TR Trainers Methodology Level II (1)

TRAINERS METHODOLOGY (TM) LEVEL II (Training Designer/Dev Designer/D eveloper) eloper) TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY East Service Road, Sout Su!eri"#a$, Ta"ui" Cit$, Metro Ma%i&a

0

Technical Education and Skills Development Act of 1994 (Republic Act No. 9!" Sectio Section n 22, “Estab “Establis lishme hment nt and Administ dministrati ration on of the Nation National al Trade Skills Standards” of the RA 7796 known as the TESA Act mand andates ates TES TESA A to estab stabllish ish nati nation onal al occ!" cc!"a atio tional nal skil skilll stan tandards# The A!th !thor oriit$ shall de%elo" and im"lement a certification and accreditation "ro&ram in which "ri%ate ind!str$ &ro!" and trade associations are accredited to cond!ct a""ro%ed trade tests, and the local &o%ernment !nits to "romote s!ch trade testin& acti%ities in their res"ecti%e areas in accordance with the &!idelines to be set b$ the A!thorit$# A!thorit$#

Technical Education and Skills Development Act of 1994 (Republic Act No. 9!" Sectio Section n 22, “Estab “Establis lishme hment nt and Administ dministrati ration on of the Nation National al Trade Skills Standards” of the RA 7796 known as the TESA Act mand andates ates TES TESA A to estab stabllish ish nati nation onal al occ!" cc!"a atio tional nal skil skilll stan tandards# The A!th !thor oriit$ shall de%elo" and im"lement a certification and accreditation "ro&ram in which "ri%ate ind!str$ &ro!" and trade associations are accredited to cond!ct a""ro%ed trade tests, and the local &o%ernment !nits to "romote s!ch trade testin& acti%ities in their res"ecti%e areas in accordance with the &!idelines to be set b$ the A!thorit$# A!thorit$#

The Training Training Regulations (TR) serve as basis for the: 1. 2. .

Comp Compet eten ency cy ass asses essm smen entt and and cert certif ific icati ation on;; Regi Registr strat atio ion n and del deliv ivery ery of of train trainin ing g progra programs ms;; and !evelo !evelopme pment nt of curric curriculu ulum m and assessm assessment ent instrum instruments ents..

"ach TR has four sections: #ecti #ection on 1

!efi !efini niti tion on of of $ual $ualif ific icati ation on % refer refers s to the the grou group p of com compe pete tenc ncie ies s that describes the different functions of the &ualification.

#ection 2

Competency #tandards % gives the specifications competencies re&uired for effective 'or performance.

#ect #ectio ion n

Traini aining ng #tan #tanda dard rds s % cont contai ains ns infor informa mati tion on and re&u re&uir irem emen ents ts in designing training program for certain $ualification. t includes curriculum curriculum design* training training delivery; delivery; trainee trainee entry re&uirement re&uirements; s; tool tools s e&ui e&uipm pmen entt and and mate materi rial als; s; trai traini ning ng faci facili liti ties; es; train trainer+ er+s s &ualification and institutional assessment.

#ecti #ection on ,

-ati -ation onal al ss sses essm smen entt and Certi Certifi fica cati tion on rr rran ange geme ment nt % descri describe bes s the policies governing assessment and certification procedure.

of

TABLE OF CONTENTS T'ET SE(T)R

TRAINERS METHODOLO'Y (TM) LEVEL II *a&e No# SE(T+)N 

TRA+NERS -ET.))/)01 T-3 /E'E/ ++

SE(T+)N 2

()-*ETEN(1 STANARS 4asic (om"etencies (ore (om"etencies

252 58

TRA+N+N0 STANARS # (!rric!l!m esi&n #2 Trainee Entr$ Re:!irements # /ist of Tools, E:!i"ment and -aterials # Trainin& !alifications #65 +nstit!tional Assessment

8589 9; 9; 9 9 9

• •

SE(T+)N 

SE(T+)N 

NAT+)NA/ ASSESS-ENT AN (ERT+<+(AT+)N ARRAN0E-ENTS



92

()-*ETEN(1 -A*

9

E<+N+T+)N )< TER-S

9

TRA+N+N0 RE0?/AT+)NS <)R TRA+NERS -ET.))/)01 /E'E/ ++ SE(T+)N  TRA+NERS -ET.))/)01 T-3 ++ The TRA+NERS -ET.))/)01 /E'E/ ++ consists of competencies a T/"T trainer or technical trainer performing functions as training designer0developer must achieve.  T/"T trainer is a person 'ho enables a learner or a group of learners to develop competencies to performing a particular trade or technical 'or. The nits of Competency comprising this &ualification include the follo'ing: (ode No# 3311134 3322131 3322132 332213 3311113 332213, 332213 3322138 332213 332213 3322134

4AS+( ()-*ETEN(+ES

3322113

5ead 'orplace Communication pply math and science principles in technical training pply environmental principles and advocate conservation tili6e T applications in technical training 5ead small teams pply 'or ethics* values and &uality principles 7or effectively in vocational education and training 9oster and promote a learning culture "nsure healthy and safe learning environment
(ode No#

()RE ()-*ETEN(+ES

T/T223 T/T223 T/T2234 T/T2213 T/T2211 T/T2212

(ode No# T/T221

Conduct training needs analysis !evelop training curriculum !evelop learning materials !evelop competency assessment tools !esign and develop maintenance system !evelop learning materials for "%5earning

E/E(T+'E ()-*ETEN(1 9acilitate development of competency standards

 person 'ho has achieved this $ualification is competent to be: • • •

Curriculum designer nstructional designer Training designer0developer

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SE(T+)N 2 ()-*ETEN(1 STANARS This section gives the details of the contents of the core units of competency re&uired in TR-"R# <"T=>!>5>?@ (T<) 

4AS+( ()-*ETEN(+ES ?N+T )< ()-*ETEN(1

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/EA )RB*/A(E ()--?N+(AT+)N

?N+T ()E

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;;;9

?N+T ES(R+*T)R

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This unit covers the no'ledge* sills and attitudes re&uired to lead in the dissemination and discussion of ideas* information and issues in the 'orplace.

(onteCt of this !nit

@

This unit is adopted from the basic competencies for -ational Certificate 5evel . n the conteAt of the Trainers
*ER<)R-AN(E (R+TER+A

E/E-ENT 1. Communicate information about 'orplace processes

Italicized terms are elaborated in the Range of /ariables

1.1 1.2 1. 1., 1. 1.8 1.

2. 5ead 'orplace discussions

2.1 2.2 2. 2.,

. dentify and communicate issues arising in the 'orplace

.1 .2 . .,

ppropriate communication method is selected
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RAN0E )< 'AR+A4/ES 'AR+A4/E 1.
RAN0E 1.1 1.2 1. 1., 1. 1.8 1. 1.

