psp12 public sector implementation guide

PSP12 VERSION 1

PUBLIC SECTORIMPLEMENTATION GUIDE

The material contained within this document is part of the endorsed component of the Public Sector Training Package. It should not be used in isolation and must be used in the context of the whole endorsed training package.

© Commonwealth of Australia 2013 Government Skills Australia

Disclaimer This publication has been produced with the assistance of funding provided by the Commonwealth Government. Government Skills Australia (GSA) would also like to recognise contributions made by individuals and organisations from the vocational education and training sector, public sector industry and employee associations. Published: August For further information about this implementation guide, please contact: Government Skills Australia PO Box 347 Rundle Mall SA 5000 Tel: 08 8100 7400 Fax: 08 8232 7444 Web: www.governmentskills.com.au Email: [email protected]

Copyright © Government Skills Australia (GSA) March 2013.

Permission is given to make copies by photocopying or other duplicating processes for use within the public sector training environment or in a workplace where training is being conducted.

http://www.governmentskills.com.au/

mailto:[email protected]


Table of contents Overview information ................................................................................... 1

Purpose of this guide ................................................................................. 1

Version modification history ........................................................................ 1

What is a training package? ......................................................................... 2

How can my organisation use the Public Sector Training Package? ........................... 2

Who can deliver and assess using training packages? ............................................ 3

Registered Training Organisations (RTOs) ...................................................... 3 Australian Skills Quality Authority (ASQA)...................................................... 3 Regulation of RTOs operating in Victoria and Western Australia ........................... 4 Registering with ASQA for providers in Victoria and Western Australia.................... 4 Establishment and jurisdiction changes ........................................................ 5 Victorian Registration and Qualifications Authority (VRQA) ................................. 5 Training Accreditation Council Western Australia (TAC) ..................................... 6

Summary of the PSP12 Public Sector Training Package ............................................ 7

PSP12 Qualifications .................................................................................. 7

PSP12 Units of competency ......................................................................... 7

Changes from PSP04 Public Sector Training Package to PSP12 Public Sector Training Package ................................................................................................ 7

New qualification - Certificate IV in Government ............................................ 7 3 new or amended Road Transport qualifications ..................................................... 8 8 revised Diploma level qualifications ................................................................... 8 5 revised qualifications ..................................................................................... 9

New units of competency in PSP12 Public Sector Training Package ........................ 9 Deleted units of competency in PSP12 Public Sector Training Package ................. 10

Imported units in the PSP12 Public Sector Training Package ................................. 10

Prerequisites ........................................................................................ 11

PSP12 Public Sector Training Package and prerequisites unit requirements ............ 11

Unit of competency and qualification mapping information including equivalence table linking old to new units ............................................................................ 11

Skill Sets ............................................................................................. 12

Foundation Skills .................................................................................... 13

Employability Skills ................................................................................. 14

Key work and training requirements in the public sector industry .......................... 14

Work health and safety implications in the public sector industry ....................... 17 Regulation and licensing implications for implementation ................................ 17 Entry requirements for PSP12 Public Sector Training Package qualifications ........... 17

Pathways ............................................................................................. 17

Learning and assessment pathways ........................................................... 18 Credit .............................................................................................. 18 Recognition of Prior Learning .................................................................. 18

VET in schools ....................................................................................... 21

How are VET in schools programs structured? ............................................... 21

Legal considerations for learners in the public sector industry workplaces and on work experience placements ............................................................................ 21

Access and equity considerations ................................................................ 22

What is competency based training? ................................................................ 23


Components of the Public Sector Training Package .............................................. 25

Training program design ........................................................................... 26

Training needs analysis ......................................................................... 26 Identify units of competency .................................................................. 26 Contextualisation of competencies ........................................................... 26 Importing units from other training packages ............................................... 27 Deciding sequence and delivery of training .................................................. 27 Reviewing and evaluating training ............................................................ 28

Assessment ............................................................................................. 29

Delivery and assessment of training packages ............................................... 29 Role and responsibility of trainers and assessors ........................................... 29 Vocational competency ......................................................................... 31 Maintaining currency ............................................................................ 31 Assessment process .............................................................................. 32 Holistic assessment .............................................................................. 33

Gathering evidence ................................................................................. 33

Quality assurance ................................................................................... 34

Consistency in assessment ......................................................................... 35

Moderation ........................................................................................ 35 Models for Moderation .......................................................................... 36

Support materials ...................................................................................... 37

Developing support materials .................................................................. 37 Assessing suitability of available materials .................................................. 37 Customisation of materials ..................................................................... 39 Equipment and materials ....................................................................... 39

Available resources ................................................................................. 41

Continuous improvement ............................................................................. 43

How should feedback be provided? .............................................................. 43

What will happen to feedback? ................................................................ 43

Glossary ................................................................................................. 44

Abbreviations and acronyms ......................................................................... 50

Useful websites ........................................................................................ 51

Overview information

© Commonwealth of Australia 2013 Government Skills Australia Page 1


Purpose of this guide

The purpose of this implementation guide is to provide practical information and support to public sector organisations on the implementation of the reviewed PSP12 Public Sector Training Package. The guide provides an overview of the components of the training package, including qualifications, skill sets, units of competency and their associated assessment requirements, along with guidance to assessors, trainers, Registered Training Organisations (RTOs) and enterprises on key work and training requirements. This document should be seen as a dynamic resource that will be updated periodically and amended in order to remain relevant and useful to target users. Whilst a large portion of this information can be found on training.gov.au website, GSA has presented the information as a guide specific to PSP12 Public Sector Training Package, for quick reference. Under the new standards for training packages an implementation guide will now be developed as a companion volume. GSA encourages all feedback and suggestions that may enhance or improve this document. Feedback can be made directly to GSA, via our email address or website and over the telephone. Government Skills Australia PO Box 347 Rundle Mall SA 5000 Tel: 08 8100 7400 Fax: 08 8232 7444 Web: www.governmentskills.com.au Email: [email protected] Rebecca Codd Eddie Howlett Industry Liaison Officer – Public Sector Senior Advisor – Training Packages [email protected] [email protected]

Version modification history The version details of this endorsed PSP12 Public Sector Training Package are in the table following.

Version Modification History of PSP12 Public Sector Training Package

Version Release Date Comments

1 30 October 2012 First release.







What is a training package?

A training package is an integrated set of nationally endorsed competency standards, assessment requirements and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise. Training packages specify the skills and knowledge required to perform effectively in the workplace. They do not prescribe how an individual should be trained. Trainers, assessors and supervisors develop learning strategies - the ‘how’ - depending on learner needs, abilities and circumstances. Each training package:

provides a consistent and reliable set of components for training, recognising and assessing learners’ skills, and may also have optional support materials

enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

encourages the development and delivery of flexible training which suits learner and industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

The development and endorsement process for training packages ensures the qualifications, units of competency and assessment requirements are developed to an agreed quality standard and are highly responsive to industry’s existing and future demand for new skills. The following key principles underpin the process:

open and inclusive industry-driven continuous improvement, validation and endorsement of training packages

strong and clear key stakeholder roles with critical points of intervention and consultation

highly responsive processes capable of meeting industry needs and priorities for new skills

Industry Skills Council (ISC) responsibility and accountability for the quality and relevance of training packages.

More information about training packages can be found at: www.nssc.natese.gov.au

How can my organisation use the Public Sector Training Package?

The Public Sector Training Package may be used in a number of ways by a public sector organisation to:

conduct competency assessments of staff against national standards formally recognise skills held by staff through recognition of current competencies

(RCC) design training programs that are linked to units and competencies and lead to

formal recognition and qualifications link job descriptions to workplace competencies through use of competency based

job profiles link competencies to performance management and workforce development

processes analyse changes between PSP04 Public Sector Training Package and PSP12 Public

Sector Training Package implement PSP12 Public Sector Training Package in a step-by-step approach

http://www.nssc.natese.gov.au/training_packages



find a comprehensive listing of available support materials find guidance on developing and customising resources.

Each endorsed training package is supported by the State Training Authorities (STAs) with the development and publication of an implementation guide. These implementation guides do not prescribe the way in which training is put into practice but it provides information and guidance on:

nominal hours for units and qualifications currently accredited courses that are replaced by training package content existing training programs and module learning outcomes against units of

competency training programs based on packaging rules from qualifications framework qualifications offered under approved training schemes such as traineeship or

apprenticeship arrangements.

Who can deliver and assess using training packages?

Training and assessment using training packages must be conducted by an RTO that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO, as specified in the Standards for NVR Registered Training Organisations

Registered Training Organisations (RTOs)

RTOs are those training providers registered by the Australian Skills Quality Authority (ASQA) or a state training regulator to deliver VET services. They are recognised as providers of quality-assured and nationally recognised training and qualifications. Only RTOs can:

deliver nationally recognised courses and accredited AQF VET qualifications apply for Australian, state and territory funding to deliver vocational education and

training. Being registered by ASQA or a state training regulator means an RTO must act in your best interests and meet the Standards for NVR Registered Training Organisations.

Australian Skills Quality Authority (ASQA)

ASQA is the national regulator for Australia’s vocational education and training (VET) sector. ASQA is the regulatory body for registered training organisations (RTOs) in:

Australian Capital Territory New South Wales Northern Territory South Australia Queensland Tasmania.

ASQA is also the regulatory body for those registered training organisations in Victoria and Western Australia that:

offer courses to overseas learners, and/or offer courses to learners (including through offering courses online) in:

Australian Capital Territory New South Wales

http://www.comlaw.gov.au/Series/F2013L00167

http://www.comlaw.gov.au/Series/F2013L00167

http://www.comlaw.gov.au/Details/F2011L01356



Northern Territory South Australia Queensland Tasmania.

