PD
General references that may be of value for participants in level 2 PD are cited below.
Allen Consulting Group 2004, Final report: Development of a strategy to support the
universal recognition and recording of Employability Skills, Department of Education,
Science and Training, viewed … 2007, <http://www.dest.gov.au/NR/rdonlyres/9F3D1FC5-
45CD-468E-88D6-
97B9ADE92854/4055/UniversalRecognitionofEmployabilitySkillsProjectFi.pdf>.
Allen Consulting Group 2006, Assessment and Reporting of employability skills in Training
Packages, DEST, Canberra.
Australian Education Council – Mayer Committee 1992, Key competencies: Report of the
Committee to Advise the Australian Education Council and Ministers of Vocational
Education, Employment and Training on Employment-related Key Competencies for Post-
compulsory Education and Training, Australian Education Council, Canberra.
Booth, R, Clayton, B, House, R & Roy, S 2002, Maximising confidence in assessment
decision-making: Resource kit for assessors, NCVER, viewed 25 March 2007,
<http://www.ncver.edu.au/publications/780.html>.
Gibb, J. (ed.) 2004, Generic skills in vocational education and training, NCVER, Adelaide,
2006, viewed 25 March 2007, <http://www.ncver.edu.au/publications/1448.html>
Innovation and Business Skills Australia, 2006, Employability Skills in IBSA’s Training
Products, IBSA, Melbourne.
NCVER 2003, Defining generic skills: at a glance, NCVER, viewed 25 March 2007,
<http://www.ncver.edu.au/publications/1361.html>.
Real skills, real success: a guide for Victorian RTOs in addressing generic skills in VET
programs, Office of Training and Tertiary Education, viewed 25 March 2007,
<http://trainingsupport.otte.vic.gov.au/tlinit.cfm?type=2&menu=13>.
Rumsey, D 2005, Implementing Employability Skills in Training in Assessment, PowerPoint
presentation.
Smith, E & Comyn, P 2003, The development of Employability Skills in novice workers,
NCVER, viewed 25 March 2007, <http://www.ncver.edu.au/publications/992.html>.
Training package development handbook, 2006, Department of Education, Science and
Training, viewed 25 March 2007,
<http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/Training_Pac
kage_Development_Handbook.htm>.