-on%verbal gestures /erbal 9ace to face T'o%'ay radio #peaing to groups sing telephone 7ritten nternet

E'+EN(E 0?+E 1. Critical aspects of Competency

ssessment re&uires evidence that the candidate: 1.1 !ealt 'ith a range of communication0information at one time 1.2
2. nderpinning no'ledge

2.1 2.2

>rgani6ation re&uirements for 'ritten and electronic communication methods "ffective verbal communication methods

. nderpinning #ills

.1 .2 . .,

>rgani6e information nderstand and convey intended meaning Darticipate in variety of 'orplace discussions Comply 'ith organi6ation re&uirements for the use of 'ritten and electronic communication methods

,. Resource mplications

The follo'ing resources <#T be provided: ,.1 /ariety of nformation ,.2 Communication tools ,. #imulated 'orplace

.
Competency may be assessed through: .1 !irect >bservation .2 ntervie'

8. ConteAt for ssessment

Competency may be assessed in the 'orplace or in simulated 'orplace environment

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?N+T )< ()-*ETEN(1

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A**/1 -AT. AN S(+EN(E *R+N(+*/ES +N TE(.N+(A/ TRA+N+N0

?N+T ()E

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;;22;

?N+T ES(R+*T)R

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This unit covers the outcomes re&uired to integrate math and science concepts in the content and delivery of technical training programs and to motivate trainees in learning and applying such concepts in the 'orplace. *ER<)R-AN(E (R+TER+A Italicized terms are elaborated in the Range of /ariables

E/E-ENT

1. dentify math and science manifestations in the course content and the 'orplace

1.1 1.2

1.3

2. Relate math and science concepts to common and 'orplace situations

2.1

2.2 2.

. ssess trainees+ internali6ation of math and science concepts

.1 .2

.

.,

,. ntroduce further enhancements

,.1

,.2 ,.

,.,

Course content and learning outcomes are revie'ed and studied for math and science content #ituations in the 'orplace and in everyday life are related to the course or program are identified for inclusion or mention in the training Training aids* lesson plans or session notes are prepared* adopted or customi6ed incorporating or highlighting applications of math and science principles Dractical applications of math and science related to the desired learning outcomes are incorporated* eAplained and stressed during the training Trainees are aided and encouraged to identify and apply math and science concepts in their 'or and everyday life Class eAamples0cases* eAercises* and assignments are given for trainees to eAplore and reflect on the applications0manifestations of math and science along the course content Trainees+ retention of basic math and science concepts are revie'ed to identify area needing further intervention Trainees+ appreciation of math and science principles along the trade area or subect matter is determined using applicable assessment methodology #imple mathematical and scientific models/representations are discussed to aid in the understanding and application of principles and theories using language* style and format that are readily understood. Doorly%understood areas of math and science relevant to the course are given eAtra attention and eAplained in user%friendly terms in accordance 'ith trainees+ interests and learning styles Dersonal no'ledge* eAperiences and observations of self and others in the area of math and science applications are cited and incorporated in the lessons and lecture%discussions Results of application of math and science concepts are evaluated and documented for replication and enhancement 5ogical* systematic and scientific thining and methods are introduced and developed for trainees to assimilate and apply in their o'n 'or and study Contetual and eperiential learning methods are utili6ed to aid in appreciation of math and science concepts

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RAN0E )< 'AR+A4/ES 'AR+A4/E 1. Training aids

2. ssessment methodology

.
,. 5earning styles

. ConteAtual and eAperiential learning methods

RAN0E ral &uestioning 2. ntervie's hm+s la' .2.2 -e'ton+s la's of motion .2. Goyle+s la' . ?raphs and diagrams ..1 Charts and flo'charts ..2 Characteristic curves .. Refrigeration cycle .., #chematic0bloc diagrams .. 9ree%body diagrams
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ssessment re&uires evidence that the candidate: 1.1 !emonstrated understanding of basic math and science concepts relevant to the competency or &ualification 1.2 !emonstrated ability to apply math and science principles to the competency or tass being performed 1. !emonstrated ability to integrate and conteAtuali6e math and science concepts in the design and delivery of technical training

2. nderpinning no'ledge and attitudes

2.1 2.2 2.

2., 2.

. nderpinning sills

.1 .2 . .,

Gasic arithmetic E the four fundamental operations "lementary algebra Gasic science 2..1 ?eneral science 2..2 -atural sciences 2.. Dhysical and biological sciences 2.., #ocial sciences Gasic training methodology Dositive 'or values (patience* perseverance* empathy* professionalism* concern for safety and &uality) Communication sills Training development and management sills >bserving safety and health re&uirements in the classroom* laboratory and 'orshop nstructional sills

,. Resource implications

The follo'ing resources <#T be provided E ,.1 ccess to math and science lab or similar 'orshop ,.2 ccess to real or simulated 'or area ,. Case problems in math and science applications

.
Competency may be assessed through E .1 >bservation or demonstration 'ith oral &uestioning .2 7ritten eAam . Case problems ., ntervie' . Dortfolio .8 Third%party report

8. ConteAt of assessment

Competency may be assessed on the ob or in a simulated 'or environment

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?N+T )< ()-*ETEN(1

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A**/1 EN'+R)N-ENTA/ *R+N(+*/ES AN A')(ATE ()NSER'AT+)N

?N+T ()E

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?N+T ES(R+*T)R

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This unit covers the no'ledge* sills and attitudes re&uired to apply0adopt environmental principles and advocate conservation in diverse technical%vocational training environments* including observing and contributing to positive environment 'or practices. This covers the follo'ing: environmental 'or practices* contributing to improvements of environmental practices* and reporting potential environmental threats. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. 9ollo' environmental 'orplace practices


1.1

1.2

1.

1.,

2. Contribute to improve environmental 'or practices

!or"place practices and #or" instructions relating to potential environmental impacts are recogni6ed and follo'ed* and clarification is sought 'here necessary. Relevant legislation$ codes and national standards that impact on 'orplace environmental practices are recogni6ed and follo'ed. Changes to 'or practices and procedures are responded to positively and promptly in accordance 'ith organi6ational re&uirements. ndividual roles0responsibilities are determined and performed based on the program0 activities identified

2.1 Suggestions are made to designated personnel for improvements to 'orplace practices 'here possible. 2.2 nformation is gathered and improvements are suggested to support the development of improved #or"place approaches to en%ironmental practices. 2. En%ironmental issues and their relationship to 'orplace practices are discussed in the 'orplace 'ith colleagues and designated personnel. 2.,Contributions to the revie' of en%ironmental practices and policies are made 'ithin limits of responsibility.

. Recogni6e and report .1 Signs or symptoms of the potential en%ironmental threat are potential environmental recogni6ed. threats .2 nformation about or observations of a potential environmental threat are reported to supervisors and0or appropriate authorities. . 5ocation and eAtent of the potential environmental threat is accurately recorded. ., Reports on the potential environmental threat are completed according to organi6ational guidelines.

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RAN0E )< 'AR+A4/ES 'AR+A4/E

RAN0E

1. 7or 7orpl plac ace e pract practic ices es and 'or instructions

2. 5egislation* codes and

national standards

. #uggestions

,. !esi !esign gnat ated ed per perso sonn nnel el

. 7orplace approaches

to environmental practices.

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'AR+A4/E

RAN0E

8. "nvironmental is issues

. "nvi "nviro ronm nmen enta tall practices and policies

. #igns or sy symptoms

4. Dote Dotent ntia iall environmental threat or ha6ards

in include bu but ar are no not lilimited to to: >bse >bserv rvat atio ion n of of the the pres presen ence ce of 'ee 'eeds ds** Dest Dest anima imals or che chemic micals als; !amage !amage cause caused d to to plan plants* ts* animal animals s or or the the envir environm onment ent** Chang Changes es in in plan plantt (e.g. (e.g.** dieb diebac ac of trees) trees) and anima animall healt health* h* "rosion of soils* #oil #oils s in in 'at 'ater er suspe uspen nsion* ion* Dresence of salt.