ASQA is the regulatory body for providers delivering English Language Intensive Courses for Overseas Students (ELICOS) in all states and territories, except where the courses are delivered:

in the capacity of a school, or in the capacity of a higher education provider, or under an 'entry arrangement' with at least one higher education provider.

('Entry arrangement' means a pathway arrangement under which an overseas student who completes an ELICOS program with the provider meets the minimum English proficiency requirements for entry with the higher education provider to study a higher education course or foundation program).

Regulation of RTOs operating in Victoria and Western Australia

ASQA regulates those registered training organisations in Victoria and Western Australia that:

offer courses to overseas students, and/or offer courses to learners (including by offering courses online) in:

Australian Capital Territory New South Wales Northern Territory South Australia Queensland Tasmania.

The Victorian Registration and Qualifications Authority (VRQA) State regulator is the regulatory body for registered training organisations that:

enrol only domestic learners, and enrol learners in Victoria only (or in Victoria and Western Australia only).

Find out more on the VRQA website Western Australia’s Training and Accreditation Council (TAC) State regulator is the regulatory body for registered training organisations that:

enrol only domestic learners, and enrol learners in Western Australia only (or in Victoria and Western Australia only).

Find out more on the TAC website

Registering with ASQA for providers in Victoria and Western Australia

Training organisations in Victoria and Western Australia can only register with ASQA if they fall within ASQA's jurisdiction.

If your organisation is currently registered with TAC or the VRQA, but falls within ASQA’s jurisdiction, you should contact your current regulator and apply for a transfer to ASQA. The transfer is a simple process that does not attract any fees.

If you are in Western Australia or Victoria, and are applying for initial registration as a registered training organisation, you should apply to ASQA if you will be operating within ASQA’s jurisdiction.

http://www.vrqa.vic.gov.au/Pages/default.aspx

http://www.tac.wa.gov.au/



Your organisation falls within ASQA’s jurisdiction if: You are registered on CRICOS for delivery to overseas learners. Your organisation offers courses online. In this case, you are considered to be

offering these courses for delivery nationally (unless your application process specifically states otherwise).

You offer courses in any of the following states: Australian Capital Territory New South Wales Northern Territory South Australia Queensland Tasmania.

Establishment and jurisdiction changes

The national regulatory system was established through:

a referral of powers to the Commonwealth from most states (except Victoria and Western Australia)

the exercise of the Commonwealth’s constitutional powers in the regulation of vocational education and training in the territories.

On 1 July 2011, ASQA became the regulatory body for the VET sector for the Australian Capital Territory, the Northern Territory and New South Wales. ASQA also assumed responsibility for regulating the relevant RTOs in Victoria and Western Australia from that date.

ASQA became the regulatory body for the VET sector in Tasmania after state referral legislation was proclaimed on the 15 February 2012, the regulatory body for the VET sector in South Australia on 26 March 2012, and the regulatory body for the VET sector in Queensland on 1 July 2012.

Victorian Registration and Qualifications Authority (VRQA)

VRQA is a statutory authority, is responsible for:

The registration of education and training providers in: Vocational education and training (VET) who delivers accredited training to

domestic learners in Victoria only or Victoria and Western Australia only. School education, including approval for registration on the Commonwealth

Register of Institutions and Courses for Overseas Students (CRICOS) for courses delivered by schools.

Senior secondary education - both school and non-school providers - including approval for registration on the CRICOS for courses delivered by schools.

Overseas Secondary Student Exchange Organisations. The registration of children for home schooling in Victoria. The accreditation of courses and the registration of qualifications for those

providers who are registered by the VRQA. The regulation of apprenticeships and traineeships in Victoria.

The state register can be viewed online (www.vrqa.vic.gov.au) and comprises all education and training organisations registered by the VRQA and the accredited courses they deliver. The VRQA also assists learners and parents to make informed choices about education and training providers, qualifications and investigates complaints against providers registered in Victoria by the VRQA.

http://www.vrqa.vic.gov.au/



The VRQA does not regulate providers in Victoria who deliver: to international learners (other than schools) VET courses in another Australian State or Territory (other than Victoria and

Western Australia), including online or by distance education ELICOS and Foundation Studies courses (other than courses delivered by schools).

Training Accreditation Council Western Australia (TAC)

TAC is established under the Vocational Education and Training Act 1996 and is an independent Statutory Body that provides for the quality assurance and recognition processes for registered training organisations (RTOs) and accreditation of courses in Western Australia.

The TAC is responsible for quality assurance and recognition of VET services in Western Australia.

Under the Act, TAC may undertake the following functions: Register training providers. Accredit courses. Inquire into training providers and courses. Cancel certain qualifications.

The TAC is committed to being the national leader in the strategic management of the recognition and quality assurance of training, including associated policies, services and standards in the vocational education and training sector and to providing practical, efficient and responsive support for government, the State Training Board, industry training providers, and the community.

Summary of the PSP12 Public Sector Training Package



PSP12 Qualifications

The PSP12 Public Sector Training Package contains 61 qualifications that comply with all aspects of the Australian Qualifications Framework (AQF) descriptor for that qualification type. The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the VET sector it assists national consistency for all trainees, leaners, employers and providers by enabling national recognition of qualifications and statements of attainment. For a full explanation of the AQF, refer to the AQF Second Edition January 2013 www.aqf.edu.au For a complete listing of all public sector qualifications, visit www.training.gov.au for update to date details.

PSP12 Units of competency The PSP12 Public Sector Training Package contains 480 units of competency which describe the standards of performance required in the workplace. Each unit of competency has associated assessment requirements which describe the evidence and required conditions for assessment. For a complete listing of all public sector units of competency, visit www.training.gov.au for up to date details.

Changes from PSP04 Public Sector Training Package to PSP12 Public Sector Training Package Changes to the Public Sector Training Package qualifications from PSP04 V4.1 are detailed below. The newly released PSP12 Public Sector Training Package now includes the following:

New qualification - Certificate IV in Government

The revised Certificate IV in Government was developed to include a general stream, a newly created human resources stream and four additional specialist elective streams. The core and elective units in the original qualifications have been reproduced in their entirety, but are instead presented as specialist elective streams in the revised qualification. The adoption of the new Certificate IV in Government reduces the number of specialist qualifications within the Public Sector Training Package, a change that reflects current policy on rationalisation and duplication. The move to this model has been adopted across a number of qualifications in other GSA training packages as a ‘first step’ in the process of streamlining.

http://www.aqf.edu.au/

http://www.training.gov.au/




The 5 PSP40112 Certificate IV in Government specialist elective streams are: 1. human resources 2. service delivery 3. land administration 4. injury claims administration 5. injury rehabilitation management

3 new or amended Road Transport qualifications

In order to ensure that qualifications addressed the specific requirements of Road Transport Regulation, 3 new qualifications were developed or amended in order to meet identified skills gaps:

PSP41812 Certificate IV in Government (Road Transport Compliance) PSP52612 Diploma of Government (Road Transport Compliance) PSP61312 Advanced Diploma of Government (Road Transport Compliance).

8 revised Diploma level qualifications

The revision of 8 Diploma-level qualifications occurred as a result of feedback from industry surrounding the ability to package a qualification that was appropriately aligned to the required level of individual workplace performance, in particular regarding the occupational health and safety (OHS) unit of competency - PSPOHS501A Monitor and maintain workplace safety. This unit was represented in the core unit selection in each of the 8 qualifications, but industry indicated that they would prefer the option of being able to choose other OHS units of competency as required. As a result of the consultation and review process, the qualification packaging rules were modified by removing PSPOHS501A from the core selection in each qualification and creating a new elective group containing both PSPOHS301A and PSPOHS501A. The ability to select one unit from the new elective group allows for packaging of the most appropriate choice of units in accordance with individual needs and workplace requirements. Qualifications affected are:

PSP50112 Diploma of Government PSP50212 Diploma of Government (Community Capacity) PSP50312 Diploma of Government (Court Services) PSP50512 Diploma of Government (Financial Services) PSP50812 Diploma of Government (Human Resources) PSP51112 Diploma of Government (Management) PSP51312 Diploma of Government (Project Management) PSP52012 Diploma of Government (Rail Safety Regulation).



5 revised qualifications

5 qualifications have been reviewed and amended to ensure that they meet flexibility in packaging rules requirements:

PSP41712 Certificate IV in Government (Personnel security) PSP50612 Diploma of Government (Fraud control) PSP51312 Diploma of Government (Project management) PSP51412 Diploma of Government (Policy development) PSP51812 Diploma of Government (Security).

New units of competency in PSP12 Public Sector Training Package

23 newly-created units of competency have been added to the PSP12 Public Sector Training Package. These units all relate to transport; regulatory and workplace inspection; and procurement and contracting within the public sector environment.

PSP12 Public Sector Training Package - New units

Code Title Comments

PSPREG422 Produce texts from recordings New unit

PSPREG423 Maintain operational safety New unit

PSPREG424 Record and use official notes New unit

PSPREG425 Conduct investigations

New unit. Replaces PUAPOL024B Conduct investigations

PSPREG506 Manage investigation information processes

New unit. Replaces PUAPOL028B Manage investigation information processes

PSPREG507 Manage investigations

New unit. Replaces PUAPOL023B Manage investigations

PSPREG508 Review and evaluate investigations

New unit. Replaces PUAPOL030B Review and evaluate major investigations

PSPREG604 Coordinate multi-agency investigations New unit

PSPREG605 Manage major investigations New unit

PSPTRAN406 Intercept and inspect vehicles New unit

PSPTRAN407 Intercept vehicles and assess driver compliance New unit

PSPTRAN408 Conduct detailed vehicle inspections New unit

PSPTRAN409 Pilot or escort oversize and-or over-mass vehicles New unit

PSPTRAN410 Undertake access assessments and approvals New unit

PSPTRAN411 Provide information on vehicle configuration compliance New unit

PSPTRAN502

Operate within the regulatory framework for road transport compliance New unit

PSPTRAN503 Plan and resource operational activities New unit

PSPTRAN504 Provide vehicle technical advice New unit



PSPTRAN601 Manage network access New unit

PSPPROC511 Plan and implement strategic sourcing New unit

PSPPROC512 Plan and implement procurement category management New unit

PSPPROC513 Conduct demand and procurement spend analysis New unit

PSPPROC608 Manage fundamental aspects of a supply chain New unit

Deleted units of competency in PSP12 Public Sector Training Package

3 units from the PUA12 Public Safety Training Package had been re-written in a more specific Police context and no longer met the requirements for use as imported electives in the specified qualifications from the Public Sector Training Package. These 3 units have therefore been reviewed, re-written and embedded in the relevant core or elective stream of the specified PSP12 qualifications:

PSPREG507 Manage investigations PSPREG425 Conduct investigations PSPREG506 Manage investigations information processes.

