Unpacking a unit of competency

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An RTO (Registered Training Organisation) providing and assessing nationally recognised training must make sure that all requirements of the Training Package are met.
Training Packages describe the required outcomes of training BUT, they do not prescribe how an individual should be trained. It is the lecturers and trainers who develop learning strategies - the "how" of training - depending on learners' needs, abilities and circumstances.

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  • Context: work-based, pre-employment, institutional, returning to workWhat is the need I am trying to addressWho am I directing a program towardsWhat is the best way to engage these groupsWhat are their likely learning characteristicsWill they have access to workplacesOutcome will be a clear description of the purpose and context of the programIdentify needs – first step is developing an understanding of the industry/enterprise – the nature of the enterprise, how it operates, challenges, skills held, approaches taken to training _ HOW WILL YOU FIND OUT?Select qual and UOCInterpreting and picturingCheck assessment guidelines to ensure proposed approaches are consistentCheck Packaging rulesRead customisation guidelinesConfirm selection with industry/enterpriseWhat information do you need?What sort of questions might you need to ask?Who might you need to talk to?
  • Needs:What are the language, literacy, numeracy requirements?What support will learners need? Are there equity concerns we need to address?
  • E.g. A farm worker on a fish farm when called upon to harvest a pond will be undertaking several discrete competencies:Harvest stock + handle stock + OHS + communication = meaningful assessment
  • Context: work-based, pre-employment, institutional, returning to workWhat is the need I am trying to addressWho am I directing a program towardsWhat is the best way to engage these groupsWhat are their likely learning characteristicsWill they have access to workplacesOutcome will be a clear description of the purpose and context of the programIdentify needs – first step is developing an understanding of the industry/enterprise – the nature of the enterprise, how it operates, challenges, skills held, approaches taken to training _ HOW WILL YOU FIND OUT?Select qual and UOCInterpreting and picturingCheck assessment guidelines to ensure proposed approaches are consistentCheck Packaging rulesRead customisation guidelinesConfirm selection with industry/enterpriseWhat information do you need?What sort of questions might you need to ask?Who might you need to talk to?
  • Competency is not an isolated activity – it is part of a bigger picture within a context of work performance
  • What are the conditions under which this activity might be conducted?
  • Unfocused comments:• “Confused”• “Generally sound”• “Adequate”• “Careful how you begin your sentences.”Dismissive, sarcastic comments:• “Did you experiment to find all this?”• “Most of this is straight out of the book.”Comments that ‘pass the buck’:• “You need help with your English.”• “See an academic skills advisor.”Comments sending mixed messages:• “Text is based on only a few readings and not on your own thinking.”• “Follow your own advice.”
  • Task skills (do the work e.g. fix a fence)Task management skills (manage the work e.g. organise material, transport, workers, tools…)Contingency management skills (crisis management - have a plan if something goes wrong)Job/role environment skills (working with others, interactions, complying with SOPs, observing policies etc)
  • Unpacking a unit of competency

    1. 1. UnpackingEsther Fink (TLQG)<br />
    2. 2. Competent – what’s that?<br />Merriam Webster dictionary<br />Having the necessary ability, knowledge, or skill to do something successfully<br />(of a person) Efficient and capable<br />Acceptable and satisfactory, though not outstanding<br />Capable of performing the normal function effectively<br />
    3. 3. Brainstorming Activity<br />Competent<br />Your<br />ProfessionalExpertise<br />
    4. 4. Training Packages<br />Training Packages describe<br />how competency standards may be packaged to form a qualification.<br />the skills and knowledge required of a person for them to perform a job or task to a required standard.<br />guidelines and advice for assessment (e.g. context, skills of assessor)<br />
    5. 5. Good teaching practice<br />Flexible<br />Learnercentred <br />Innovative<br />Workplacerelevant<br />
    6. 6. Step Industry relevant <br />1<br />Plan for Learning and Assessment<br />Establish the context<br /><ul><li>Think about the industry/enterprise
    7. 7. What is needed?
    8. 8. Is training work-based, (or maybe pre-employment, Institutional, returning to work?)</li></li></ul><li>Step 2 - Your learners<br />2<br />Identify participants’ needs<br /><ul><li>Whois this for?
    9. 9. Wherewill they learn?
    10. 10. What do they like/dislike, need?
    11. 11. Whichbarriersmight they have?
    12. 12. … let’s think of otherquestions!</li></li></ul><li>Step Basic structure<br />3<br />Holistic delivery and assessment<br />Identify possible unit clustersReal work activities generally integrate more than one UOC<br />
    13. 13. Step Finetuning <br />4<br />Determine structure, mode and sequence of delivery<br />Online/Face-to-face<br />Activities<br />In which Order?<br />Theory/Practicals<br />
    14. 14. Assessing Competency<br />is part of a bigger picture within context of work performance<br />Multiple opportunities for learners to show what they know, understand and can do in different ways<br />A range of task formats <br />Clear criteria for assessment shared with the learner<br />Constructive (and realistic) feedback<br />
    15. 15. Holistic assessment<br />Real work activities generally integrate more than one UOC  Clustering<br />E.g. A farm worker on a cattle farm when called upon to muster cattle will be undertaking several discrete competencies:<br />
    16. 16. Process of assessment:<br />
    17. 17. Process of assessment:<br />
    18. 18. Validate that :<br />
    19. 19. Dimensions of competency<br />Successful work performance requires:<br />When unpacking the UOC, ask yourself how these dimensions apply.<br />
    20. 20. Planning for evidence<br />What evidence is needed to prove competency?<br />Think of the picture of competence <br />Check the evidence guide<br />Check requirements for employability skills<br />Where should evidence be gathered?<br />workplace or off-the-job<br />What resources are required to gather the evidence?<br />
    21. 21. Planning for evidence<br />?<br />

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