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E'+EN(E 0?+E 1. Crit Critic ical al aspe aspect cts s of of Competency

ssessment re&uires re&uires evidence that the candidate: candidate: 1.1 !emonstrated no'ledge of 'orplace practices and 'or instructions. 1.2 !escribed relevant legislations* codes and national standard environmental practices according to the different environmental issues0concerns. 1. 9ollo'ed environmental 'orplace practices 1., Contributed to improve environmental 'or practices 1. Recogni6ed and reported on a potential environmental threat 1.8
2. nde nderp rpin inni ning ng Hno'ledge

2.1 Relevant legislation from all levels of government on environmental issues 2.2 Relevant environmental policies and 'orplace0industry practices and procedures 2. ?ood practice approaches relevant relevant to 'or area particularly in regard to minimi6ing environment ha6ards and riss* and improving environmental performance 2., "nvironmental issues* especially especially in regard to 'ater catchments* air* noise* ecosystems* habitat* efficient use of resources* sustainability and 'aste minimi6ation 2. Dotential environmental threats and problems relevant relevant to a given region and occupation 2.8 ?eneral 'or place practices and their potential impact on the environment.


.1 .2 . . ., . .8 . .


The follo'ing resources -?ST be provided: ,.1 ,.1 7or 7orpl plac ace0 e0s sse sess ssme ment nt loca locati tion on ,.2 5egisl 5egislati ation* on* policie policies* s* proced procedure ures* s* protoc protocols ols and local local ordinances relating to environmental protection ,. Case Case studi studies0 es0sce scenar narios ios relati relating ng to to env environ ironmen mental tal protec protectio tion n

.
Competency may be assessed assessed through: through: .1 7rit 7ritte ten n0 >ral >ral "Aamina minati tion on .2 .2 nte nterv rvie ie'0 '0Th Thir ird d Dart Darty y Repo Report rts s . Dortfo Dortfolio lio (citat (citation ions0a s0a'a 'ards rds from from ?>s ?>s and and -?>s -?>s** certif certifica icate te of of training E local and abroad) ., #imulations

8. Conte onteA At for for ssessment

Competency may be assessed in actual 'orplace or at the designated T"#! center.

Derforming research and analysis Readin Reading g 0 interp interpret reting ing data data and and infor informat mation ion Drob Droble lem m solv solvin ing g Communica Communicate te 'ith 'ith superv supervisors isors and 'orplace 'orplace colleagu colleagues es Recogni6e Recogni6e basic basic enviro environment nmental al ha6ar ha6ards ds and threats threats follo' follo' 'or 'orpla place ce direct direction ions s and instr instruct uction ions s Heep Heep sim simpl ple e reco record rds. s.

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?N+T )< ()-*ETEN(1

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?T+/+DE +T A**/+(AT+)NS +N TE(.N+(A/ TRA+N+N0

?N+T ()E

@

;;22;

?N+T ES(R+*T)R

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This unit covers the no'ledge* sills and attitude re&uired to utili6e T applications in training. #pecifically it covers setting%up of 'or environment* utili6ation of 'ord processing* spreadsheet* presentation applications and utili6ation of internet and ''' to communicate and collect information. *ER<)R-AN(E (R+TER+A Italicized terms are elaborated in the Range of /ariables

E/E-ENT

1. #et%up 'or environment

2. tili6e 'ord processing application

. tili6e presenter application

,. tili6e spread sheet application

. tili6e internet and ''' to communicate and collect information

1.1

!or" &older is con&igured in accordance 'ith enterprise T utili6ation guidelines. 1.2 'es"top and shortcuts settings are con&igured in%line 'ith personal preference. 1. Connectivity to printer are checed and tested in accordance 'ith e&uipment user guide. 2.1 'ocument layout and &ormatting are applied in line 'ith document formatting re&uirements. 2.2 Application &eatures are utili6ed to enhance productivity in line 'ith application guide0 help instructions 2.3 Drinting of documents is performed in line 'ith enterprise T utili6ation guidelines. .1 Dresentation layout* formatting and theme utili6ation are applied in line 'ith target audience re&uirements .2 nimation and slide transitions are applied to enhance vie'ing and interactivity eAperience in%line 'ith (est practices in utilizing presentation pac"age. . )rinting o& presentation materials are performed in line 'ith user re&uirements and enterprise T utili6ation guidelines ., Dacaging and eAporting of presentation is performed in line 'ith application help instructions0'i6ard. .Dresentation of information is performed in line 'ith best practices in utili6ing presentation pacage. ,.1 !or"(oo" and #or"sheet settings and formatting are applied in line 'ith printing re&uirements. ,.2 Formula and conditional formatting are utili6ed to enhance productivity in line 'ith the application help instructions. ,. Charts are utili6ed to enhance data presentation in line 'ith the application help instructions. ,., Drinting of 'orsheet is performed in line 'ith document layout re&uirements and enterprise T utili6ation guidelines. .1 Chat and email facility is utili6ed to eAchange information and resources in line 'ith chat help instructions. .2 Bro#ser is con&igured to enhance productivity in line 'ith the application help instruction ''' is utili6ed to research and ac&uire resources in line 'ith enterprise T utili6ation guidelines.

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RAN0E )< 'AR+A4/ES 'AR+A4/E 1. 7or folder configuration

2. !estop and shortcuts

settings are configured

. !ocument layout and formatting

,. pplication features

. Gest practices in utili6ing presentation pacage

8. Drinting of presentation materials . 7orboo and 'orsheet settings

. 9ormula

4. Gro'ser configuration

RAN0E ptimal utili6ation of animation and transition effects to enhance learning eAperience not to distract audience. . 'areness in unconscious actions during presentation
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E'+EN(E 0?+E 1. Critical aspects of competency

ssessment re&uires evidence that the candidate: 1.1 #et%up 'or environment 1.2 tili6ed 'ord processing application 1. tili6ed presenter application 1., tili6ed spreadsheet application 1. tili6ed internet and ''' to communicate and collect information

2 nderpinning Hno'ledge

2.1 2.2 2. 2., 2. 2.8 2.

.T. Drinciples (i.e. internet technology* ''') Gest practices in using presenter application Gasic mathematical operation 5ogic reasoning Droductivity application features 9ile management cademic documents (i.e. record sheet* accomplishment charts* session plan


.1 .2 .

"ncoding and computing sills Dresentation sills 5ogic reasoning sills


The follo'ing resources <#T be provided: ,.1 Computer 'ith net'or and internet access ,.2 Drinter and printing consumables ,. #pecification of sample document* 'orsheet* presentation materials

.
Competency may be assessed through: .1 !emonstration 0 >bservation and 'ith oral &uestioning .2 Dortfolio


ssessment should be conducted in the 'orplace0 simulated area 0 T"#! ssessment Center

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1

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This unit covers the no'ledge* sills and attitudes to lead small teams including setting and maintaining team and individual performance standards. This unit is adopted from the basic competencies for National Certicate Level III. In the context of the Trainers Methodology (TM! the small teams here "ould refer to groups of trainees! audience or participants in a training situation! or a group of fello" trainers.

*ER<)R-AN(E (R+TER+A Italicized terms are elaborated in the Range of /ariables

E/E-ENT

1. Drovide team leadership

1.1 1.2 1.3

2. ssign responsibilities

2.1

2.2 . #et performance eApectations for team members

.1 .2 .

,. #upervised team performance

,.1

,.2 ,.

,.,

,. ,.8 ,.