Imported units in the PSP12 Public Sector Training Package PSP12 Public Sector Training Package includes units of competency imported from other endorsed training packages. These units must be assessed in accordance with the relevant requirements from the parent training package. For guidance on assessment of imported units of competency, check the assessment requirements of the parent training package by accessing the national register at www.training.gov.au Example: Imported units table

Imported units of competency in PSP12 Public Sector Training Package

Code Title

BSB07: Business Services Training Package

BSBADM301B Produce texts from shorthand notes

CHC08: Community Services Training Package

CHCADMIN305F Work within the administration protocols of the organisation

CPP07: Property Services Training Package

CPPDSM4038A Conduct goods, chattels or equipment clearing sale or auction

CSC12: Correctional Services Training Package

CSCSAS201A Maintain security




Prerequisites

A prerequisite unit is a unit that must be completed successfully prior to undertaking the unit for which they are listed. Prerequisite units are necessary to ensure a learner will be able to successfully understand and have the required skills for the next unit in a particular or related subject area. Prerequisite requirements at the unit of competency level have been kept to a minimum to minimise unnecessary barriers. However, where it is appropriate, holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Prerequisites for units are listed on the training.gov.au website in the unit of competency details and should be checked carefully when making unit selections.

PSP12 Public Sector Training Package and prerequisites unit requirements

There are no prerequisites requirements for PSP12 Public Sector Training Package; however, consideration will need to be given when selecting imported units of competency as prerequisites units may apply.

Example: Imported units and their prerequisite requirements

PSP12 Public Sector Training Package – Imported units and their prerequisite requirements

PSP12 code PSP12 title Comments

ICAICT304A Implement system software changes

ICAICT302A Install and optimise operating system software

MSL963002A Repair glass apparatus using simple glassblowing equipment

MSL963001 Operate basic hand blowing equipment

PUAWER010B Lead a workplace emergency initial response team

PUAWER009B Participate as a member of a workplace emergency initial response team

Unit of competency and qualification mapping information including equivalence table linking old to new units The following example tables show the relationship of the PSP04 Public Sector Training Package units of competency and qualifications to the PSP12 Public Sector Training Package units of competency and qualifications by indicating:

whether the outcomes of old and new units are equivalent - E = Equivalent the outcomes of old and new units are not equivalent - N = Not Equivalent the summary of changes.




Example: Unit of competency mapping table and qualifications mapping table

Summary mapping of units of competency PSP04 Public Sector Training Package to PSP12 Public Sector Training Package

PSP04 Code PSP04 Title

E/N PSP12 Code PSP12 Title Comments

PSPCOM501A Prepare for community engagement

E PSPCOM501A Prepare for community engagement

Unchanged

PSPRAD403A Perform basic radiation measurements

E PSPRAD703A Perform basic radiation measurements

Unit AQF indicator updated to reflect usage

PSPREG412A Gather and manage evidence

E PSPREG412A Gather and manage evidence

Unit descriptor, application, range evidence guide and performance criteria revised

Summary mapping of qualifications PSP04 Public Sector Training Package to PSP12 Public Sector Training Package

PSP04 Code PSP04 Title E/N PSP12 Code PSP12 Title Comments

PSP30104 Certificate III in Government

E PSP30112 Certificate III in Government

Units added to elective list

PSP30204 Certificate III in Government (Border Protection)

E PSP30212 Certificate III in Government (Border Protection)

Unchanged

PSP40104 Certificate IV in Government

E PSP40112 Certificate IV in Government

New elective unit added

Specialist streams added Equivalent

Skill Sets A skill set is an identified unit of competency or small group of units of competency from an endorsed training package, which links to a license or regulatory requirement, or defined industry need relating to a specific work role. Skill sets fill the gap between a statement of attainment and a full qualification. They are a recent addition to training packages as a result of national focus on skill shortages in the Australian workforce. Skill sets may be formed in three ways:

1. They may be identified at a national level by industry and become an endorsed part of the training package

2. They may be a group of units identified as meeting a requirement set by a licensing or regulatory authority

3. They may be identified at a local level by RTOs, packaging units to meet the needs of a specific user or group of units using the flexibility provided within the package



At a practical level, for learners and assessors there is no change to how the units are assessed. From an RTO’s perspective there are wording changes for statements of attainment. Skill sets in the Public Sector Training Package:

Basic procurement skill set Customer service skill set Direct workplace emergency initial response skill set Foundation executive management skill set Foundation procurement skill set Operate in customer contact environment skill set Prepare for workplace inspections skill set Procurement delegation skill set Public sector fundamentals skill set Public sector manager skill set Radiation environment safety skill set Radiation sealed sources safety skill set Radiation technician safety skill set Trade measurement inspection skill set Weighbridge operations skill set Workplace coaching skill set Workplace relations guidance skill set Workplace relations information skill set Workplace relations inspection and investigation supervision skill set Writing in a politically sensitive context in government skill set.

Foundation Skills

Foundation skills are those core or essential skills we need to engage successfully in work and life. The term ‘Foundation Skills’ is currently used in the Australian context to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning. ‘Employability Skills’ now come under a new framework called Core Skills for Work (CSfW) and incorporates skills such as problem solving, teamwork and digital literacy. Although foundation skills are viewed as those that underpin vocational learning and skills development, they should not be interpreted as only low-level or single-level skills. There is a growing recognition that foundation skills range from quite basic, entry-level skills to very specialised or high-level skills. People are constantly challenged when trying to understand new forms of communication and information as they take on different roles throughout their personal and working life. As units of competency represent the industry standards for workers within a role in any work context, the foundation skills demands of each unit of competency need to be explicit to provide fundamental and timely guidance to the users of training package materials.



Employability Skills

The Employability Skills Framework specifies 8 skill groupings to describe and define employability skills. The 8 skill groupings are:

1. communication 2. teamwork 3. problem solving 4. initiative and enterprise 5. planning and organisation 6. self-management 7. learning 8. technology

Employability skills can be defined as skills required not only to gain employment, but also to progress within an enterprise so as to achieve one’s potential and contribute successfully to enterprise strategic directions.

All training packages have been reviewed to ensure that employability skills feature in their units of competency.

Employability skills are skills that apply across a variety of jobs and life contexts.

They are sometimes referred to as key skills, core skills, life skills, essential skills, key competencies, necessary skills, and transferable skills.

Employability skill facet summaries within the qualifications framework in the PSP12 Public Sector Training Package detail how the skill groupings are addressed by each qualification.

Employability skills summaries for qualifications can currently be downloaded from www.training.gov.au

Key work and training requirements in the public sector industry

The public sector comprises Federal and State/Territory Governments, statutory bodies and state owned corporations.

Public sector employees play a key role in the development, review and implementation of government policies and provide an array of services for the community. There is a diverse range of occupations within the public sector, spanning areas including education, health, policy, finance, police and emergency services.

The public sector is a major industry by any standards, including size, geographical spread, economic impact and products and services. The public sector:

is a major employer, with approx. over 1.700 million employees occupies a highly significant and pivotal position in Australian society generally and

particularly in relation to vocational education and training, with diverse roles and responsibilities, with a very wide variety of services and facilities that impact on every aspect of the lives of Australian people, and which require employees with a very wide range of up to date knowledge and skills

contributes significantly to the development and maintenance of Australia’s skill levels in both cities and in rural and regional areas through a widely dispersed workforce across Australia and overseas


http://www.abs.gov.au/ausstats/[email protected]/mf/6248.0.55.002/



shares a number of characteristics with private sector enterprises and has some common industry/occupational groups but has significantly different roles and responsibilities, structures and complexity of decision-making and accountability, which result in additional skill issues and the need for different responses

pays employees gross earnings in excess of approx. $118 billion per annum consists of a very diverse range and size of agencies intersects with a wide range of industries, but chiefly government administration

and defence, education and health and community services employs a wide range of occupational groups with different and changing skill

needs.

The public sector has undergone major change in the last 20 years and continues to experience increased and changing demands for services, as well as employment changes, which impact on skill needs. Substantial down-sizing has occurred and the Commonwealth public sector continues to decline while State/Territory jurisdictions remain stable or with minor increases mainly in education and health and community services. Changes in employment include reduced levels of permanent/ongoing employment; increases in contract, part-time and casual employment; and significantly reduced numbers of young employees; base grade positions and traditional apprenticeships; ageing of the workforce; higher turnover rates; more flexible working arrangements; and more flexible employment conditions, including work/life balance arrangements.

Structural change has occurred through greater contestability of public services, privatisation, asset sales, corporatisation, outsourcing and changes in machinery of government through frequent restructuring of portfolio and agency arrangements and responsibilities. Changes in workplace culture and organisation include devolved responsibilities for financial and human resource management; replacement of strong central control with framework, advisory, consultancy, support and monitoring approaches; increased focus on outputs and outcomes; a shift from Equal Employment Opportunities (EEO) to a broader concept of diversity in employment; greater emphasis on efficient, ethical, accountable and customer service cultures; more contract management of outsourced arrangements; a growing focus on whole-of-government, integrated services and partnerships in the approach to complex issues and community demands; and very significant increased use of information and communications technology.

