Training and Assessment Workshop

for
AFAQ
December 2013
First things first..

Health and Safety

Facilities

Breaks and duration

Ground rules
Lets Introduce ourselves

How many years of experience do we have in this room?

 Is there any difference between
teaching, training and facilitating???

bringing out and

focusing the wisdom Telling the students
of the group, often as the about new skills and
group creates something knowledge;
new or solves a problem teacher plays active
role and students
Presented is not the participate only as
subject matter expert directed by teacher

Trainees can learn a great

deal from each other AND
the trainer;
Equal focus on knowledge,
skills, attitudes
Socratic Questioning

Enabling learning through systematic questioning to

trigger and guide thought process

students need questions to turn on their

intellectual engines

And they need to generate questions from

our questions to get their thinking to go
somewhere.

Thinking is of no use unless it goes

somewhere, and again, the questions we
ask determine where our thinking goes.
Group Activity

What better approach could I adopt to communicate the

concept of Socratic questioning in a better manner??

120 Seconds to discuss within group and present

Approach

Questions Best Practices and Ideas

facts
To trigger thinking To broaden the To facilitate
perspective continuous
improvements
 Brainstorming Activity

Think of a trainer that inspired you the most.

Mention key characteristics of his/ her training style and

personality.

Again, it is 120 Second Activity

Learning styles

Active or reflective

Visual or verbal

Varying amounts of information

11
Barriers to learning
Attitude
Workplace-related
Ability to concentrate
Poor language skills
Pain or discomfort
Work pressure
Previous experience with training
Practical

12
 Is training always the answer?
Look at the whole picture before deciding

13
What is competency?

Skill, knowledge, ability or behaviour that is associated

with performance

14
What is competency-based
training?

Provides supported employees with the skills and

knowledge to be able to perform their work competently,
to the standard expected by the service

15
Is training usually a one-off
event or is it continuous?

16
Training and business goals

Training in any organisation needs to lead to a change in

outcomes to assist the organisation meet its goals

17
Why identify training needs?

To meet:
production targets
audit requirements
legislation
career and personal goals

19
Employability skills

Initiative Problem-solving
Communication Self-management
Teamwork Planning
Technology Learning

21
Identifying training needs

Gather information from a variety of sources

Workplace, eg change in work processes

Personal, eg change in medication

22
Supervisors role

Observation

Consultation

23
Training needs and future
work

Organisational reasons, eg new work

Individual reasons, eg developmental responsibility

24
Training plans

Use to track progress toward satisfying an identified skill,

knowledge or behaviour gap

25
 Click to edit Master title style

Click to
Designing training
edit Master text styles
Second level
Third level
Fourth level
Fifth level

26
You do not need to be an
expert to design good training

27
Five steps to design training

1. Analyse
2. Break into smaller components
3. Identify skills, knowledge and behaviours in each
component
4. Work out the sequence for training
5. Choose how to apply the sequence

28
Training location

Choose the venue to suit the learning needs

29
Design and delivery

Training design is the first part of the preparation for

training delivery

30
Training design hints

Make training:

relevant
appropriate
tailored to individual learning preferences

31
Chaining

Completing tasks in the right order

Design and delivery training technique used to learn a

sequence or chain of behaviours

32
Participation needs

Be aware of:

behaviours
literacy levels
numeracy levels
effects of medication

33
The Learning Process

Learning occurs through both mental and physical processes:

Expectancy.
Perception.
Working storage.
Semantic encoding.
Rehearsal.
Organization.
Elaboration.
Retrieval.
Generalizing.
Gratifying.

SHRM 2009

31
Learning Theories

Reinforcement theory:
People are motivated to perform or avoid certain
behaviors because of past experience based on that
behavior.
Positive reinforcement.
Negative reinforcement.
Extinction.

How can this theory be used in training?

SHRM 2009

32
Social Learning Theory

People learn by observing other people (models) they think

are knowledgeable and credible.
The models behavior is adopted.
Self-efficacy: The individual must believe he or she
iscapable of learning.
Four processes in learning:
Attention.
Retention.
Motor reproduction.
Motivation.

SHRM 2009

33
Goal Theories

Goal-setting theory:
Behavior results from a persons intentional goals and objectives
Goal orientation:
Learning orientation.
Performance orientation.

SHRM 2009
34
Need Theories

A need is a deficiency that a person

experiences at a certain time.
A need motivates a person to behave in a way
that satisfies the deficiency.
Need theory suggests that trainers should
identify the trainee needs and communicate to
them how the training will satisfy that need.