!or" re*uirements are identified and presented to team members Reasons for instructions and re&uirements are communicated to team members Team mem(ers+ *ueries and concerns are recogni6ed* discussed and dealt 'ith !uties* and responsibilities are allocated having regard to the sills* no'ledge and aptitude re&uired to properly undertae the assigned tas and according to company policy !uties are allocated having regard to individual preference* domestic and personal considerations* 'henever possible Derformance eApectations are established based on client needs and according to assignment re&uirements Derformance eApectations are based on individual team members duties and area of responsibility Derformance eApectations are discussed and disseminated to individual team members ,onitoring o& per&ormance taes place against defined performance criteria and0or assignment instructions and corrective action taen if re&uired Team members are provided 'ith &eed(ac" , positive support and advice on strategies to overcome any deficiencies )er&ormance issues 'hich cannot be rectified or addressed 'ithin the team are referenced to appropriate personnel according to employer policy Team members are ept informed of any changes in the priority allocated to assignments or tass 'hich might impact on client0customer needs and satisfaction Team operations are monitored to ensure that employer0client needs and re&uirements are met 9ollo'%up communication is provided on all issues affecting the team ll relevant documentation is completed in accordance 'ith company procedures

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1,


RAN0E

1. 7or re&uirements

1.1 1.2

Client Drofile ssignment instructions

2. Team member+s concerns

2.1 2.2

Roster #hift details

.
.1 9ormal process .2 nformal process

,. 9eedbac

,.1 ,.2

9ormal process nformal process

. Derformance issues

.1 .2 . ., . .8

7or output 7or &uality Team participation Compliance 'ith 'orplace protocols #afety Customer service

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1


ssessment re&uires evidence that the candidate: 1.1
2. nderpinning Hno'ledge

2.1 2.2 2. 2., 2. 2.8

Company policies and procedures Relevant legal re&uirements =o' performance eApectations are set

.1 .2 . .,

Communication sills re&uired for leading teams nformal performance counseling sills Team building sills -egotiating sills


The follo'ing resources <#T be provided: ,.1 ccess to relevant 'orplace or appropriately simulated environment 'here assessment can tae place ,.2
.
Competency may be assessed through: .1 !irect observations of 'or activities of the individual member in relation to the 'or activities of the group .2 >bservation of simulation and0or role play involving the participation of individual member to the attainment of organi6ational goal . Case studies and scenarios as a basis for discussion of issues and strategies in team'or

8. ConteAt for assessment

Competency may be assessed in the actual 'orplace or in a simulated 'or environment

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This unit covers the outcomes re&uired in demonstrating and living out desirable 'or ethics* values and principles in the 'orplace and training environment.

E/E-ENT 1. >bserve 'orplace policies and guidelines

1.1 1.2

1.

1., 1.

2. /alue self%'orth and profession

2.1 2.2 2. 2., 2.

. >bserve proper .1 conduct in dealing 'ith learners and parents .2 .

*ER<)R-AN(E (R+TER+A Italicized terms are elaborated in the Range of /ariables ttendance and punctuality are observed in line 'ith enterprise policies and guidelines. !or" &unctions are performed in line 'ith 'or position0delegation and according to enterprise goals and obectives. Communication* re&uest* and complaints are channelled through authority in line 'ith enterprise policies and procedures. Academic &reedom is eAercised in line 'ith enterprise goals and obectives $uality 'or instructions are delivered in accordance 'ith 'or deadlines and training calendars. Best practices in teaching are demonstrated at all times. Dersonal and professional upgrading is eAercised in line 'ith personal goals and enterprise guidelines and policies. Confidentiality of records and other documents are maintained in line 'ith enterprise policies and guidelines. Drofessional courtesy is eAercised at all times Drofessional role and image as technical trainer are maintained in the classroom0training environment and related situations. Dromotion of learners is performed based on non5"re!dice decision and actual accomplishments and performance of learners. 5earners 'ere given e&ual opportunities to learn and utili6e school facilities in line 'ith the enterprise obective and goals. Darent consultations are performed in line 'ith enterprise policies and guidelines

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1


RAN0E

1. 7or functions

2. cademic freedom

. Gest practices in teaching

4. -on%preudice decision

include but not limited to: #election of teaching methods mplementation of remedial classes Changing methods of collecting evidence of learning

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1


ssessment re&uires evidence that the candidate: 1.1 >bserved 'orplace policies and guidelines 1.2 /alued self%'orth and profession 1. >bserved proper conduct in dealing 'ith learners and parents.


2.1 2.2 2.

Code of ethics and right conduct Dersonnel management 9ilipino customs and traits

. nderpinning # ills

.1 .2

nterpersonal sills Communication sills


The follo'ing resources <#T be provided: ,.1 Case study

.
Competency may be assessed through: .1 7ritten test0 ntervie' .2 Dortfolio


ssessment should be conducted in the 'orplace 0simulated area 0 T"#! ssessment Center

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This unit covers the no'ledge* sills and attitude re&uired to 'or effectively in the policy and operating environment of the vocational education and training sector. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. 7or 'ithin the vocational education and training policy frame'or


1.1

Relevant national %ocational education and training policies and &rame#or"s are accessed* analy6ed* applied and guided in accordance 'ith 'or practices and responsibilities. -. Hey %ocational education and training organizations and sta"eholders are identified* accessed and informed in accordance 'ith updated 'or practices. -.0 Legislation and guidelines are accessed* used* complied and ensured in accordance 'or practices and policy re&uirements. -.1 Sources o& in&ormation and ad%ice on vocational education and training policy and operating conteAt are accessed on a regular basis and changes are noted as appropriate -.2 Opportunities are taen up to contribute to vocational education and training in accordance 'ith organi6ational policy developments. -.3 4ocational education and training terminology is used to communicate effectively in accordance 'ith sector.

2. 7or 'ithin the training 2.1 organi6ation+s &uality frame'or .

5ele%ant organizational documentation is accessed* used* supported and ensured in accordance 'or roles and responsibilities. 7or is conducted in accordance 'ith the training organization+s *uality assurance strategies$ processes$ policies and procedures. .0 Ethical and legal responsi(ilities are adhered to in accordance 'ith 'or practices. .1 7or is undertaen in accordance 'ith the prevailing industrial and employee relations systems and practices. .2 9eedbac and advice on 'or &uality is actively sought from colleagues and clients in accordance 'ith the prevailing industrial and employee relations systems and practices.

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E/E-ENT .
,. !emonstrate a client% focused approach to 'or


.1

7or is planned* prioriti6ed and organi6ed to achieve agreed and eApected outcomes.

.2

7orloads are assessed and guidance0support is sought from relevant personnel 'here #or" issues arise and in accordance 'ith eAisting organi6ational policies and guidelines.

.

5ele%ant technological s"ills are used to enhance 'or outcomes and in accordance 'ith prevailing industrial systems and practices.

.,

7or is undertaen in a collaborative manner 'ith colleagues through sharing of information and ideas and 'oring together on 'or outcomes in accordance 'ith the prevailing industrial and employee relations systems and practices.

.

9eedbac on managing 'or and professional relationships is obtained from clients and collea&!es and is evaluated and acted upon.

1.-

Clients and their needs and epectations form the basis for developing effective 'or practices and outcomes in accordance 'ith operational limits.

1.

E&&ecti%e communication strategies are developed* utili6ed* established and maintained in accordance 'ith client relationships.

1.0

Drocesses for evaluating and improving client satisfaction are developed and built in accordance 'ith 'or practices.