The trends of the last 10 years are likely to continue, with minimal increases in employment at a State/Territory level in education and health and community services. Flexible and fluid working arrangements related to structural change, legislative and policy demands across a wide range of areas (e.g. ethics, financial management and accountability and privacy) will be of increasing importance, as will demands for new and improved services (e.g. for an ageing population, and in regional and rural areas), projects, partnerships, whole-of-government and integrated services across levels of government. There will be greater demands on employees to be multi-skilled, flexible, adaptable, open to change, performance driven, customer-focussed and technologically skilled.

The review and re-development of the PSP12 Public Sector Training Package has occurred within the context of a strong history of public sector skills development and ongoing reform of the VET system. Australia is committed to a system of vocational education and training which recognises and responds to industry needs. The aim is to increase the competitiveness and productivity of Australian industry.

A cooperative national approach is enabling Australian industries to identify the competency requirements of their workplaces, and to provide benchmarks for training and development, and qualifications which are nationally consistent and nationally recognised.

http://www.abs.gov.au/ausstats/[email protected]/mf/6248.0.55.002/



A national focus for vocational education and training means that people’s qualifications and skills are portable across industries and across states. Industry competency requirements are determined as part of the development of industry training packages and most industries are currently engaged in developing or implementing their own training packages developed by various approved industry bodies.

The PSP12 Public Sector Training Package has qualifications that allow for considerable flexibility in choice of competencies so training and assessment can be suited to a wide range of enterprise sizes and job roles. This ability to customise nationally recognised qualifications to suit business and regional skill needs must be offered by RTOs fully, with all learners provided selection of the competencies they require for employment and career needs. The option to upgrade skills incrementally over a person’s career rather than ‘locking in’ competencies to particular training pathways is paramount so individuals can up-skill and broad-skill when they need to.

As far as possible common skills used across related public sector industry have been supported through use of core competencies, streaming in certain qualifications and the potential to utilise units of competency from a variety of sources to meet enterprise needs. This is demonstrated in the use of common units across numerous Certificate III and Advance Diploma qualifications.

The Public Sector Training Package qualifications have been designed to meet a range of sectors and fields of work:

Security Court Compliance School Support Services Border Protection Land Administration Fraud Control Personnel Security Project Management Workplace Relations Procurement and Contracting Road Transport Compliance Occupational Health & Safety Revenue Administration Trade Measurement Statutory Compliance Investigation Financial Services Policy Development Rail Safety Regulation Workplace Inspection Management

Translating Community Capacity Strategic Procurement

The public sector attracts a wide range of employees from a variety of sectors, often bringing vast experience and skills to the workforce and possessing both tertiary and vocational qualifications that have been achieved either through previous employment or via personal professional development activities. These people may enter the public sector workforce at supervisory, team leader or more senior management levels. Although these employees already possess appropriate qualifications and experience, they may still require supplementary introductory information and knowledge in order to understand, contextualise and apply government-specific competencies in their new roles.

Working in the public sector also provides a unique opportunity for individuals to enter the industry at one level and move into a varied range of occupations across the broad spectrum of government.

PSP12 Public Sector Training Package has been developed in consultation with a wide range of public sector service interests, sector representatives, key people and a cross-section of industry practitioners. The qualifications are not a series of nested course requirements but rather a logical skills progression and hierarchy based on real occupational roles and workplace applications, as there is a growing need for high levels of



flexibility in learning and development options, including recognition of skills and knowledge that may have been achieved via other work experience or learning.

Work health and safety implications in the public sector industry

The public sector industry is subject to the same Work Health and Safety (WHS)

Regulations and obligations that apply to all public sectors and other industries. The units

of competency in the Public Sector Training Package make clear in the performance

criteria, range of conditions advice, performance and knowledge evidence that compliance

with WHS Legislation is a mandatory aspect of competent performance.

Regulation and licensing implications for implementation

There are awards and industrial agreements that apply within the public sector industry. It is appropriate to use this training package as part of meeting competency requirements for a job role/classification under an award/agreement, but it has not been designed to fit any particular award or agreement. The public sector industry is generally subject to a range of regulatory control which always includes WHS. The Public Sector Training Package covers these requirements without mandating them to specific units of competency, which would not be appropriate. In order to conduct assessment for statutory licensing or other industry registration requirements, assessors must meet the requirements that apply to specific industries, and the VET system, which can vary between each State and Territory, and can regularly change. There are no occupational and licensing requirements impacting on the PSP12 Public Sector Training Package. Contact the relevant State or Territory Department(s) to check if the licensing/registration requirements describe above still apply, and to check if there are any others with which you must comply.

Entry requirements for PSP12 Public Sector Training Package qualifications

Entry requirements are the knowledge, skills or experience required to enter a qualification.

These requirements may be expressed in terms of competency from a lower level qualification, or vocational expertise, including job roles, or both, and must be demonstrated prior to entering a qualification or being issued a qualification. To support and facilitate the achievement of qualifications and pathways, the PSP12 Public Sector Training Package does not mandate entry requirements for any qualifications.

Pathways

Pathways generally define a path or sequence of learning or experiences that can be followed to attain competency. They are not mandatory and may vary depending on the qualification or training program and the needs of the learner.



All qualifications within the PSP12 Public Sector Training Package can be achieved by a variety of pathways and delivery methods, either on–the-job or through a combination of on–the-job training and recognition processes.

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.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the learner is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements associated with the unit of competency and the Standards for NVR Registered Training Organisations.

Learning and assessment pathways

Learning and assessment are best integrated, with assessment evidence being collected and feedback provided to the learner at any time throughout the learning and assessment process. 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.

Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which learners can acquire and demonstrate skills and knowledge specified in relevant units of competency.

Credit

Credit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications, which reduces the volume of learning required to achieve a qualification. Credit arrangements must be offered by all RTOs that offer training package qualifications through a systematic institutional approach with clear, accessible and transparent policies and procedures.

Public sector industry competencies already held by individuals can be formally assessed against the units of competency in the Public Sector Training Package, and should be recognised regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.

Recognition of Prior Learning

Recognition of prior learning (RPL) is an assessment process that determines the credit outcomes of an individual application for credit. This may be appropriate for learners who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. Those who seek RPL may include:

existing workers individuals with overseas qualifications recent migrants with established work histories people returning to the workplace people with disabilities or injuries requiring a change in career.

RPL assessment should be undertaken by people with expertise in the subject, skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.



Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These can include:

questioning (oral or written) consideration of a portfolio and review of contents consideration of third party reports and/or other documentation such as articles,

reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component

mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components

observation of performance participation in structured assessment activities the individual would normally be

required to undertake if they were enrolled in the qualification component/s.

In an RPL pathway, the learner provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the learner and verified by the assessor. Where the outcomes of this process indicate that the learner is competent, structured training is not required.

As with all assessment, the assessor must be confident that the evidence indicates that the learner 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, work samples and/or observation of the learner. The onus is on learners 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 learner’s own work) valid (directly related to the current version of the relevant endorsed unit of

competency) reliable (shows that the learner consistently meets the endorsed unit of

competency) current (reflects the learner’s current capacity to perform the aspect of the work

covered by the endorsed unit of competency) sufficient (covers the full range of elements in the relevant unit of competency and

addresses the four dimensions of competency; task skills, task management skills, contingency management skills, and job/role environment skills).



On the job

Action learning

Coaching

Mentoring

Project based

learning

Practice

experience

Identify what areas of competency the learner

requires

Off the job

Structured

training

Simulations

Formal coursesAdditional resources

Learning pathways

Negotiate the most appropriate learning pathway



VET in schools

Vocational Education and Training in Schools (VETiS) are programs undertaken by school learners as part of their Senior Secondary Certificate. These programs provide credit towards a nationally recognised VET qualification within the AQF. The training that learners receive reflects specific industry competency standards and is delivered by an RTO or a school in partnership with an RTO.

A key success of VETiS is the integration of vocational options within the traditionally academic studies at the senior secondary school level. VET in Schools programs allow Year 11 and 12 learners to:

develop industry specific skills gain nationally recognised VET qualifications and units of competency while still

completing their senior secondary school qualification; develop employability skills and an understanding of the world of work, and gain an understanding of the world of work, providing them with valuable

experience to assist with planning and pursuing their career pathways.

How are VET in schools programs structured?

VETiS programs are packaged and delivered in a variety of ways across Australia. There are three main types of delivery arrangements for VETiS programs:

schools can be an RTO in their own right

school sectoral bodies (such as boards of studies or regional offices) can hold RTO

status on behalf of a group of schools

schools can work together in partnership with an RTO.

In some State and Territory school systems, learners who work part-time in an appropriate workplace may use this to fulfil work placement requirements. Virtual or simulated work placements may also be legitimate.

Legal considerations for learners in the public sector industry workplaces and on work experience placements

Apprenticeship legal requirements are determined by the appropriate State/Territory authority or commission. This includes form and registration of indenture. Apprenticeship arrangements may also be determined by agreement by the industry training advisory body at a national level or between the industrial parties by establishing a committee at a state level in conjunction with the appropriate state authority or commission.

Current legislation and successor legislation is defined in: Australian Capital Territory: Training and Tertiary Education Act 2003. New South Wales: Apprenticeship and Traineeship Act 2001. Northern Territory: Northern Territory Employment and Training Act 1991. Queensland: Vocational Education, Training and Employment Act 2000. South Australia: Training and Skills Development Act 2008. Tasmania: Vocational Education and Training Act 1994. Victoria: Education and Training Reform Act 2006. Western Australia: Vocational Education and Training Act 1996.