SHRM 2009

35
Expectancy Theory

Behavior is linked to three factors:

Expectancies: The trainees belief that increasing effort will lead to
higher performance.
Instrumentality: The trainees belief that performing a certain
behavior will lead to an expected reward.
Valence: The value that the trainee places on the reward.

How does this relate to training?

SHRM 2009

36
Information Processing Theory

Information processing theory:

Information is taken in by the brain.
Information undergoes transformation.
Information is encoded into short-term or long-term memory.
Information is stored and available for later retrieval and use.
Feedback from the environment.

SHRM 2009
37
Learning Theories

How will you apply these theories

into your training design?

SHRM 2009

38
Learning Pyramid*

39
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.
Training delivery methods

Discussions Games

Demonstrations Lectures/talks

Excursions Role plays

35
Feedback

Feedback should be:

monitored
timely
specific
regular

37
What are training tools?

Physical objects that help a supported employee learn

new skills

Use a variety

If it stimulates learning, use it

38
Electronic training tools

Be sure they are a benefit

Learn to operate them

Check they are in working order

Have alternatives ready

39
 Training and challenging
Schedule training for times when supported employees
behaviour
are receptive or ready to learn

40
Train individuals or groups?

Consider each training opportunity on its merits then

decide if it will be:
one-on-one
pairs
small groups
larger groups

41
One or more trainers?

Consider:

added interest and value

clear objectives

42
Cultural background and
training delivery
Cultural background can affect training,
eg language differences

Awareness is required

43
 Click to edit Master title style

Assessment, evaluation
Click to edit Master text styles
and reporting Second level
Third level
Fourth level
Fifth level

44
What is assessment?

Assessment measures if supported employees have the

skills or knowledge required to perform their work

45
Assessing competency

Ensure supported employees can perform a task:

safely
to the standard required
to meet legislative requirements

46
When to assess

Assessment should be continuous and placed in normal

day-to-day activities if possible

47
Recording assessment

Use an assessment record

Meet organisational requirements

48
Assessment methods

Make assessment methods fit with normal workflow as

much as possible

Performance at the worksite should be the primary

source of evidence

49
Number of assessors

Depends on the:

individual workplace

tasks being assessed

50
Are assessments like
exams?
Assessments should not be exams

Make assessments:
part of the daily routine
completed in comfortable and realistic workplace
settings

51
Why evaluate training?

To ensure that training returns value to the business

52
What does evaluation of
training
involve?
Training is evaluated from the:

participants perspective
trainers perspective

53
Recording training and
assessment outcomes
Records are needed to meet:

organisational requirements
workplace health and safety
the 12 Standards
work ethics and behaviour

54
 Training?

Training helps to
Existing Required
bridge the gap
Skills Skills
Knowledge Knowledge
Attitudes Attitudes

Copyright 2006 by Atul Mathur

 Training Need Analysis (TNA)

TNA is a tool to
Existing identify the gap Required
Skills Skills
Knowledge Knowledge
Attitudes Attitudes

Copyright 2006 by Atul Mathur

TNA in essence

1 Start with future organisational goals and challenges

2 Assess required employee performance to meet the goals and challenges

3 Assess required employee Skills, Knowledge and Attitudes to deliver the performance

4 Identify employee training needs to bridge the gap

Copyright 2006 by Atul Mathur

The Training Process
Identify
Identify
the
the
Need
Need
Evaluate
Evaluate Plan
Plan
the
the the
the
Training
Training Training
Training
Deliver
Deliver
the
the
Training
Training

63
 What is a training needs analysis?
A training needs analysis
is the method of
determining if a training
need exists and if it does,
what training is required
to fill the gap.

64
Why should you conduct a TNA?
Avoid training for training sake.
Supports cost effective training.
Targets areas of greatest need.
Gives information on the organisations climate.
Gives commitment from managers and trainers
Separates the symptoms from the causes.

65
 How can a need to identified?
Complaints from staff, customers/clients
Poor quality work
Frequent errors
Large staff turnover
Deadlines not being met Indicators
Indicators
Conflict amongst staff of
of aa
New equipment systems need
need

66
Job information that
needs to be collected
Job roles
How
How
often? Job process How
often? How
Task list hard?
hard?
Job problems
Task frequency
Task difficulty
Task importance

67
How to do a TNA - process
1.Document
1. Document the
theproblem
problem
77
2.investigate
2. investigatethe
theproblem
problem steps
steps

3.Plan
3. Planthe
the needs
needs analysis
analysis

4.Select
4. Select the
thetechnique
technique

5.Conduct
5. Conductthe
theanalysis
analysis

6.Analyse
6. Analyse the
thedata
data

7.Report
7. Reportthe
thefindings
findings68
Techniques for carrying out TNAs

Interviews
Survey questionnaires
Job descriptions and person specifications
Critical incidents
Log books and other company records
Industry seminars
Supervisors reports