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RAN0E )< 'AR+A4/ES 'AR+A4/E 1. -ational vocational

education and training policies and frame'ors

RAN0E
2. /ocational education and training organi6ations and staeholders

5") 2.2 Technical "ducation and #ills !evelopment uthority (T"#!) 2. ndustry #ills Councils (#Cs) 2., training organi6ations

3. 5egislation and

ccupational health and safety (>=#)

guidelines

,. #ources of information and advice

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'AR+A4/E

RAN0E

. >pportunities

8. /ocational education and training terminology

. Relevant organi6ational documentation

. Training organi6ation+s &uality assurance strategies* processes* policies and procedures

=# .2., e&ual employment opportunity ("">) .2. discrimination and 'orplace harassment

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2

'AR+A4/E

RAN0E .2.8 .2.8 .2. .2.  .2. .2.  .2.4

. ., . . .8 .8 . . .

staff staff discip disciplin linary ary proced procedure ures s fina financ ncia iall mana manage geme ment nt reco record rds s mana manage geme ment nt manageme management nt proces processes ses for learning learning resources resources and learning materials .2.13 .2.13 recruitmen recruitmentt and induction induction of personnel personnel .2.11 .2.11 staff staff &ualifi &ualificatio cations ns learni learning ng and profes professio siona nal0s l0staf tafff develo developme pment nt opport opportuni unitie ties s traini training ng organi organi6at 6ation ion staff staff develo developme pment nt progra programs ms parti artici cip patio ation n in in net net' 'ors ors indi indivi vidu dual al lea learn rnin ing g init initia iati tive ves s member membershi ship p of profes professio siona nall associ associati ations ons0ne 0net'o t'ors rs rele releva vant nt univ univer ersi sity ty cour course ses s

4. "thi "thica call and and lega legall responsibilities

=# legi legisl slat atio ion n 4.1 4.1.2 ""> leg legisla islati tion on 4.1. 4.1. anti%d anti%disc iscrim rimina inatio tion n legisl legislati ation on 4.1., 4.1., legisl legislati ation on relat relating ing to to overs overseas eas lear learner ners s 4.2 compli complianc ance e 'ith 'ith indust industria riall a'ard a'ards* s* enterp enterpris rise e agreem agreement ents s and employment contracts 4. 4. meet meetin ing g envi enviro ronm nmen enta tall stan standa dard rds s 4., duty of care 4. recogn recogni6i i6ing ng and and being being sensi sensitiv tive e to indiv individu idual al diff differe erence nces s and diversity 4.8 provis provision ion of acc accura urate te info informa rmatio tion* n* adv advice ice and servic services es 4. provid providing ing suppor supportt to learne learners rs appr appropr opriat iate e to their their need needs s 4. 4. main mainta tain inin ing g clien clientt priva privacy cy and and conf confid iden enti tial ality ity 4.4 code of practice

13. 7or issues

11. 11. Relevant technological technological sills

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'AR+A4/E

RAN0E 11., 11., 11. 11.8 11. 11. 11.4 11.13 11.13 11.11 11.11

using using compute computers0co rs0communic mmunication ation systems systems to to suppor supportt online online learning cond conduc ucti ting ng 'eb 'eb sea searc rche hes s partic participa ipatin ting g in nternet nternet0v 0vide ideo o confere conferenci ncing ng usin using g ch chat roo rooms mana managi gin ng em email ail operat operating ing comp compute uterr proec proectio tion n e&uip e&uipmen mentt operating operating overhead overhead proector proectors s operating other other business business e&uipment* e&uipment* e.g. faA machines* machines* photocopiers and telephone systems

12. 12. Clie Client nts s and and coll collea eagu gues es

1.Clients and their needs and eApectations

1,. >p >perational limits

=#

1."ffective communication strategies

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E'+EN(E 0?+E 1. Crit Critic ical al aspe aspect cts s of of Competency

2. nderpinning

ssessment re&uires re&uires evidence that the candidate candidate : 1.1 7ore 7ored d 'ith 'ithin in the the voca vocatio tional nal educat education ion and traini training ng poli policy cy frame'or 1.2 7ore 7ored d 'ith 'ithin in the the trai trainin ning g organ organi6a i6atio tion+s n+s &uality &uality frame' frame'or or 1. 1.
no'ledge and attitude

2.2 2.

2., 2.,

2.

2.8 2. 2.

Train Training ing Dacag Dacages* es* includ including ing the purpos purpose e and and stru structu cture re of: of: 2.1. 2.1.1 1 unit units s of comp compet eten ency cy 2.1. 2.1.2 2 sse ssess ssme ment nt ?uid ?uidel elin ines es 2.1 2.1. &uali ualifi fic catio ations ns 2.1. 2.1., , "mpl "mploy oyab abil ility ity #il #ills ls 2.1. 2.1.  supp suppor ortt mat mater eria ials ls Dhilip Dhilippin pine e T/"T T/"T Train Trainers ers $ualif $ualifica icatio tion n 9rame 9rame'or 'or  (DTT (DTT$9) $9) source sources s of of infor informat mation ion on vocati vocationa onall educa educatio tion n and and traini training* ng* for eAample: 2..1 2..1 -T# -T# 'eb 'eb site site for acce access ssing ing deta details ils on on units* units* courses0&ualifications** training organi6ations* and courses0&ualifications Training Dacages and support materials sour source ces s of info inform rmat atio ion n on lega legall and org organ ani6 i6at atio iona nall re&uirements* for eAample: 2.,.1 organi6at organi6ational ional manuals* manuals* documents documents** publicatio publications ns 2.,. 2.,.2 2 orga organi ni6a 6ati tion onal al data data syste systems ms 2.,. publicatio publications* ns* ne'slette ne'sletters rs of relevant relevant authorities authorities compet competenc ency%b y%base ased d trai trainin ning g and and assess assessmen ment* t* for eAampl eAample: e: 2..1 2..1 compe competen tency cy standar standards ds define define perform performanc ance e outcomes outcomes** applied no'ledge and sills needed for 'or 2..2 2..2 compe competen tency cy stand standard ards s form the the basis basis for teach teaching ing and and learning and training delivery in recogni6ed T/"T 2.. 2.. learni learning ng is outc outcome omes s focuse focused d not inpu inputs ts drive driven n 2.., 2.., compe competen tency cy standa standards rds estab establis lish h re&uire re&uiremen ments ts for assessment 2.. 2.. assess assessmen mentt is crite criterio rion n refere reference nced0n d0not ot norm norm referenced 2..8 2..8 assess assessmen mentt is repor reported ted as as compe competen tent0n t0not ot yet yet competent 2.. 2.. compe competen tency cy stan standar dards ds are are indus industry try defi defined ned 2.. 2.. compe competen tency cy stan standar dards ds have have a natio national nal focus focus the traini training ng orga organi6 ni6ati ation+ on+s s syste systems* ms* poli policie cies s and and proce procedur dures es relev relevant ant vocati vocationa onall educ educati ation on and and trai trainin ning g term termino inolog logy y appropriate to the 'or role the divers diversity ity of of clien clients* ts* client client needs needs** clien clientt eApec eApectat tation ions s for for vocational education and training services

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2.4

relevant legal and policy re&uirements* codes of practice* national standards and legislations* for eAample: 2.4.1 specific industry0'orplace legal0compliance and licensing re&uirements 2.4.2 duty of care under common la' 2.4. anti%discrimination including e&ual opportunity* racial vilification and disability discrimination 2.4., 'orplace relations* industrial a'ards and enterprise agreements 2.4. privacy0security of information 2.4.8 copyright0plagiarism 2.13 relevant >=# no'ledge relating to the 'or role0'or conteAt* and >=# considerations 'hen 'oring in vocational education and training* including: 2.13.1 internal policies and procedures to meet >=# re&uirements 2.13.2 ha6ards commonly found in the 'or environment 2.13. sources of >=# information and eApertise . nderpinning sills