Under awards employers must ensure that each apprentice has appropriate arrangements made at an enterprise level to meet the apprentice’s training requirements and adequate access to and supervision from tradespersons has been arranged. Awards will stipulate payment levels for first, second, third and fourth years of the apprenticeship and any work and pay conditions applying where apprentices willing to work overtime or on public holidays, which usually has set limits.

The term of apprenticeship is determined by the rate by which an apprentice gains the required competence and the starting level of competence of the apprentice. Four years is a general guide but an apprenticeship will end once an apprentice displays the competency required by the apprenticeship indentures or the appropriate State apprenticeship authority or commission.

Access and equity considerations

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this training package. Additionally, training and assessment must be free of bias.

Under the rules for development, training packages must reflect and cater for the increasing diversity of Australia’s VET clients and Australia’s current and future workforce. The flexibilities offered by training packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia’s economic development and social and cultural life.

It is important that RTOs take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for learners with a disability. This includes making reasonable adjustments for people with a disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While ‘reasonable adjustment’ and ‘unjustifiable hardship’ are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of learners with and without a disability.

An adjustment is any measure or action that a learner requires because of their disability, and which has the effect of assisting the learner to access and participate in education and training on the same basis as learners without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the learner’s disability, the views of the learner, the potential effect of the adjustment on the learner and others who might be affected, and the costs and benefits of making the adjustment.

An RTO is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable.

What is competency based training?



The concept of competency focuses on what is expected of a learner in the workplace rather than on the learning process itself, and embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Competency covers all aspects of workplace performance and involves: performing individual tasks managing a range of different tasks responding to contingencies or breakdowns dealing with the responsibilities of the workplace, including working with others.

Workplace competency is the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments.

Competency standards are determined by industry to meet industry skill needs and focus on what is expected of a competent individual in the workplace.

To be competent is to perform a task to a prescribed standard. If you are unable to do so then you require more practice or additional training and are not yet competent. Concepts such as pass or fail have no place in competency based training. You are either competent or not yet competent. Competency therefore involves successful work performance. It comprises four dimensions:

1. Task skills Undertaking specific workplace tasks.

2. Task management skills Managing a number of different tasks to complete a work activity.

3. Contingency management skills Responding to problems and irregularities whilst undertaking work activities, such as:

equipment malfunctions

changes in routine

disruptions

difficult clients.

4. Job/role environment skills Dealing with the responsibilities and expectations of the work environment whilst undertaking work activity, including:

working with diversity

communication with internal and external stakeholders

complying with legislation

observing enterprise procedures, policies and protocols.



TASK SKILLS

CONTINGENCY MANAGEMENT

SKILLS

FOUR DIMENSIONS OF COMPETENCY

TASK MANAGEMENT

SKILLS

JOB/ROLE ENVIRONMENT

SKILLS

Components of the Public Sector Training Package



The Public Sector Training Package consists of three key components.

1. Qualifications Framework

Each training package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the training package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of the nationally recognised qualifications issued.

2. Assessment Guidelines

The assessment guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the training package and the Standards for NVR Registered Training Organisations. The assessment guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

3. Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency; language, literacy and numeracy; and workplace health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Support Materials

Guidelines

Competency

Standards

Assessment Guidelines

Qualifications

Professional

Development

Assessment

Materials

Video, Assessor’s Guide, Trainer’s Guide, Information Booklet, Self-Assessment Checklists, Formal Assessment Instruments, Resource

Directory, Learning Guides, Competency Record Book

Learning Strategies




Training program design

This section provides assistance to organisations in the provision of training linked to the PSP12 Public Sector Training Package.

Training needs analysis

A wide range of training needs analysis (TNA) methods can be used to identify the organisations training needs. An effective TNA should employ several methodologies to ensure that the results are valid and identify legitimate training needs. The results of a TNA may reveal non training issues, which the organisation may have to address through management processes.

Identify units of competency

When a decision has been made by an organisation to use endorsed competency standards, and having determined a specific training need, the next step involves identifying units of competency and/or qualification(s) that meet this identified need.

The needs should be reviewed against the elements and performance criteria of the units of competency being considered to ensure the selection of the unit or units most appropriate for the need.

Where a unit of competency cannot be identified within the Public Sector Training Package to meet the identified needs, consideration should be given to the use of a unit from another training package and may then in some instances be imported into a qualification, where qualification packaging rules allow.

For example, PSP30112 Certificate III in Government packaging rules allow up to four elective units of competency to be imported from another endorsed training package.

When considering using a unit of competency from another training package within a training program consideration should be given to ensuring the RTO has that relevant package and/or individual unit within their scope of registration.

When preparing a training course whose outcomes will result in a qualification, consideration should be given to the packaging rules, which specify how units of competency may be grouped together to form a qualification. In addition to the compulsory core units required for a qualification an organisation may wish to specify which electives will be delivered in a training program. In these instances the following should be considered:

the relevance of the electives to the job role the individual will perform the political, economic, industrial and equity implications of adding more electives

than the minimum required by the qualification packaging.

Contextualisation of competencies

If the unit of competency identified from the Public Sector Training Package does not exactly meet the requirements of the user, there is a possibility of making minor



alterations to the unit trough contextualisation.

Contextualisation adds specific information to endorsed competency standards to reflect the practices of a particular organisation. Contextualisation is not an open ended process and additions must protect the integrity and meaning of the endorsed national standard. Supporting information may be added to a unit but information should not be removed from the endorsed version.

RTOs may contextualise units of competency to reflect the local outcomes required. Contextualisation could involve additions or amendments to a unit of competency to suit particular delivery methods, learner profiles and specific organisation equipment requirements or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed training package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

must not remove or add to the number and content of elements and performance criteria

may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability

may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency, but do not limit its use.

Importing units from other training packages

Units of competency may be imported from another endorsed training package to customise a public sector industry qualification. These imported units of competency may be used to replace the maximum number of imported units that are identified in the packaging rules. The use of imported units of competency is allowed if:

they are from an endorsed training package and are packaged at the same AQF certificate level (the original unit title and code number must be retained)

they are appropriate to the needs of the enterprise any prerequisites and co-requisites specified in the original unit and any specific

assessment requirements in the host training package are also observed.

Deciding sequence and delivery of training

Training program designers need to critically examine the nature of the underpinning skills and knowledge required, draw upon a range of learning strategies and training methods and consider organisational constraints and barriers when identifying and selecting the best way to deliver training to achieve competence.

The following points should be considered when reviewing training sequence: resource implications, including availability of personnel organisational requirements WHS implications and legislative requirements logical coverage of underpinning skills and knowledge qualification packaging rules target audience resource/cultural/political issues and impact on training limitations, time, cost constraints.



When considering how training outcomes can best be achieved consider:

availability of resources appropriateness of resources location target audience.

Reviewing and evaluating training

Training should be reviewed for a number of reasons. These include:

ensuring compliance with procedures and legislation quality assurance continuous improvement future workforce planning evaluating effectiveness of delivery ensuring consistency of training identifying barriers or constraints ensuring currency of material.

Assessment


Assessment

The Public Sector Training Package requires the assessment of an individual’s skills, knowledge and application against the performance criteria identified in the endorsed competency standards.

In the public sector industry the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for AQF qualifications and statements of attainment issued by RTOs.

Assessment must ensure the person is capable of performing the function in the workplace to the standard required.

The implementation of the revised PSP12 Public Sector Training Package provides organisations and enterprise RTOs with an opportunity to review their assessment systems as part of a continuous improvement strategy.

The public sector industry has long had a training culture where the emphasis is on knowledge and skills that can be demonstrated on the job in a real workplace environment.

The industry strongly encourages practical assessment of skills and knowledge in the workplace and encourages on the job assessment, mentoring and coaching. However, assessment in the workplace is not always possible. It may also be the case that the assessment can, in fact, be conducted in the workplace environment but cannot happen on the job so that a simulated activity is undertaken.

Delivery and assessment of training packages

Training and assessment for the purpose of national recognition must be conducted by an RTO with the qualifications or specific units of competency on its scope of registration - or work in partnership with another RTO.

The RTO must meet the requirements of the relevant standards in the Standards for NVR Registered Training Organisations.

The standards are used by ASQA as an instrument in protecting the interests of all learners undertaking vocational education and training in Australia.

Role and responsibility of trainers and assessors

The National Skills Standard Council (NSSC) is responsible for determining the training and assessment competencies to be held by trainers and assessors in accordance with SNR 4.4 and 15.4 of the Standards for NVR Registered Training Organisations as set out below.

SNR 4.4 / SNR 15.4 Training and assessment are delivered by trainers and assessors who: a) have the necessary training and assessment competencies determined by the

National Quality Council or its successors; and b) have the relevant vocational competencies at least to the level being delivered or

assessed; and c) can demonstrate current industry skills directly relevant to the training/ assessment

being undertaken, and

Assessment


d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/ assessor competence.

The National Skills and Standards Council has determined that from 1 July 2013: A. Trainers must:

i. hold the TAE40110 Certificate IV in Training and Assessment from the TAE10 Training and Assessment Training Package as a minimum qualification or be able to demonstrate equivalence of competencies; and

ii. be able to demonstrate vocational competencies at least to the level being delivered and Assessed; and

iii. be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and trainer/ assessor competence

B. Person delivering training under the supervision of a trainer must:

i. work under the supervision of a trainer with the TAE40110 Certificate IV in Training and Assessment or of a person who has demonstrated equivalence of competencies; and

ii. hold the TAE10 Enterprise Trainer Skill Set or be able to demonstrate equivalence of competencies within two years of commencing to deliver training while under supervision; and

iii. be able to demonstrate vocational competencies at least to the level being delivered and assessed as well as maintaining their industry currency.