69
Report the findings
Title page
Executive summary
Table of contents
Introduction
Recommendation
Training Plan
Data collection and analysis methods
Cost analysis, proposed costs of
recommended solutions
70
 Recap!
A TNA is the method of determining if a training need exists
and if it does, what training is required to fill the gap.
Much of the TNA process is about asking questions and
getting answers
Performing a TNA requires seven steps, which build on
each other.
Costing the performance problem and comparing training
costs is an important part of the TNA report

71
Training Needs Assessment:
Joan Strohauer
A Systematic Approach
Department of Education
Remember, training is not
what is ultimately important
performance is.
Marc Rosenberg
 Did you know...

Not more than 6-10 % of

expenditures in training actually
result in transfer to the job.
Broad and Newstrom
 Key Skill

Asking questions ???

Asking the
RIGHT
questions!
In the Real World

You cannot afford to not do a front-end analysis

Something is better than nothing
Do the best you can
Need to have a theoretical base
Key skill: Focus your questions
 Needs Assessment
Definition

A needs assessment is the process

of identifying performance
requirements and the "gap" between
what performance is required and
what presently exists.
Macro vs. Micro
Macro Micro
aligned with initiated by
strategic goals performance
three levels problems or change
organizational assessment done to
clarify problem,
occupational
determine if training is
individual the solution, analyze
performance, and
characteristics of
trainees
Instructional Design Process

ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE
 Why ISD?

On the job GAP Classroom or

performance other type of
training or
intervention
 Analyze

What is the problem?

Problem Analysis
Is it a training
problem?
Performance Analysis
What skills and
knowledge should be
included in the Task/Competency
training program? Analysis
Who needs to be
trained? Learner Analysis
What is Problem and Performance
P. 28
Analysis?

Clearly defining the

problem or opportunity
A formal procedure used to
analyze defined needs to
determine their causes and
identify appropriate
solutions.
 P. 32

Robert Mager

1. Define the problem?

2. Determine the importance
Is it worth solving?

3. Determine the cause(s)

4. Identify training vs. non-training
solutions
5. Select the best (most cost-effective)
solutions
 P. 31
Step 1: Define the problem

Describe Discrepancy

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

 P. 34

Step 2: Is it important?

Why is it important?
What if you did nothing?
How big is it? (Quantify if possible)
Who cares?
Is the cost of the discrepancy
high enough that it seems worth
pursuing a solution?
If the answer is no..

IGNORE

REJOICE
Step 3: Determine Cause(s)

Is it a problem of skill
or
a problem of will?

I dont
I dont
wanna!
wanna! I dont know
how.
Yes, it is a skill deficiency

Arrange Formal no Used to

Training do it?

yes
Arrange Practice
no Used
often?

Arrange
Feedback yes
Other questions

Change the
Job Simpler
way?
Arrange on-
the-job
training

Potential
Transfer or
?
terminate
If a skill deficiency..

Provide training
Provide practice
Provide feedback
Simplify the task
Develop a job aid
OJT
Transfer
Terminate
 P. 37

Yes, it is a problem of will...

Remove
Performance
punishing? Punishment

Non-performance Arrange
rewarded? Positive
Consequences

Arrange
Does performance consequences
matter?
And one last question...

Remove
Obstacles?
Obstacles
 P. 39

Step 4: To train or not to train?

Calculate cost
First determine
cause(s) Select best
Only then look at solution(s)
possible solutions
Implement
Seek integrated
solution systems that
get to the root of the
problem
To solve a performance
issue
Training may not be the answer
Training may not be the only answer
 P. 39
Cause Solution

If skill or knowledge.training
If lack feedback..feedback, standards
If not motivated.rewards,
consequences
If unclear expectations..std, measure, discuss
If job environmentchange environment
If potentialchange personnel
 P. 40

If training is the answer.

Formal training
Self study
Technology based
Job related/workplace
approaches
 P. 42
Outcomes of Problem and
Performance Analysis
More complete picture of problem
Is it training? Is it training plus
Make solid recommendations
If is training or job aid.on to task or competency analysis!
 Task/Competency Analysis
What do learners need to
learn?
Task Analysis Competency Analysis
For more skill Soft skills training
oriented jobs such as mgmt,
When need supervision
consistent set of Professional jobs
training requirements Career pathing
Leadership
development
Steps in Task Analysis

Break job into major

functions
Break functions into
major tasks
Break tasks into steps
Identify training
outcomes
Task Analysis Interviews

Managers
Best performers
Job incumbents
Subject matter
experts
Competency Analysis

What are competencies?