.1

.2

.

literacy sills to: .1.1 read and understand vocational education and training policy and other documents* vocational education and training terminology and language styles .1.2 interpret legal re&uirements of vocational education and training policies* procedures and guidelines .1. 'rite documents for a range of vocational education and training audiences and purposes language sills to: .2.1 communicate 'ith personnel across all levels of the organi6ation and 'ith clients .2.2 understand and use vocabulary and terminology specific to the vocational education and training environment .2. listen and summari6e ey points* mae evaluative udgments and articulate verbally or in 'riting to a client or colleague .2., facilitate discussions to encourage problem solving* sharing of strategies* and eAploring different solutions to problems .2. 'or effectively as a team member recogni6ing and being sensitive to individual difference and diversity* for eAample: ..1 being sensitive to and valuing culture ..2 acting 'ithout bias0discrimination .. responding to individuals 'ith particular needs .., recogni6ing the importance of religion

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.,

. .8


The follo'ing resources -?ST be provided: ,.1 ,.2 ,. ,.,

.

planning sills to: .,.1 identify and access relevant sources of national vocational education and training policies* frame'ors* legislation and guidelines .,.2 participate in opportunities to contribute to vocational education and training organi6ational policy developments .,. manage 'or and 'or relationships research sills to access information technology sills to: .8.1 use computer hard'are and relevant soft'are .8.2 use office0business e&uipment

access to business* organi6ational* legislative and vocational education and training documentation access to clients access to colleagues access to a T/"T operating environment

Competency must be assessed through : .1 .2 . .,

!emonstration 'ith &uestioning ntervie' 7ritten Test Third Darty Report

8.1

Competency may be assessed in 'orplace or in a simulated 'orplace setting

8.2

ssessment shall be observed 'hile tas are being undertaen 'hether individually or as a team under lim ited supervision

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This unit covers the no'ledge* sills and attitude re&uired foster and promote an environment 'hich supports inclusive 'or practices and learning culture

1.1

1. 1., 1. 2.1

2.2

2.

2.,

2.

. !evelop and implement 'or strategies to support inclusivity

+N(/?S+'E

/EARN+N0


1.2

2. Dromote and respond to diversity

AN


E/E-ENT 1. Dractice inclusivity

*R)-)TE

.1

.2

Indi%idual di&&erences and clients #ith particular needs are acno'ledged* respected and valued in accordance 'ith eAisting 'or practices and learning culture. Dersonal perceptions and attitudes about difference are eAamined and revised to improve communication and professionalism in accordance 'ith eAisting 'or practices and learning culture. )rinciples underpinning inclusivity are integrated into all 'or practices. The training organi6ation+s access and e&uity policy is used in accordance to 'or practices. ndividualsI rights and confidentiality are respected at all times. The ground rules for participation and behavior 'ith colleagues and clients are established in accordance 'ith a cooperative and agreed process0es. ndividuals are encouraged to eApress themselves and to contribute to the 'or and learning environment in accordance 'ith a cooperative and agreed process0es. ndividuals are provided 'ith opportunities to indicate speci&ic needs to support their participation in learning and 'or in accordance 'ith a cooperative and agreed process0es. Relevant research* guidelines and resources are accessed to support inclusivity in accordance 'ith eAisting guidelines and procedures. 4er(al and (ody language is sensitive to different cultures and bacgrounds and differences in physical and intellectual abilities and as appropriate. 'ocumented resources to support and guide inclusive practices are identified and used to inform 'or strategies in accordance 'ith eAisting guidelines and procedures. Support persons are identified and included in the 'or and learning process 'here appropriate and agreed to.

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Re%titled
24


E/E-ENT


. .,

.

.8

,. Dromote a culture of learning

,.1

,.2 ,.

,.,

,.

.
.1 .2 .

.,

Relevant professional support services are identified and accessed* as appropriate. ny physical en%ironment support needs are acno'ledge and incorporated into 'or practices* 'here practicable and approved by appropriate personnel. O6S issues associated 'ith inclusivity are identified and addressed in accordance 'ith eAisting guidelines and procedures. nclusiveness is modeled in accordance 'ith 'or performance. #upport and advice is provided to colleagues and clients to encourage ne' and ongoing participation in accordance 'ith learning opportunities. The benefits of learning are eAplored 'ith colleagues and clients in accordance 'ith a culture of learning. 5earning and competency achievement is recogni6ed and re'arded in accordance 'ith the 'or and0or learning environment. >pportunities to develop o'n and others generic s"ills are identified in accordance 'ith the 'or and0or learning environment.
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Re%titled
3


RAN0E

1. ndividual differences

include: learning difficulties literacy and numeracy needs language other than "nglish (5>T") cultural bacground* images and perceptions socio%economic bacground age* gender* seAuality religious practices intellectual impairment or disability medical conditions such as arthritis* epilepsy* diabetes and asthma 1.13 physical impairment or disability involving hearing vision* voice or mobility 1.11 psychological or psychiatric impairment

2. Clients 'ith particular needs

. Drinciples

,. ?round rules

. #pecific needs

=# issues to be addressed ., language re&uirements . literacy and numeracy issues .8 more time0additional support to learners . need for a broad general education

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Re%titled
1

'AR+A4/E

RAN0E

8. /erbal and body language

. !ocumented resources

. #upport persons

4. Dhysical environment support needs

13.>=# issues may include

=# impact on others

11. ?eneric sills

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Re%titled
2


ssessment re&uires evidence that the candidate : 1.1 Dracticed inclusivity 1.2 Dromoted and respond to diversity 1. !eveloped and implement 'or strategies to support inclusivity 1., Dromoted a culture of learning 1.
2. nderpinning no'ledge and attitude

2.1 2.2

2. 2., 2. 2.8

2. 2.

2.4


.1

the principles underpinning inclusivity and ho' to integrate them into 'or practices the diversity of clients* client needs* client bacgrounds and differing eApectations for vocational education and tr aining services ethical and inclusive behaviors eApected of professional relationships 'ith clients and colleagues sources of information to support inclusive practices availability and types of supports for clients 'ith specific needs relevant policies* legal re&uirements* codes of practice on: 2.8.1 disability* discrimination* inclusiveness* human rights* e&ual opportunity* racial discrimination 2.8.2 duty of care responsibilities 2.8. access and e&uity policies organi6ational 'or systems* practices >=# relating to the 'or role0'or conteAt* and >=# considerations 'hen fostering and promoting an inclusive learning culture including: 2..1 internal policies and procedures to meet >=# re&uirements 2..2 ha6ards commonly found in the 'or environment duty of care of the training and trainer for the learner and others 'ho may be affected by actions of others 'ithin or attending the training language and communication sills that: .1.1 reflect inclusive language .1.2 address cross cultural communication* indirect communication* participation of others (family0 community0elders)* appropriate time and communication protocols .1. involve consultation and liaison 'ith clients* other colleagues* counselors* eAperts and specialists on learning concerns0issues

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Re%titled


.2

. .,

.1., reflect good practice in active listening* appropriate eye contact* friendly tone* appropriate volume* clarity of diction and plain "nglish .1. .1.8 encourage eApression by all individuals .1. involve a variety of mediums recogni6ing and being sensitive to individual difference and diversity* for eAample: .2.1 being sensitive to and valuing culture .2.2 acting 'ithout bias0discrimination .2. responding to individuals 'ith particular needs .2., recogni6ing the importance of religion research sills to identify and increase no'ledge of individual differences and ho' these impact on individuals problem solving sills to: .,.1 identify specific needs .,.2 respond appropriately to cultural diversity

,. Resource mplication

The follo'ing resources <#T be provided: ,.1 access to relevant policies* legislation* guidelines and resources to support inclusivity ,.2 access to clients0colleagues ,. access to 'orplace environment

.
Competency must be assessed through : .1 !emonstration 'ith &uestioning .2 ntervie' . 7ritten Test ., Third Darty Report


8.1 8.2

Competency may be assessed in 'orplace or in a simulated 'orplace setting ssessment shall be observed 'hile tas are being undertaen 'hether individually or in%group

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Re%titled
,

?N+T )< ()-*ETEN(1

@

ENS?RE A .EA/T.1 AN SA
?N+T ()E

@

;;22;7

?N+T ES(R+*T)R

@

This unit covers the no'ledge* sills and attitude re&uired to ensure the health* safety and 'elfare of learners and candidates. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. dentify >ccupational =ealth and #afety (>=#) responsibilities


1.1 1.2 1.