Notes:

1. Evidence used to demonstrate equivalence of competencies may include consideration of relevant past training, including consideration of superseded and pre-existing teaching qualifications, experience, and professional development.

2. Supervision is the provision of regular and ongoing guidance, direction and leadership from a person holding the TAE40110 Certificate IV in Training and Assessment or from a person who has demonstrated equivalent competencies. The supervising person monitors and is accountable for the training delivery.

3. Persons who are delivering training under the supervision of a person holding the TAE40110 Certificate IV in Training and Assessment, or a person who has demonstrated equivalent competencies at the date of this Determination (8 December 2011) , must obtain the TAE10 Enterprise Trainer Skill Set or demonstrate equivalence of competencies on or before 1 July 2013.

C. Assessors must: i. hold the TAE10 Assessor Skill Set or be able to demonstrate equivalence of

competencies; and ii. be able to demonstrate vocational competencies at least to the level being

assessed; and iii. be able to demonstrate how they are continuing to develop their VET

knowledge and skills as well as maintaining their industry currency and assessor competence

Note: If a person does not have all the assessment competencies as defined in (i), (ii) and (iii) then one or more persons with the combined expertise in (i), (ii) and (iii) may work together to conduct the assessment.

Assessment


Vocational competency

Vocational competency is defined as broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competency must be considered on an industry by industry basis and with reference to any guidance provided in the relevant training package or accredited course.

Training packages or accredited courses include advice specific to the industry related to the vocational competencies of trainers and assessors. This may include advice on relevant industry qualifications and experience required for training and assessing against the training package or accredited course. The training package or accredited course may also provide specific industry advice outlining what it sees as acceptable forms of evidence to demonstrate the maintenance of currency of vocational competency.

Maintaining currency

Trainers and assessors have a responsibility to maintain currency in all areas of their own vocational competence.

Industry currency is defined by Janelle Moy (2001) in Planning for the technical currency of full and part time TAFE NSW teachers implementing training packages qualifications as ‘maintaining, upgrading and if required widening competence in the specialised industry skills and knowledge trainers need in delivering and assessing vocational education and training (VET) courses’.

Currency also includes maintaining professional knowledge about the industry sector, including technologies and workplace practices. This may be achieved through:

attendance at relevant professional development activities participation in networks, communities of practices or mentoring activities personal development through reading of industry journals participating in formal (accredited) and/or informal training or professional learning.

The following diagram illustrates the possible assessments in partnership options that are available.

OR OR Assesor

with subject

expertise

Subject

Matter Expert

Assesor

Contributers

Subject

Expert

Assesor

+

+

+

Assessment


Assessment process

+ Step 1

Establish the assessment context

Step 2 Prepare the candidate

Step 3 Plan and prepare the evidence gathering process

Step 4 Collect the evidence and make the assessment

Step 5 Provide feedback on the assessment

Step 6 Record and report the result

Step 7 Review the assessment process

8 S

tep

pro

cess

to

Co

mp

ete

ncy

B

ase

d A

sse

ssm

en

t

Step 8 Participate in the reassessment and appeals process

Assessment


Holistic assessment

Individual competencies are seldom performed in isolation in the workplace. A work role will usually involve a number of tasks, and in a training environment, the same work role will usually combine a number of competency standards.

If you assess several related competencies simultaneously, this is referred to as holistic or integrated assessment. This type of assessment:

more closely reflects the nature of real work saves time streamlines paperwork reduces costs.

Holistic assessment focuses on the assessment of whole work activities rather than specific tasks or components of a work activity. In conducting a holistic assessment the assessor develops an image or picture of how a competent worker would perform the activity. Having established the image or picture of competence, the assessor then identifies the evidence that the learner needs to show competence and the techniques that would be used to gather the evidence. Using this information the assessor then reviews the evidence and decides whether the learner is competent.

Gathering evidence

Rules of evidence

An assessment decision backed up with evidence is very easy to justify, so it is a good idea to ensure a learners understanding of the importance of gathering evidence throughout their programs. When collecting this evidence, they need to keep the following rules in mind. Rule 1 - Valid

Gathered evidence will be valid if it meets the criteria specified in the Unit of Competency the learner is being assessed against, reflects the four dimensions of competency and addresses the employability skills appropriate for that unit. Rule 2 – Current

Gathered evidence will be current if it has recently been undertaken by the learner (not something they completed two years ago). Direct evidence is current by its very nature, because the assessor is directly observing the learner. Rule 3 – Authentic

Gathered evidence will be authentic if it can be proven it is a learners own work (and not something put together by their employer, parents or extended family). Direct evidence is authentic by its very nature, because the assessor is directly observing the learner.

Rule 4 – Sufficient

It is reasonably easy to ensure that evidence collected is valid, current and authentic, but it is a little more difficult to meet the final rule of evidence. There must be a sufficient quality of evidence to determine competence.

Assessment


The question of how much evidence is enough has no simple answer. An assessor’s professional judgment and experience must guide them. Guidance is also available in:

unit of competency’s evidence guide section PSP12 Public Sector Training Package assessment guidelines your organisations assessment tools and instruments for the unit of competency.

Quality assurance

Quality assurance is the process that aims to assure that quality work and quality deliverables are built in to a process before the work is done.

PLAN

CHECK

ACT

DO

Assessment


Consistency in assessment

There are a number of systems that RTOs can put in place that will assist to maintain consistency in assessment, thereby improving the reliability and validity of the assessment process:

use of standard assessment tools and methods developed in consultation with assessors

exchange of information and ideas between assessors on a regular basis moderation sessions between assessors.

A common understanding and usage of concepts, terminology and application by those involved in the assessment process is necessary to ensure consistency. The use of moderation as described below enables variations in assessment methods and results to be identified and a consensus approach to acceptable limits of variation to be formed and implemented.

Moderation

Consistent and reliable interpretations ensure that assessments conducted in a variety of settings will be fair and reliable and maintain the integrity of the training package and ensure the learners receive a meaningful and transferable credential.

In ensuring the consistency of standards and application, moderation looks at both the tasks set for the learners and the performance of the learner in completing a task.

Moderation and assessment are closely linked in that they reflect different forms and functions of what may have been the same activity within a training program. However moderation is a process that sits apart from assessment. Moderation processes ensure quality control of the training program delivered and quality assurance in that assessments are fair and reliable.

Moderation should provide: reliability and verification of information gathering methods feedback on assessment processes feedback on the units of competency sharing of ideas and models of good practice continuous improvement for assessors and training staff process for reviewing of appealed assessment decisions.

At a national level moderation can also assist the validation of certification and credit transfer processes under mutual recognition to ensure national recognition and transference of skills.

Assessment


Models for Moderation

Moderation may be conducted at a local workplace level, within an organisation or between multiple organisations. In the latter case GSA may be able to assist.

GROUP MODERATION ON SITE MODERATION INTERSITE MODERATION

This can occur within an organisation when a number of different groups of people are being assessed against the same standards. For example the groups may be separate intakes of custodial officers.

The moderator looks at a sample of assessment outcomes by selecting one or several participants from each group. By doing the assessment tools and processes can be evaluated for consistency and application.

The process introduces another stage where a group of workplace assessors working with the same tools and standards consider the outcomes of a sampling of a number of assessments.

The group of assessors reviews moderation of the assessment instruments and processes.

This style of moderation involves the inclusion of assessors from other organisations or jurisdictions. This will normally occur after internal moderation has been completed within a jurisdiction. This provides an overview of your organisations performance and application of assessment processes and tools against similar work in other organisations. This provides for a greater national consistency in assessment.

Support materials


Support materials

Efforts have been made to identify a range of support materials that are available to assist users of the Public Sector Training Package.

Developing support materials

When developing support materials for the PSP12 Public Sector Training Package, there are a number of questions that should be asked.

Do they address the competency standard and the performance criteria? Is the level of difficulty appropriate? Are underpinning knowledge and skills covered? Are critical aspects of evidence covered?

Are there options in training delivery/assessment?

Are there options to sequence or group competencies? Do they provide a range of assessment approaches? Are there examples for customisation?

Does the material suit the workplace environment?

Do they show an understanding of the environment? Is a correct emphasis placed on written and practical skills assessment as required

in the workplace? Is the material user friendly?

Do they use plain English? Are they tailored to the level of the participants? Do they use the jargon and technical terms used in the workplace, and are these

clearly explained?

Assessing suitability of available materials

When assessing the suitability of a resource or support material for use in your jurisdiction careful consideration should be given to ensuring the material is relevant, practicable and current. It should have been reviewed and evaluated as part of the quality assurance process.

Some factors that should be considered are included in the table below. These ideas and questions are then expanded upon in a handy checklist which can be used in assessing the suitability of support materials.

Support materials


Question Features to look for Y

Do the materials provide for flexible training delivery and assessment methods?

Is there a range of assessment approaches? □

Are there examples of customisation? □

Are there options to group competencies? □

Do the materials address the elements and performance criteria of the unit of competency?

Is there sufficient coverage of underpinning knowledge and skills?

□

Is the level of difficulty appropriate? □

Are the materials relevant to the industry?

Do they understand the environment? □

Do the place the correct emphasis on the skills required in the job performed?

□

Are the materials user friendly?

Do they use plain English? □

Are the language and literacy levels appropriate for target audience?

□

Is the use of technical terms consistent with the workplace?

□

Checklist questions Comment

Is the resource clearly labelled to indicate its support of the Public Sector Training Package?

Is the resource clearly labelled as an optional support resource for the relevant unit of competency?

Is the material consistent with the currently endorsed version of the Public Sector Training Package?

Does the material present the competency standards as the benchmark for assessment?

Is the material appropriate for the target audience?

Is the language appropriate for the level of qualification?

Is the material well laid out, in a user-friendly format with the use of accessible language?

Is the use of graphic material useful?

Does the material allow for and encourage up front assessment for the purposes of recognition of prior learning?