Enduring characteristics of a person that result in superior on-the-job
performance
Areas of personal capability that enable employees to successfully
perform their jobs by achieving outcomes or successfully performing
tasks
What is a competency
model?
Identifies the competencies necessary for each job as well
as the knowledge, skills, behavior, and personality
characteristics underlying each competency.
 P.
61
What do you want to know?

General
characteristics
Specific knowledge
and skill
Learning styles
Special needs
Information is Used in Three
Important Ways

To help determine
where to begin the
content of the training
program
To determine how to
present the content
To get buy-in
Methods for collecting data

Data gathering is cornerstone of any needs assessment

project
Can be time consuming
Data Collection Methods

Interviews
Surveys/
Questionnaires
Focus Groups
Observation
Existing Data
 Final Exam

Why do we bother with needs analysis?

Where does TNA fit in the ISD process?
T or F: Training is the solution to most performance
problems.
What are at least 4 methods of collecting data?
What is the key skill one must use in conducting an effective
needs analysis?
If you think training
is expensive,try
ignorance.
Assessment

Definition:
Assessment is the process of collecting evidence
and making judgments about whether competency
has been achieved to confirm that an individual can
perform to the standard expected in the workplace
as expressed in the relevant industry-endorsed
competency standards, or the learning outcomes of
an accredited course.
 LLN
 hse
What Youll Learn

What made the training

effective?
What Youll Learn

Some answers may include:

The environment was conducive to learning.
The instructor was knowledgeable in the subject matter.
The course content was targeted to the audiences needs.
The course activities supported the content.
What Youll Learn

Are you confident that you

could do all the mentioned
skills to make this training
effective?
What Youll Learn

Although there is no time in this session to perfect your

skills, you will improve your skills and make this course
more effective.
What Youll Learn

How to:
Establish an environment that is conducive to learning.
Make a training presentation.
Conduct exercises and lead group discussions.
Manage classroom interactions.
Handle difficult students.
Use training evaluation results to improve training.
What Youll Learn

Have you felt left out

during training because of
a personal characteristic?
Cross-Cultural Training
Issues
Avoid . . .
Situations that cause a loss of face.
Analogies, metaphors, expressions, or stories that are culturally or
gender-based based.
Symbols or graphics that could offend others.
Colors that could be misinterpreted across cultures.
Jokes or humor that could offend others.
 What is workplace training
It is aboutabout?
ensuring employees are equipped with the
skills and knowledge they need to complete their work
safely and to the required standard

7
Adult Learner
Characteristics
Adults . . .
See themselves as responsible, self-directed, and independent.
Tend to avoid, resist, and resent not being treated as adults.
Should be treated as resources as well as learners.
Adult Learner
Characteristics

What can you do to

capitalize on adult
learners independence?
Adult Learner
Characteristics
Adults . . .
Learn when they perceive a need or identify disadvantages of not
learning.
Are more motivated when training:
Explains the whys.
Is related to personal goals.
Focuses on real world situations.
Adult Learner
Characteristics

What can you do to

ensure that learners see
their training as useful?
Adult Learner
Characteristics
Adults . . .
Have large banks of previous learning.
Learn by linking new learning to past experiences.
May need to unlearn previous learning or assumptions.
Adult Learner
Characteristics

Lessons learned from previous experiences are routinely

fed back to ensure that personnel build on past experience
to improve current or future performance.

After-action reports work on the same premise.

Adult Learner
Characteristics

What does active

learning mean to you?
Adult Learner
Characteristics
Studies show that 3 days after learning new
information, adults retain:
10% of what they read.
20% of what they hear.
30% of what they see.
50% of what they see and hear.
70% of what they say.
90% of what they say as they do.
Adult Learner
Characteristics

What does this

information tell you about
the training methods you
should use?
Adult Learner
Characteristics
Retention Rates by Methodology
Teaching Others
Practice
Group Work
Demonstrations
Visuals
Reading
Lecture
0 20 40 60 80 100
Percentage of Learning Retained
 Activity: Understanding Your
Audience Pot
Intelligence Flower
Terrorism Truth Encryption
Knife Table Meaning
Justice Fork Field
Bird Pen Analysis
Tree Stream Pencil
Watch Wisdom
Security
Activity: Understanding Your
Audience
Techniques for Enhancing Learning:
Create a strong beginning and ending.
Make the middle of the training memorable.
Changing training methods/media
Reenergizing the group
Hook new learning to existing frameworks through stories,
analogies, and association.
Break training into chunks.
Activity: Understanding Your
Audience

