Are RTOs able to provide RPL for their own trainers and assessors?

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The VET Quality Framework or the Standards for Registered Training Organisations 2015 do not prevent RTOs from providing and granting RPL and issuing AQF qualifications or statements of attainment to their own trainers and assessors. However, RTOs must be able to provide evidence which demonstrates how competence was determined prior to issuing AQF qualification or statement of attainment. For example, the RTO must be able to demonstrate compliance with Clause 1.8, ensuring that assessment complies with the requirements of the training package, is conducted in accordance with the principles of assessment and rules of evidence. In addition, the trainer and assessor delivering the training and conducting assessment must comply with Clauses 1.13 – 1.16.

As a trainer and assessor, do I need to hold the unit TAELLN411 Address adult language, literacy and numeracy skills? (Clauses 1.13 - 1.16)

The Standards require trainers/assessors to hold one of the following:

• TAE40116 Certificate IV in Training and Assessment, or its successor or
• TAE40110 Certificate IV in Training and Assessment
  • and
    • TAELLN411 Address adult language, literacy and numeracy skills, or its successor or
    • TAELLN401A Address adult language, literacy and numeracy skills
  • and
    • TAEASS502 Design and develop assessment tools, or its successor or
    • TAEASS502A Design and develop assessment tools, or
    • TAEASS502B Design and develop assessment tools
• A diploma or higher level qualification in adult education.

For more information, refer to Clauses 1.13 - 1.16 of the Users' Guide.

How do RTOs verify their trainers' qualifications if their RTO has closed down?

Depending on when the closure occurred, ASQA may have access to the RTO’s records. If the qualifications were issued before ASQA began operation in 2011, please contact the ASQA Info Line for advice on which former RTO records ASQA can access.

To be considered to be ‘vocationally competent’; does a trainer and assessor need to hold the qualification and each unit of competency they are delivering? (Clauses 1.13 – 1.16)

Under the Standards, each trainer and assessor is required to have vocational competencies at least to the level being delivered and assessed. This does not mean the trainer and assessor is required to hold that exact qualification or any specific unit of competency (unless this is specified in the training package).

In some cases, people may have significant industry experience but not hold any formal qualifications—in such cases, an RTO would need to analyse the skills and knowledge the trainer and assessor delivers and compare it to the trainer and assessor's actual industry skills and knowledge. Consider all units of competency (including electives) in this analysis to ensure that requirements for trainers and assessors specified in the training package or accredited course are met.

As an example, if an RTO offers the unit of competency SISFFIT310A Plan and deliver water based fitness activities within SIS30313 Certificate III in Fitness, but the trainer and assessor does not hold the unit SISFFIT310A:

• Consider the specific skills and knowledge a person who can competently plan and deliver water-based fitness activities would hold. The person would need the knowledge and skills required to plan, deliver and evaluate water-based fitness activities for mainstream clients. They would be able to effectively apply aquatic instructional techniques and hydrodynamic principles on muscles, joints and cardiorespiratory system to ensure safe and effective fitness outcomes for clients (note – this is from the Unit Descriptor of the unit).
• If you believe the trainer/assessor’s skills and knowledge match the description of a competent person in that unit, your RTO may be able to demonstrate that the trainer and assessor is vocationally competent.
• The RTO may choose to create a ‘mapping tool’ to describe all of the requirements of the unit, and give a documented analysis of how the trainer and assessor has the required skills and knowledge.
• As always, consider the currency of knowledge and skills.

For more information refer to Clauses 1.13 - 1.16 of the Users' Guide.

Note that different requirements apply to any AQF qualification or skill set from the Training and Education Training Package.

What constitutes a ‘diploma or higher qualification in adult education’?

An adult education qualification must have a focus on training and assessing adults. The qualification does not need to include the words ‘adult education’ in the title; however, units completed within the qualification need to demonstrate the skills and knowledge required to train adults. The academic transcript or record of results for the qualification will provide the evidence to demonstrate this.

Examples of adult education qualifications include:

• CASR Part 61 Flight or Simulator Instructor
• Army Recruit Instructor
• Graduate Certificate or Diploma in TESOL
• Graduate Diploma in Adult and Vocational Education and Training
• Graduate Diploma of Adult Language, Literacy and Numeracy
• Master of education or Doctoral degree with an adult education focus.

What evidence could I provide to show trainers and assessors have current industry skills? (Clauses 1.13 - 1.16)

To confirm trainers and assessors have current industry skills, and that all training and assessment is delivered by people who are themselves competent practitioners, RTOs should ideally ensure that trainers and assessors are regularly exposed to industry workplaces and participate in workplace tasks.

Training and assessment:

• should only be provided by those who have current industry skills and knowledge, and
• is best provided by those who can undertake all of the tasks defined in the elements of units of competency and modules to industry standards.

RTOs are expected to take appropriate steps to authenticate information about trainer/assessor skills currency. This may include:

• contacting the provider named on a trainer/assessor’s qualification to confirm that the document is genuine, and
• conducting referee checks at the time of employment to confirm relevant industry experience.

You should retain evidence of:

• how you have authenticated trainer/assessor skills currency, and
• the results of industry engagement that has confirmed the required skills and knowledge for trainers and assessors.

What is ASQA's policy on a provider issuing AQF qualifications to its own trainers and assessors?