Is the material able to be used across a range of learning pathways?

Does the material encourage the application of good education approaches and adult learning principles?

Does the material encourage the use of a range of different assessment methods?

Does the material have an accurate table of contents or index?

Support materials


Customisation of materials

Support materials and resources can be changed and adapted to meet the requirements of a particular context or the operational requirements of a jurisdiction. The range statement section of a unit of competency will often provide guidance to which areas would be appropriate for customisation.

The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the learner, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Materials should be able to be tailored to reflect the operating procedures governing correctional workplace activities upon which training is based.

Equipment and materials

Wherever a simulated assessment is conducted it is vital that the assessment environment is as industry realistic as possible. It is essential that assessment is conducted using suitable resources and equipment and under industry - relevant conditions as close to a real work situation as possible.

The required equipment and material for a unit of competency are specified within the Assessment Conditions section of their associated assessment requirements. Each unit of competency details these requirements through the performance criteria. For a complete listing of all units of competency visit training.gov.au for update to date details.

Example extracts from a unit of competency

PSPBORD302A Use border protection technology equipment

ELEMENT PERFORMANCE CRITERIA

1. Deploy equipment

1.1 Equipment is selected and deployed to support the operation

1.2 Equipment is allocated according to work priorities.

1.3 Equipment allocation is re-scheduled upon changes in demand/priorities as required.

1.4 Equipment is transported according to manufacturers' recommendations.

The range statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The range statement also provides a focus for assessment. It also offers suggestions on what the text in bold italics in the Performance Criteria may include.


Support materials


PSPBORD302A Use border protection technology equipment

RANGE STATEMENT

Relevant equipment may include:

specialist equipment used for customs, quarantine, import and export inspections

closed circuit television (CCTV)

microwave closed circuit television

communication networks including:

UHF

VHF

HF

satphone

covert communication equipment

DVP and coder

trace particle detectors (e.g. Ionscan)

night vision devices (NVDs)

portable surveillance/inspection equipment, including:

SLR

digital still and digital video cameras

X-ray

microscopes

fumigation monitors

gas monitors

heat treatment cabinet

Support materials


Available resources

The following list of resources has been identified by GSA as being applicable to one or more units of competency in the PSP12 Public Sector Training Package.

This list is not exhaustive and there are no doubt other resources available that are suitable for use with units or easily customised to be so. This list will be added to as more resources are identified and evaluated.

In addition further resources to support the Public Sector Training Package will be developed by GSA under the guidance of the Public Sector Jurisdictional Reference Group (JRG) in the future and these will be added to this list.

Some of the resources identified have been developed for earlier versions of the Public Sector Training Package but until updated should in most cases still be easily adapted to use with PSP12 Public Sector Training Package.

For further information about availability of resources and support products contact GSA www.governmentskills.com.au

Name of resource Type of resource

Certificate III in Government

PSPETHC301B Uphold the values and principles of public service Learner Guide with assessments

PSPGOV301B Work effectively in the organisation Learner Guide with assessments

PSPGOV302B Contribute to workgroup activities Learner Guide with assessments

PSPGOV305B Access and use resources and financial systems Learner Guide with assessments

PSPGOV307B Organise workplace information Learner Guide with assessments

PSPGOV308B Work effectively with diversity Learner Guide with assessments

PSPGOV312A Use workplace communication strategies Learner Guide with assessments

PSPGOV315A Give and receive workplace feedback Learner Guide with assessments

PSPLEGN301B Comply with legislation in the public sector Learner Guide with assessments

PSPOHS301A Contribute to workplace safety Learner Guide with assessments

Certificate IV in Government

PSPETHC401A Uphold & support the values and principles of public service Learner Guide with assessments

PSPGOV402B Deliver and monitor service to clients Learner Guide with assessments

PSPGOV403B Use resources to achieve work unit goals Learner Guide with assessments

PSPGOV405B Provide input to change processes Learner Guide with assessments

PSPGOV406B Gather and analyse information Learner Guide with assessments

PSPGOV408A Value diversity Learner Guide with assessments

PSPGOV410A Undertake career planning Learner Guide with assessments

PSPGOV411A Deal with conflict Learner Guide with assessments

PSPGOV412A Use advanced workplace communication strategies Learner Guide with assessments

PSPGOV413A Compose complex workplace documents Learner Guide with assessments

PSPGOV415A Provide workplace coaching Learner Guide with assessments


Support materials


PSPGOV418A Develop internal and external networks Learner Guide with assessments

PSPGOV422A Apply government processes Learner Guide with assessments

PSPLEGN401A Encourage compliance with legislation in the public sector Learner Guide with assessments

PSPPOL404A Support policy implementation Learner Guide with assessments

Diploma of Government

PSPETHC501B Promote the values and ethos of public service Learner Guide with assessments

PSPGOV502B Develop client services Learner Guide with assessments

PSPGOV504B Undertake research and analysis Learner Guide with assessments

PSPGOV505A Promote diversity Learner Guide with assessments

PSPGOV506A Support workplace coaching and mentoring Learner Guide with assessments

PSPGOV512A Use complex workplace communication strategies Learner Guide with assessments

PSPGOV514A Facilitate change Learner Guide with assessments

PSPGOV519A Manage performance Learner Guide with assessments

PSPLEGN501B Promote compliance with legislation in the public sector Learner Guide with assessments

PSPOHS501A Monitor and maintain workplace safety Learner Guide with assessments

Advanced Diploma of Government

PSPETHC601B Maintain and enhance confidence in public service Learner Guide with assessments

PSPGOV601B Apply government systems Learner Guide with assessments

PSPGOV602B Establish and maintain strategic networks Learner Guide with assessments

PSPGOV605A Persuade and influence opinion Learner Guide with assessments

PSPLEGN601B Manage compliance with legislation in the public sector Learner Guide with assessments

PSPOHS602A Manage workplace safety Learner Guide with assessments

PSPMNGT604B Manage change Learner Guide with assessments

PSPMNGT605B Manage diversity Learner Guide with assessments

PSPMNGT608B Manage risk Learner Guide with assessments

PSPMNGT612A Review and improve business performance Learner Guide with assessments

PSPOHS602A Manage workplace safety Learner Guide with assessments

PSPOLI603A Manage policy implementation Learner Guide with assessments

Support materials


Continuous improvement

Training packages are not static resources. They are also not perfect reflections of industry standards and practices at any given time. Work roles, policies and legislation, technology and organisational cultures and services can evolve gradually, or change with major policy decisions. Aspects of the training packages which may have made sense in the development process could experience problems in implementation and become unrealistic in delivery.

GSA relies on everyone with an interest in the quality and currency of the training packages to provide feedback on aspects which may need adjustment. Problems with the training packages can be resolved by making adjustments, however minor, in preference to struggling with a poor fit, or abandoning the national standards, in favour of an enterprise version.

How should feedback be provided?

There are a number of avenues for lodging feedback with GSA for consideration by the JRG.

Use the GSA website Improvements Register. Select your industry from the home page and follow the directions to the improvement register www.governmentskills.com.au.

Send an email to [email protected] giving details of your interest and issues and your contact details.

Send an email to the member of the JRG. Complete survey forms which will be sent out periodically by GSA.

What will happen to feedback?

GSA will record and analyse feedback and the relevant public sector JRG will validate the feedback and recommend the changes that need to be made and the timetable for changes. This will be reported on the GSA Website www.governmentskillsaustralia.com.au.

GSA will take into account the complications that can be caused by frequent changes. There are different categories of changes based on the degree to which they will affect the delivery of qualifications. Minor changes to wording in units of competency will not cause changes to delivery. A change to the packaging of qualifications, or the addition and removal of units and parts of units would require a version change and an endorsement process. All RTOs will be advised of any changes.



http://www.governmentskillsaustralia.com.au/

Glossary


Glossary Access and equity Strategies to open vocational education and training to all

individuals, particularly focusing on those groups that have traditionally been under-represented.

Articulation

The formal linkage between different levels of qualification. Articulation arrangements allow for horizontal and vertical movement between courses and training programs.

Assessment

Assessment is the process of collecting evidence and making judgments on whether competency has been achieved.

Assessment guidelines

One of the endorsed components of training packages which sets out the industry/training package developer’s approach to valid, reliable and fair assessment and which underpins assessment carried out by RTO.

Assessment materials

Optional component of training packages the complements endorsed industry assessment guidelines and could take the form of assessment exemplars or specific assessment tasks and instructions.

Australian Qualifications Framework

A comprehensive, nationally consistent framework incorporating all qualifications recognized in post compulsory education throughout Australia. The framework identifies six levels, with corresponding titles and guidelines in the VET sector.

Authentic

Refers to the confidence that an assessor has that the evidence presented in the assessment process represents the learners own performance.

Competency

Comprises of the specification of knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.

Competency based training

Training geared to the attainment and demonstration of skills to meet industry-specified standards rather than to an individual’s achievement relative to that of others in the group.

Competency standard

The specification of knowledge and skills, and the application of that knowledge and skill to the standards of performance required in the workplace. Competency standards define the outcomes for training delivery and assessment and the requirements for the issuing of certifications. Competency standards are developed nationally as an endorsed component of training packages.

Compliance audit A systematic and independent external assessment administered by a State Training Authority to determine whether an RTO is operating effectively within its registered scope.

Glossary


Contextualise Refers to the context in which the competency standards (units, elements and performance criteria) are interpreted and adapted to specifically address the requirements of the workplace, job function and critical aspects of assessment. Reference to the range of variables of a competency standard may be useful for the purpose of contextualisation.

Core competencies

A group of units of competency within a qualification level that an industry has agreed are essential to be achieved if a person is to be accepted as competent at a particular level. Core competencies are normally those central to job roles within that industry.

Course

A structured sequence of vocational education and training generally resulting in assessment against a range of specific learning outcomes, and usually associated with formal delivery.