2. dentify ha6ards in the learning environment

2.1 2.2 2. 2., 2.

. ssess riss in the learning environment

.1 .2 . .,

,. !evelop and implement actions to ensure the health safety and 'elfare of learners and0or candidates

,.1 ,.2 ,. ,., ,.

. Drovide appropriate >ccupational =ealth and #afety (>=#) re&uirements to learners and0or candidates

.1

8. ccupational =ealth and #afety (>=#) arrangements in the learning environment

8.1

.2 .

8.2 8.

The purpose and approaches o& O6S in the learning environment are defined in accordance 'ith >=# standards. !ocumentation outlining the O6S legal responsi(ilities of the %arious parties in the learning environment is accessed* read and interpreted in accordance 'ith >=# standards Organizational O6S documentation is identified and accessed in accordance 'ith standard operating procedures. #ources of information are researched and accessed to identify ha6ards common 'ithin the industry in 'hich the learning 'ill tae place. 5earning environment is inspected prior to use in consultation 'ith various parties in order to identify ha6ards. ny specific >=# needs of learners and0or candidates are in accordance 'ith >=# standards. ny potential ha6ards created by learners and0or candidates 'ith specific needs are identified in accordance 'ith >=# standards. Dersonal limitations and responsibilities in identifying ha6ards are recogni6ed and specialist advisers are consulted in accordance 'ith >=# standards. 5ielihood of inury as a result of eAposure to identified ha6ard0s is assessed in accordance 'ith >=# standards. #everity of any potential inury* illness or negative0adverse outcome arising from the identified ha6ard is assessed for ris in accordance 'ith >=# standards. =a6ards are prioriti6ed for action in consultation 'ith various parties in accordance 'ith >=# standards. Dersonal limitations in assessing riss are recogni6ed and specialist advisers are consulted in accordance 'ith >=# standards. Ris controls are developed based on the hierarchy o& control in accordance 'ith >=# standards. Ris control action plan is identified and accessed or formulated in consultation 'ith various parties ctions 'ithin the control and responsibility of the trainer0facilitator are implemented in accordance 'ith >=# standards. >utstanding ris control actions are referred to the various parties for implementation. Super%isory arrangements appropriate to learners and0or candidates levels of no'ledge0sill0 eAperience are monitored to ensure their health and safety. 5earners and0or candidates are provided 'ith appropriate in&ormation related to >=# 5earners and0or candidates are assessed for no'ledge of >=# re&uirements. 5earners and0or candidates are supplied 'ith personal protective e&uipment in accordance 'ith >=# standards. chievement against the ris control action plan is monitored and any issues addressed as appropriate The effectiveness and reliability of eAisting ris controls are confirmed 'ith relevant parties. "ffective ha6ard and incident reporting and investigation processes are confirmed on a continuing basis.

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Re%titled



RAN0E

1. pproaches of >=#

=# 1. trainer0facilitator familiari6ation 'ith >=# re&uirements of the specific learning environment

2. >=# legal responsibilities

=# and common la' duty of care 2.2 legislative re&uirements for consultation 2. re&uirements under ha6ard%specific and other >=# regulations 2., legislative re&uirements for reporting and record eeping related to >=#

. /arious parties

=# . employee >=# representatives ., other people 'ith prior >=# no'ledge* for eAample: .,.1 trainers0facilitators and assessors .,.2 program coordinators . training and0or assessment organi6ation

,. >rgani6ational >=# documentation

The training organi6ation and0or 'orplace in 'hich the training services tae place* and may include: ,.1 policies and procedures ,.2 incident reports ,. emergency procedures ,., induction information ,. ris assessment ,.8 safety reports

. #ources of information

=# regulatory authorities .2 industry bodies . subect and technical specialists including >=# professionals ., ha6ard and inury reports from similar learning environments

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Re%titled
8

'AR+A4/E

RAN0E

8. =ierarchy of control

The preferred priority for ris control* emphasi6ing ha6ard elimination and* 'here this is not possible* ris minimi6ation by such means as: 8.1 substitution 'ith a lesser ha6ard 8.2 isolation of the ha6ard from people at ris 8. engineering controls 8., administrative means (eg* safe 'or practices* procedures and training) 8. use of personal protective e&uipment

. #upervisory arrangements

. ppropriate information

=#* including: .,.1 reporting procedures for ha6ards* incidents* inuries and faulty e&uipment .,.2 processes to use 'hen inury does occur .,. policies and procedures* including staff handboos

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Re%titled



ssessment re&uires evidence that the candidate : 1.1 dentified >=# responsibilities 1.2 dentified ha6ards in the learning environment 1. ssessed riss in the learning environment 1., !eveloped and implement actions to ensure the health safety and 'elfare of learners and0or candidates 1. Drovided appropriate >=# re&uirements to learners and0or candidates 1.8 =# arrangements in the learning environment


2.1


.1

relevant policies* legal re&uirements* codes of practice and national* for eAample: 2.1.1 legislative re&uirements for information and consultation relevant to safety 2.1.2 legislative re&uirements for record eeping related to >=# 2.1. legislative re&uirements for safe 'orplaces 2.2 >=# roles and responsibilities of employers* the training0 trainers0facilitators* learners and0or candidates* managers and supervisors 2. duty of care obligations for training and0or trainers0facilitators 2., ha6ards and riss in the specific industry 'here learning 'ill tae place 2. common ris control strategies applicable to the industry 'here learning and0or 'ill tae place 2.8 basics of a systematic approach to >=# 2. sources of information on >=# re&uirements relevant to the specific industry 'here learning 'ill tae place 2. organi6ational >=# documentation including policies* procedures and ris control strategies 2.4 hierarchy of control as it applies to riss encountered in the learning environment 2.13 no'ledge of the learning environment sufficient to be able to identify ha6ards and conduct simple ris assessment literacy sills to: .1.1 access a range of sources of >=# information .1.2 read and understand >=# documentation .1. interpret >=# legal re&uirements .1., 'rite ha6ard and incident reports .1. contribute to the development of a ris control action plan (if re&uired)

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Re%titled


.2

.

., .

language sills to: .2.1 communicate and consult 'ith a range of people from different levels and bacgrounds .2.2 listen and summari6e ey points* mae evaluative udgments and articulate verbally technology sills to: ..1 use computer hard'are and relevant soft'are ..2 use office0business e&uipment research sills to access relevant >=# information negotiation sills


The follo'ing resources <#T be provided: ,.1 access to resources and e&uipment to establish and maintain the safety* health and 'elfare of the learner and0or candidate ,.2 access to legislative and training organi6ation documentation on >=#

.
Competency must be assessed through : .1 !emonstration 'ith &uestioning .2 Case #tudy0#ituation . ntervie' ., Dortfolio ssessment


8.1 8.2


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Re%titled
4

?N+T )< ()-*ETEN(1

@

-A+NTA+N AN EN.AN(E *R)
?N+T ()E

@

;;22;8

?N+T ES(R+*T)R

@

This unit covers the no'ledge* sills and attitude re&uired for individuals to manage their personal professional performance and to tae responsibility for their professional development in relation to the provision of training and services.