Was it confusing when the

list of words changed to a
random list?
Activity: Understanding Your
Audience

New information is hooked to old information. When the

words changed from Intelligence-related terms, you were
left to search for places to hook the information to. By the
time you found the right hooks, several new terms had come
and gone.
Activity: Understanding Your
Audience

People tend to remember more information when it is

presented in clusters or groups.
Making Presentations

What are the

characteristics of effective
presenters?
Making Presentations

Characteristics of effective instructors:

Attending to the audience
Observing the audience
Using nonverbal behaviors
Using the voice
Attending to the Audience
DO: DONT:
Clear your mind of Talk with your back to
distractions. the group.
Face the students. Place a barrier
Maintain a relaxed but between you and the
attentive stance. students.
Draw people in by Stand in a fixed
walking toward them. position, fidget, or shift
your weight.
Attending to the Audience

What keeps you from

being able to attend fully
to the students?
Common Distractions for
Instructors
Lack of familiarity with the materials
Difficult students
Side conversations
Audio-visual issues
Attending to the Audience

What can trainers do to

overcome these barriers?
Observing the Audience
DO: DONT:
Be aware of nonverbal Just look at the
behaviors. students, see them.
Scan the room and be Stare at any one spot
aware of your blind or person for too long.
spots. Bury your head in
Share observations notes or materials.
with students.
Observing the Audience
DO: DONT:
Use natural facial Appear insincere.
expressions. Use behaviors that
Show enthusiasm could be seen as
through expressions negative or
and body movements. judgmental.
Be aware of energy Use distracting
lows and develop gestures.
methods for avoiding
dips.
Using Nonverbal Behaviors

What can you do to deal

with potential energy
dips?
Using Nonverbal Behaviors

Identify your audiences likely energy cycles ahead of time.

Schedule an activity when your audience are likely to hit an energy
lull.
Eat a light lunch.
Call a break and get some fresh air during the break.
Using Nonverbal Behaviors

What nonverbal behaviors

have a negative impact on
your audience?
Negative Nonverbal
Behaviors
Those behaviors that:
Appear negative.
Appear stern.
Provide negative feedback.
Using Your Voice
DO: DONT:
Speak loud enough to Speak in a monotone
be heard. voice.
Vary the pace of your Be afraid to pause.
presentation.
Slow down for
important points.
Using Training Media

Have you attended a

course where the media
didnt work?
Using Training Media

What did that do to the

training?
Effects of Nonworking Media

Content cant be presented as intended.

The instructors timing is thrown off.
Using Training Media
DO: DONT:
Practice on and test all
equipment.
Have a backup plan.
Label light switches.
Organize items by
lesson and groups.
Use media without
previewing it.
Allow media to distract
you.
Assume that flashy
materials take the
place of good
instructors.
Putting Yourself at Ease

There are two types of

speakers. Those who get
nervous and those who
are liars.
Mark Twain
Putting Yourself at Ease

What can you do to put

yourself at ease before
and during training?
Putting Yourself at Ease

Prepare ahead of time.

Practice and visualize the presentation.
Do relaxation exercises (e.g., deep breathing, stretching).
Connect with the audience ahead of time.
Use nervousness as positive energy.
Maintain a sense of humor.
Realize that the students want them to succeed.
Understand that its okay to pause to gather thoughts.
Facilitating Discussions

What is the difference

between presenting and
facilitating?
Facilitating Discussions

Encourage involvement
Ask questions
Respond to answers
Answer questions
Lead discussions
Lead exercises
Provide feedback
Facilitating Discussions

What techniques have

been used in this training
to encourage interaction?
Facilitating Discussions

Use questions to:

Encourage participation.
Generate curiosity and thinking.
Foster discussion.
Check student understanding.
Get feedback on the training.
Facilitating Discussions

Responding to student answers:

Listen
Paraphrase
Respond or redirect
Facilitating Discussions

What are the barriers to

effective listening?
Facilitating Discussions

Paraphrasing demonstrates that you

listened by:
Restating the speakers statements and feelings.
Using your own words.
Remaining neutral.
Facilitating Discussions

Unclear
Allow time to rephrase or clarify.

Correct Acknowledge correct answers.

Incorrect Guide the individual.

Allow other students to help.
Facilitating Discussions

What techniques have you

used to jump-start a
group discussion?
Facilitating Discussions

1. State the purpose.

2. Create opportunities for

everyone to participate.

3. Warn the students

before ending the
discussion.
4. Summarize the discussion.
Managing the Classroom

Managing the physical environment.