The VET Quality Framework and specifically the Standards for Registered Training Organisations 2015 do not prevent RTOs from providing training and assessment and issuing AQF qualifications to their own trainers and assessors; however, RTOs must be able to provide evidence of how competence was determined prior to issuing AQF qualifications or Statements of Attainment. For example, the RTO must be able to demonstrate compliance with Clause 1.8, ensuring that assessment complies with the requirements of the training package, is conducted in accordance with the principles of assessment and rules of evidence. In addition, the trainer and assessor delivering the training and conducting assessment must comply with Clauses 1.13 – 1.16.

When RTOs verify trainers’ and assessors’ qualifications, how do we record evidence of the verification?

There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix.

How long will it take ASQA to process my application for new TAE qualifications?

Reflecting the critical role the TAE training package plays in assuring quality in the VET sector, ASQA is implementing stronger evidence requirements for TAE Training Package training products from April 2016. The assessment of the evidence provided can take some time. ASQA is also likely to undertake further regulatory review—including audits—of RTOs that apply for these qualifications in some cases.

If an audit is required, an application to change scope of registration may take up to six months.

When undertaking business planning, please take into account the possibility that ASQA may undertake further regulatory review—including an audit—in relation to any application to add training products to your scope of registration.

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BSBMGT502 Manage People Performance

Manage follow up

Submission details

Candidate’s name	Phone no.
Assessor’s name	Phone no.
Assessment site
Assessment date/s	Time/s

The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.

Submit this document with any required evidence attached. See specifications below for details.

Performance objective

You will demonstrate the skills and knowledge required to manage follow up to performance management in an organisational context.

Assessment description

You will answer a series of scenario-based questions on the general topic of following up on performance management, and on discipline and dismissal processes.

Procedure

1. Review the Australian Hardware simulated business documentation provided to you by your assessor, particularly relating to performance management requirements.
2. Review and answer the scenario-based questions in Appendix 1.
3. Submit supporting documentation to your assessor in accordance with the agreed timeframe, format and the below specifications.Keep a copy for your records.

BSBMGT502 Managea People Performance

Specifications

You must:

• submitwritten responses to the scenario-based questions.

Your assessor will be looking for demonstration of your ability to:

• seek assistance from human resources specialists where appropriate
• reinforce excellence in performance through recognition and continuous feedback
• outline the legislative and regulatory context of the organisation with reference to equal employment opportunity, anti-discrimination, competition and consumer protection, privacy, industrial relations, health and safety (OHS/WHS), environmental issues and other relevant requirements
• outline relevant awards and certified agreements
• explain unlawful dismissal rules and due process.

Adjustment for distance-based learners

• No changes to the assessment procedure or specifications are required.
• Documentation may be submitted electronically.
• A follow-up interview may be required (at the discretion of the assessor).

Appendix 1:Scenario-based questions

Question 1: Monitoring and coaching

Consider the following scenario.

You are the Hardware and Homewares Manager at the Australian Hardware Wollongong store. You consider the organisation’s performance management policy and resolve to undertake some research into ways to improve the system or its implementation.

Answer the following:

• How could variables such as recognition and continuous feedbackhelp reinforce excellence in performance? Give two examples that could work at Australian Hardware to affect performance.
• How would you apply Australian Hardware procedures to monitor and coach individuals, specifically those with poor performance?

Question 2: The legal context of performance management

Consider the following scenario.

You are the Hardware and HomewaresManager at the Australian Hardware Wollongong store. You are concerned about your application of performance management and want to work according to legal requirements.

Answer the following:

• For three of the following areas, what are the relevant pieces of legislation applicable to performance management at Australian Hardware?
  • equal employment opportunity
  • anti-discrimination
  • competition and consumer protection
  • privacy
  • industrial relations
  • health and safety (OHS/WHS)
  • environmental issues.
• For each piece of legislation identified above, identify at least one requirement relevant to performance management at Australian Hardware.

Question 3: Seeking advice

Consider the following scenario.

You are the Hardware and HomewaresManager at the Australian Hardware Wollongong store. One of your customer service and sales representatives, Kim Smith, is consistently not meeting performance expectations. You have tried setting goals in consultation with the employee, ongoing coaching and feedback. You have conducted two formal performance reviews. You are not sure what else you can do.

Answer the following:

• Name any positions of an internal source you could approach for HR or performance management advice.
• Name one external source (individual professional, consultancy or government) of HR or performance management advice, particularly for managing poor performance.

Question 4: Counselling and support

Consider the following scenario.

You are the Hardware and HomewaresManager at the Australian Hardware Wollongong store. One of your customer service and sales representatives, Kim Smith, is consistently not meeting performance expectations. You have decided to counsel the employee to alert her of poor performance in a formal way and to inform her that dismissal may be an option for the future if her performance does not improve.

Answer the following:

• What steps would you take to counsel the employee in accordance with organisational policy and relevant legislation for disciplinary meetings?
• What legislation is the most relevant in this scenario?
• What is the relevant award for the employee’s role at Australian Hardware?
• What support services could you offer the employee?

Question 5: Dismissal

Consider the following scenario.

You are the Hardware and HomewaresManager at the Australian Hardware Wollongong store. One of your customer service and sales representatives, Kim Smith, is consistently not meeting performance expectations. You have decided to terminate her.

Answer the following:

• What is the process of termination in accordance with organisational policy and legal requirements? Summarise the details.
• What are the relevant unlawful dismissal rules and due process that you must follow?