Currency

Refers to whether or not the assessment criteria are based on the latest version of specified endorsed competency standards. In terms of evidence refers to whether the produced evidence is recent and relevant.

Curriculum

A plan incorporating a structured series of intended learning outcomes and associated learning experiences.

Customisation

Customisation is the tailoring of units of competency by the inclusion, modification or substitution of some components. Customisation is governed by a number of rules to ensure the integrity of the units of competency and qualifications remains intact.

Elements

These describe, in behavioural terms, what and individual must be able to demonstrate to be considered competent.

Endorsement

The formal process of recognition of the endorsable components of a training package.

Evidence The set of information which, when matched against the relevant criteria, provides proof of the learners competency. Evidence can take many forms and be gathered from a number of sources.

Evidence guide

This is part of a unit of competency. Its purpose is to guide assessment of the unit of competency with the workplace. Each unit of competency has an evidence guide, which relates directly to performance criteria and range of variables.

Fairness

Assessment if fair if those being assessed understand clearly what is expected, what form the assessment will take and are treated equitably.

Flexible delivery

An approach to training that enables a variety of ways in which clients can learn and demonstrate competence. Clients can choose what, where and how they learn, and are provided with training that suits their individual learning needs and styles.

Glossary


Flexibility

Flexible assessment should cover both on the job and off the job training components, no matter how, when or where they have been acquired and made assessable to participants so they can proceed readily from one competency standard to the next.

Imported unit Unit taken from other training packages or accredited course. Industry organisations

Organisations that represent industry, including peak business and union organisations, as well as specific Industry Advisory Committees (IAC).

Learning strategy

The component of a national Training Package which provides information on how training programs may be organised in workplaces and training institutions. The learning strategy compliments the endorsed components of a national training package by providing additional support for RTOs seeking to put together specific training programs to assist participants attain the required competencies.

Module

A specific learning segment, complete in itself, which deals with one or a number of aspects of vocational education at a given level of understanding or skill performance in accordance with stated aims and objectives. A module must be capable of being separately assessed and standing on its own or being linked to other modules in the same or related study areas. The flexibility of a modular curriculum structure makes it easier to organize learning programs to meet individual participant’s needs and abilities.

Mutual recognition

This requires RTOs to recognise the decisions by other RTOs relating to the issuance of qualifications and statements of attainment. This allows individuals to receive full recognition of their achievements. It should be noted in enterprise situations mutual recognition of qualifications is a separate issue to employment conditions.

National competency standards

National standards define the competencies required for effective performance in the workplace. A competency comprises the specification of knowledge and skill at an industry level to the standard of performance required in employment.

National training package

A set of national training resources consisting of national competency standards, assessment guidelines and national qualifications. The package can also contain non endorsed components, namely assessment materials, learning strategies and professional development materials.

Off-the-job training

This is training that occurs away from an individual’s normal work situation. The term off-job training is also used.

On-the-job training

This is training that occurs at a normal work situation and is

Glossary


part of the productive work of an individual. The term on-job training is also used.

Packaging The process of grouping competencies into combinations which have meaning and purpose related to work functions and needs in an industry or enterprise.

Performance criteria

Performance criteria are a mandatory component of a unit of competency, and one or more will relate directly to each element in a unit. They are evaluative statements which specify what is to be assessed and the required level of performance. Through the performance criteria in a unit of competency, the activities, skills, knowledge and understanding which provide the evidence of competent workplace performance are specified.

Qualification

Formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes (defined as competencies in VET sector) relevant to identified individual, professional, industry and community needs.

Quality The level of satisfaction with and effectiveness of vocational education and training organisations, their products and services established through conformity with the requirements set by clients and stakeholders.

Quality assurance

The planned and systematic process of ensuring the consistent application of registration requirements by RTOs. Quality assurance forms part of a quality management system.

Quality management

All the activities that determine quality policy objectives and responsibilities implemented by means such as quality planning, quality control, quality assurance and quality improvement with a quality system.

Range of variable statements

This is the statement incorporated into competency standards to define the boundaries of the competency standards unit, the elements and performance criteria. It is a description of the contexts in, and conditions under which activities can occur.

Recognition

The formal approval of training organisations, products, and services operating within the vocational education and training sector (as defined by State and Territory Legislation).

Recognition of prior learning (RPL)

A process for recognising skills, knowledge and competencies already acquired through formal learning.

Recognition of current competencies (RCC)

A process for recognising skills, knowledge and competencies already acquired through informal learning.

Records of assessment

The information of assessment outcomes that is retained by the organisation that is responsible for issuing the nationally recognised statement of attainment or qualification.

Registered training organisation (RTO)

Any training organisation registered in accordance with the Australian Recognition Framework providing vocational

Glossary


education, training and/or assessment services. Includes TAFE colleges/institutes, private commercial providers, community providers, schools, higher education institutions, enterprises and firms, industry bodies and any other organisation that meets the requirements for registration.

Reliability

The extent to which consistent outcomes are achieved in assessment, regardless of who does the assessment, when it is conducted and in whatever context.

Scope of registration

Scope of registration sets out the extent of products and services that can be offered by the RTO. It establishes which qualifications or statements of attainment can be issued by that specific RTO.

Simulated workplace environment

An environment that simulates the workplace in terms of resources, authority structure, volume and timing of work output.

Skill

May be perceptual, motor, manual, intellectual, or social. The nature of tasks usually requires a combination of these, and usually involves the application of cognitive and psychomotor functions, together with appropriate knowledge.

Standard

A precise statement of the level of performance required to be regarded as competent in performing a particular task.

Statement of attainment

The formal certification issued by a relevant approved body in recognition that a person has achieved some of the competencies identified for a particular qualification.

Sufficiency

The requirement that there is enough suitable evidence to enable an acceptable judgment about whether competence has been demonstrated.

training.gov.au

A relational database which provides up to date information on recognised vocational education and training including details of endorsed training packages and their components together with details of RTOs and their scope of registration.

Training package

Comprehensive, integrated products that provide national benchmarks and resources for delivery, assessment and qualifications in vocational education and training. Training packages comprise endorsed components of national competency standards, assessment guidelines and qualifications combined with non-endorsed components which may include learning strategies, assessment resources and professional development materials.

Training program

A structured approach to the development and attainment of competencies for a particular AQF qualification to meet the requirements of the endorsed components of training packages. It includes the choice of units or options within the training package and the method, training and location for achieving the competencies.

Glossary


Unit of competency A component of a competency standard. The specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace and to industry standards.

Validity The extent to which the assessment measures what it claims to measure. Evidence is collected from activities and tasks that are clearly related.

Workplace

The industry environment in which training and assessment for specific competencies can occur.

Workplace assessor

Someone who has achieved the national competencies for workplace assessment, and ideally, the vocational competencies that they will assess. The person responsible for the assessment processes and for making judgment on the competency of the trainee based on the available evidence.

Abbreviations and acronyms


Abbreviations and acronyms ACSF Australian Core Skills Framework ASQA Australian Skills Quality Authority AQF Australia Qualifications Framework CBA Competency based assessment CBT Competency based training CSfW Core Skills for Work DEEWR Department of Educations, Employment and Workplace Relations DEST Department of Education, Science and Training EEO Equal Employment Opportunities GSA Government Skills Australia IAC Industry Advisory Committee ISC Industry Skills Council JRG Public Sector Jurisdictional Reference Group PSP04 Public Sector Training Package (2004 version) – old PSP12 Public Sector Training Package (2012 version) - new NCVER National Centre for Vocational Education Research NSSC National Skills Standard Council NQC National Quality Council RCC Recognition of Current Competencies RPL Recognition of Prior Learning RTO Registered Training Organisation STA State Training Authority TGA training.gov.au TNA Training Needs Analysis TP Training Package VET Vocational Education Training VETiS Vocational Education and Training in Schools WHS Work Health and Safety

Useful websites


Useful websites

Government Skills Australia www.governmentskills.com.au

Australian Apprenticeship www.australianapprenticeships.gov.au

Australian Government ComLaw (Standards for NVR Registered Training Organisations 2012) www.comlaw.gov.au

Australian Skills Quality Authority www.asqa.gov.au

Department of Education, Employment and Workplace Relations www.deewr.gov.au

Flexible Learning Toolboxes www.toolboxes.flexiblelearning.net.au

National Centre for Vocational Education Research www.ncver.edu.au

training.gov.au www.training.gov.au

State Training Authorities

ACT - Department of Educations and Training www.det.act.gov.au/training

SA - Department of Education, Employment, Science and Technology www.skills.sa.gov.au

NSW - State Training Service training.nsw.gov.au

TAS - Skills Tasmania skills.tas.gov.au

NT - Department of Business www.dob.nt.gov.au

VIC - Higher Education and Skills www.skills.vic.gov.au

QLD - Department of Education, Training and Employment www.training.qld.gov.au

WA - ApprentiCentre www.trainingwa.wa.gov.au


http://www.australianapprenticeships.gov.au/


http://www.asqa.gov.au/

http://deewr.gov.au/

http://toolboxes.flexiblelearning.net.au/

http://www.ncver.edu.au/


http://www.det.act.gov.au/training

http://www.skills.sa.gov.au/apprenticeships-traineeships

http://www.training.nsw.gov.au/

http://www.skills.tas.gov.au/

http://www.dob.nt.gov.au/training/apprenticeships-traineeships/Pages/default.aspx

http://www.skills.vic.gov.au/

http://www.training.qld.gov.au/

http://www.trainingwa.wa.gov.au/apprenticentre/detcms/portal/

Creative Grease_1060_GSA

Level 11, 147 Pirie Street Adelaide SA 5000

T (08) 8100 7400 F (08) 8232 7444

E [email protected] W governmentskills.com.au

psp12 public sector implementation guide

Documents

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