Preparing the instructor team.
Managing the clock.
Making midcourse corrections.
Handling difficult students.
Managing the Classroom

What
Whatare
arethe
the
pros
pros&&cons?
cons?
Managing the Classroom

Why do you think weve

selected this classroom
arrangement?
Managing the Classroom

Preparing the instructor team:

Agree on responsibilities for instruction.
Agree to ground rules for working together.
Prepare guest speakers.
Conduct a dry run.
Develop a plan to touch base during breaks.
Debrief at the end of each day.
Managing the Classroom

Break management tips:

Take a break about every hour.
Watch for nonverbal signs that a break is needed.
Try to find natural breaking points.
Enforce break time limits.
Managing the Classroom

Making midcourse corrections:

Collect continuous feedback from the students.
Adjust the pace of the training.
Use breaks to reassess and adjust.
Substitute less time-consuming activities.

Ensure that corrections allow you to achieve all learning

objectives!
Managing the Classroom

If youre running tight on

time, what types of quick
interactions can you use
with a group?
Managing the Classroom

Having the entire group complete an exercise together.

Reducing the number of questions or activities.
Giving the group part of the answer and have them work on
completing the remainder of the activity.
Managing the Classroom

How many of you have

been in a class with
difficult students?
Managing the Classroom

Dealing with difficult students:

Take action before others get frustrated.
Preserve a positive learning environment.
Dont compromise the individuals self esteem.
Activity: Pulling It All
Together
Getting ready:
Become familiar with the Instructor Guide.
Review the learning objectives.
Gain an understanding of the content.
Highlight the key learning points.
Tailor the content to your target audience.
Summary and Transition

This unit covered:

Delivering Effective Training

Summary and Transition

Questions?
 Why assess?

To recognise current competence

To determine language, literacy and numeracy needs
To determine training gaps
To establish the learners or candidates progress
To gain formal recognition towards a qualification
To meet organisational requirements for work
To gain a license
To operate equipment
For recruitment
For promotion
Who can assess?

Any organisation may appoint staff to undertake

assessment for their own purposes, and develop
their own plan as to how this is done.

However,
in VET (vocational education and training),
under the AQTF (Australian Quality Training Framework),
only RTOs (Registered Training Organisations)
can issue nationally recognised qualifications
and Statements of Attainment
Assessment by RTOs

AQTF includes the Standards for Registered Training

Organisations, which all RTOs must meet in order to
obtain and maintain their registration

Definition
AQTF means the nationally agreed quality
arrangements for the VET system
Assessment by RTOs

Among other requirements AQTF requires RTOs to

ensure that assessment:

Meets the requirements of the qualification as

specified in the endorsed components of the Training
Package

Cover the full dimensions of competency

Meets the principles of validity, fairness, flexibility

and reliability and that Recognition of Prior Learning
is offered to all applicants upon enrolment.
Assessment by RTOs

More detail information can be found on the AQTF

and copies of the standards can be found on the
Department of Further Education, Employment,
Science & Training (DFEEST) website at

http://www.training.sa.gov.au
 Assessment by non-RTOs
This type of organisation can have their own policies,
practices and benchmarks but cannot provide nationally
recognised training.

This type of organisation can provide a relevant certificate

but cannot provide a nationally recognised certificate or
statement of attainment.
 Purpose of Assessment

SUMMATIVE FORMATIVE

Formal recognition Diagnose performance

classify skill level identify training gaps

gain qualification confirm learning progress
recognise prior learning evaluate training
Two Types of assessment
NORM REFERENCED:
This type of assessment is
intrinsically competitive
It compares individuals with
each other and ranks them
according to the number of
places and opportunities
available.
An example of this is tertiary
entrance rating (TER) related to
senior secondary school
assessment.
CRITERION REFERENCED:
Also know as standards-based
assessment is against fixed
criteria or standards.
these predetermined criteria can
take different forms EG:
Units of competency (from
Training Packages)
Modules (from curriculum)
Standard operating procedures
Product specifications
 Activity (1)
Norm Criterion

100-metre sprint

Breathalyser test

Job interview

Best and Fairest in Hockey

First Aid Certificate

Best Film of the Year

 Assessment must be Participatory

In competency-based assessment, the assessor must:

1. Have the qualification to assess in (or be mentored by

a colleague who has the qualification)*

2. Inform the candidate of the criteria which will be

assessed

3. Inform the candidate of the assessment process or

steps

4. Set a mutually-agreed time and place for assessment

Assessment through training

This is where the candidate needs to learn the skills

and knowledge first, and the assessment is
conducted:

During the course of training at different intervals

(formative assessment)

During, and on completion of training either on or off-

the-job (summative assessment)
Assessment through RPL

This is where the skills and knowledge have already

been gained, and the candidate is ready to be
assessed against the relevant criteria / benchmarks
without needing to go through a training program.

This assessment only pathway can be referred to as:

Recognition of Prior Learning (RPL)
Recognition of Current Competencies (RCC)
Skills recognition
Recognition
Four Principles of
assessment

Validity Reliability

Fairness Flexibility

The four principles of assessment are crucial to

effective assessment in VET.
It is critical that all assessment situations reflect these
principles.
Principles of assessment:
Validity

assesses what it claims to assess

evidence collected is relevant to the activity
demonstrates that the performance criteria have been met

The validity of assessments is reflected by:

Focusing on the appropriate areas of competence and skills
Sampling a sufficient range of skills and performance
assessment tasks that resemble workplace expectations
Using multiple approaches to assessment
 Principles of assessment: Reliability

Refers to consistency or reproductive ability of the assessment

Clearly specifying the performance criteria to be met
A reliable assessment Shows consistent processes from one
assessment event to the next.

The reliability of assessments is reflected by:

Comparing assessment processes of various assessors
Collecting evidence across different locations and times
Collecting evidence by various assessment methods
Principles of assessment:
Fairness

A fair assessment does not disadvantage any person

takes into account the characteristics of the person being
assessed.

To be fair, an assessment should:

Help the candidate understand clearly what is expected and
what form the assessment will take

Be equitable to all groups of people being assessed.

Provide opportunities for review and an appeal of the

assessment decision.
Principles of assessment:
Flexibility

allows for assessment either on or offthejob

at mutually convenient times and situations

To be flexible assessment should:

Provide for the recognition of competencies no matter how,
where or when they were acquired

Draw on a range of methods and be appropriate to the context,

task, and person

Be made accessible to the candidate so that they can proceed

readily from one competency standard to another.
Activity: EXAMPLE 1

An assessor informs all candidates that she will be

conducting assessments in two day's time at 2pm during their
normal work routine. One candidate tells the assessor that
she will not be available on that day as she is required to
attend a meeting. The assessor tells her that she cannot
make another time and that she will have to wait twelve
months for the next assessment to take place.

Which principle of assessment is missing in this example?

What should the assessor have done?
Activity: EXAMPLE 2

Steve has just been assessed loading and unloading a small

goods vehicle. The assessment was a fairly easy process and
he didnt have to do anything too difficult. Three months later
Steve is assessed again by a different assessor. This time the
assessment seems much more difficult and he was required to
do a variety of things. To his surprise, Steve is found to be not
yet competent.

What do you think is wrong with the first assessment?

What should the assessor do to ensure the candidate is found
competent by another assessor?
Which principle of assessment has been ignored here?
Activity: EXAMPLE 3

An assessor has been working in the mining industry for 25 years, and
conducting various assessments for the last ten. Recently he has become
involved in CBT assessment of new recruits after they have undergone some
training.
He believes that every assessment conducted should include some written
material, as good literacy is vital in performing a job well. He insists that all
candidates either answer some written questions or write a short paper on
the area of competency no matter what it is.

What is the matter with this approach to assessment?

What are the disadvantages of this approach to both the candidate and the
assessor?
What should the assessor consider before assessing the candidate in every
assessment situation?
Activity: EXAMPLE 4

An assessment event has been organised for the coming Tuesday at a

factory. The candidate arrives feeling incredibly nervous, and really does
not feel well or up to the assessment. When he meets the assessor, she
says not to worry its just nerves, they will pass. The candidate insists that
he does not feel well, and does not think he can achieve competence.
Disregarding that, the assessor wants to continue. They go through the
assessment and the candidate is found to be not yet competent.

What principle of assessment has been ignored in this scenario?

How would this experience make the candidate feel about assessment and
the assessor?
What should the assessor have done in this situation?
Methods of Assessment:

observation of the person doing the job

inspection of finished product
demonstration
oral questioning
written assessment
projects, assignments, case studies
third party feedback
simulations
portfolios of evidence
feedback from other people they work with eg.
supervisor, peer, etc.
 Rules of Evidence:

These state that assessment must produce evidence

which is:

Valid
Sufficient
Current
Authentic

Can be primary or secondary evidence

Rules of Evidence: Validity

Evidence of competence must cover the broad range

of knowledge and skills required to demonstrate
competence

Assessors need to ensure that the evidence meets

all the specified criteria of the standards

Evidence should also match or reflect the type of

performance, which is being assessed.
Rules of Evidence:
Sufficiency

This relates to the amount of evidence

Assessors must collect enough evidence to satisfy that

the candidate is competent across all elements
according to the performance criteria

It means collecting evidence over a period of time and

in different situations
Rules of Evidence:
Currency

An assessor needs to determine whether evidence of

competence is recent

The focus is on whether the person being assessed

has current competencies

This is particularly relevant to RPL evidence

Currency of evidence can be an accumulation of

historical and recent activities.
Rules of Evidence:
Authenticity

You must be able to ensure that the evidence to be

gathered is the candidates work

To determine authenticity, it may be necessary for a

third party to validate may be necessary.
Assessor Biases:

pre-judgements (halo & stereotypes)

leniency
similarities
personality factors
Planning for assessment

The assessment plan in detail

the unit/s of competency and elements or other
benchmarks to be assessed - you will need to be
familiar with these
the purpose/s of assessment - this needs to be
identified so that the stakeholders are well aware of the
reason for the assessment
a profile of the target group - characteristics and needs
of the candidates
others involved in the assessment process
teachers/assessors, administrative staff
Planning for assessment

how the assessment will occur - that is, the

assessment methods and tools to be used. It can
include a description of the method and examples of
tools to be used for the assessment

when and where the assessment will occur - this

includes details of any due dates for submission of
evidence, or dates and times of when the
assessment will occur and the proposed location of
the assessment.
Planning for assessment

what resources or special arrangements are required - this

outlines what is needed to carry out the assessment, given the
special needs of candidates, organisational requirements, or
other legislative or OHS considerations

context for assessment - this outlines the details of the

environment in which the assessment will take place and any
changes which need to be made as a result. For example, will it
be on-the-job, off-the-job or acombination of both? Or will the
assessment be contextualised to the work setting?

instructions for the candidate - this outlines information to be

given to the candidate, related to the assessment exercise at
hand.
Planning (Case Study 1)

Rosie is planning to assess a candidate in the retail industry. David, the

candidate, has let her know he is ready to be assessed. Rosie has a quick
look at the unit of competency against which she is assessing, since she
has not done an assessment on this unit in a while. She thinks about the
sorts of assessment methods she can use on the way home from work, and
jots down some notes. She phones David and tells him that the
assessment will involve observing him carrying out the job function and
some question and answer time. When the day comes, she heads off to his
workplace and is not expected by the employer. Nobody has told him an
assessment is going to take place, but it goes ahead anyway. Rosie finds
David and asks him to perform the job function. She has a copy of the
competency unit with her and uses that as a reference, whilst taking notes
on what he is doing. Then she asks him some questions. The phone in the
office they are using rings, and Rosie lets David answer it.
Then they continue with some discussion. Rosie tells David he is
competent at that unit and heads back to her office, where she results him
as a PA on the computer system.
Planning (Case Study 2)

David telephones his assessor, Rosie, to let her know he is ready to be assessed. Rosie and David
discuss the details, when, where and how the assessment will be conducted, what evidence will be
required and how the evidence will be gathered. Rosie contacts David's employer straight away to
arrange the time away from work and the environment for assessment. Then she gets the unit of
competency to be assessed and begins interpreting the standard for assessment. She asks herself
what evidence is required to demonstrate competence and takes notes, designs a checklist and
writes some questions she will ask him.
She visualises the assessment event and what tools, resources, or people might be required to help
it run smoothly.
The following day Rosie discusses the upcoming assessment with a colleague as she has not
assessed this unit for a while. They talk about the tools to use, the type of person David is, the work
environment and so on. Rosie then organises the recording system she will use, gets the relevant
documentation together, and checks to ensure she has everything. When Rosie arrives at David's
office, David and his employer meet her and they discuss David's progress through his training.
Rosie and David undertake the assessment and David is found to be competent.
When Rosie arrives back at her office, she files the assessment checklist with a copy of the
assessment instrument. This can be used at the end of the month when the organisation is
evaluating their assessors for quality.
Planning (Case Study
Questions)

What are the differences between these two

examples of planning?

Identify the positive aspects of Case Study 1 and

Case Study 2.

From Case Study 2, identify the six stages of

assessment planning and list them
FOR INTERACTIVE DISCUSSION

What do you think an assessment

validation process is?

How often do you participate in

assessment validations?
VALIDATION

The Australian Quality Training

Framework (AQTF) requires that all
RTOs conduct regular
assessment validations
Validations are intended to ensure
consistency, fairness and equity with
regard to assessment and assessment
processes
Thank You

Muhammad Nabeel Musharraf

Accept my little contribution!