E/E-ENT 1.

-.-

Dersonal performance is consistent 'ith the organization+s goals and o(7ecti%es.

-. ppropriate pro&essional techni*ues and strategies are modeled in accordance 'ith eAisting organi6ational policies and guidelines.

2. !etermine personal development needs

-.0

Dersonal 'or goals and plans reflect individual responsibilities and accountabilities in accordance 'ith organizational/legal re*uirements.

-.1

Ethical and inclusi%e practices are applied in professional practice and in accordance 'ith eAisting organi6ational policies and guidelines.

2.1

Dersonal no'ledge and sills are assessed against units of competency and other relevant benchmars in accordance 'ith the development needs and priorities.

2.2

Changes in vocational education* training policy and operating environments are identified in accordance 'ith the impact on professional practice and personal development needs.

2.

Feed(ac" from colleagues and clients is identified and used in accordance 'ith personal learning needs0areas of professional development.

2.,

9uture career options are identified as appropriate.

2.

Dersonal learning needs are documented and updated in accordance 'ith eAisting policies and procedures.

2#6

Dersonal development needs are discussed 'ith relevant personnel for inclusion in accordance 'ith the pro&essional de%elopment plan.

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Re%titled
,3


E/E-ENT . Darticipate in professional development activities

,. Reflect on and evaluate professional practice


.1

'e%elopment opportunities suitable to personal learning style0s are selected and used in accordance 'ith continuous support of learning and maintenance of current pro&essional practice/s.

.2

)ro&essional net#or"s are participated in accordance 'ith continuous support of learning and maintenance of current professional practice0s.

.

>'n performance and professional competency is continuously improved through engagement in accordance 'ith professional development activities.

.,

Technology is used to maintain regular communication in accordance 'ith relevant net'ors* organi6ations and individuals.

,.1

'e%elopments and trends impacting on professional practice are researched and integrated in accordance 'ith 'or performance.

,.2

9eedbac from colleagues0clients is used to identify and introduce improvements in accordance 'or performance.

,.

nnovative and responsive approaches for improving professional practice are identified and used in accordance 'ith continuous support to impro%e techni*ues and processes.

,.,

Records* reports and recommendations for improvement are managed in accordance 'ith the organi6ation+s systems and processes.

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Re%titled
,1


RAN0E

1. >rgani6ation+s goals and obectives

2. Drofessional techni&ues and strategies

. >rgani6ational0legal re&uirements

=# . &uality and continuous improvement processes and standards* including validation systems ., financial management* including refund policies and systems to protect fees paid in advance (if appropriate) . recognition of &ualifications issued by other training organi6ations .8 access and e&uity . client selection* enrolment and induction0orientation . staff recruitment* induction and ongoing development and monitoring .4 availability of policies and procedures to all personnel and learners0clients .13 collaborative0partnership arrangements .11 confidentiality and privacy re&uirements .12 ethical standards

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Re%titled
,2

'AR+A4/E

RAN0E .1 defined resource parameters .1, administrative and records management system* for eAample: .1,.1 reporting0recording re&uirements and arrangements .1,.2 maintenance* retention* archiving* retrieval* storage and security of information .1,. document version control

,. "thical and inclusive practices

. 9eedbac

8. Drofessional development plan

. !evelopment opportunities

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Re%titled
,

'AR+A4/E

RAN0E

. Current professional practice0s

4. Drofessional net'ors

13. Technology

11. !evelopments and trends

12.Continuous support to improve techni&ues and processes

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Re%titled
,,


ssessment re&uires evidence that the candidate : 1.1

2.1 2.2 2. 2.,

2. 2.8 2. 2.

2.4


.1

.2

organi6ational goals0obectives organi6ational processes* procedures and opportunities relating to professional development a range of continuous improvement techni&ues and processes and their application social and education trends and changes impacting on the vocational education and training environment* for eAample: 2.,.1 policy changes 2.,.2 technological changes 2.,. cultural changes 2.,., economical changes net'ors relevant to professional practice standards0principles* ethnical0inclusive principles and practices types and availability of training development activities and opportunities relevant policies* legislation* codes of practice and national standards for eAample: 2..1 Training Dacages* competency standards* other relevant benchmars 2..2 licensing re&uirements 2.. industry0'orplace re&uirements 2.., duty of care under common la' 2.. recording information and confidentiality re&uirements 2..8 anti%discrimination including e&ual opportunity* racial vilification and disability discrimination 2.. 'orplace relations 2.. industrial a'ards0enterprise agreements 2..4 -ational Reporting #ystem relevant >=# no'ledge relating to the 'or role0'or conteAt* and >=# 'hen managing o'n professional practice and performance reflection sills to: .1.1 systematically evaluate personal 'or practices to improve performance or understanding .1.2 reduce or prevent stress leadership sills to present a professional image

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Re%titled
,

.

.,

.

.8

. .

.4

self%evaluation sills to: ..1 identify gaps in sills or no'ledge ..2 obtain competencies to meet current and future organi6ational obectives research sills to: .,.1 eep up 'ith trends in vocational education and training to obtain current information .,.2 identify relevant industry affiliations .,. eep up 'ith trends0changes0developments in the vocational area of competency communication sills to: ..1 obtain feedbac from colleagues and clients ..2 participate in professional net'ors .. consult 'ith colleagues and clients interpersonal sills to: .8.1 participate in industry events and activities .8.2 build professional relationships net'oring sills to build an industry net'or literacy sills to: ..1 document personal learning needs ..2 read and interpret vocational education and training information such as legal0 organi6ational policy documents .. complete and maintain records related to professional development time management sills to: .4.1 organi6e professional development activities .4.2 analy6e and identify career options .4. create a balance bet'een 'or* study* personal and recreation activities


The follo'ing resources <#T be provided: ,.1 relevant organi6ational0legal documentation ,.2 access to relevant benchmars ,. access to net'ors* technology* communication

.
Competency must be assessed through : .1 !emonstration 'ith &uestioning .2 ntervie' . 7ritten Test ., Third Darty Report


8.1 8.2


TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
,8

?N+T )< ()-*ETEN(1

@

E'E/)* AN *R)-)TE A**RE(+AT+)N <)R ()STS AN 4ENE<+TS )< TE(.N+(A/ TRA+N+N0

?N+T ()E

@

;;22;9

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@

This unit covers the outcomes re&uired in estimating and evaluating costs and benefits of training* determining its cost% effectiveness and returns* and identifying* recommending and advocating cost%efficient training practices *ER<)R-AN(E (R+TER+A

E/E-ENT 1. #tudy training cost components


1.1 1.2 1.

2. "valuate training costs and benefits

2.1 2.2 2. 2.,

.
.1 .2 . .,

,. Dromote a'areness of costs and benefits of training

,.1

,.2 ,.

9eatures and benefits of training programs are identified and analy6ed based on financial and customer re&uirements Cost components are analy6ed to determine those 'hich deliver the desired training features and benefits 7astages or eAcesses are determined for possible reduction or elimination /ariances in training performance and results are studied to determine good and bad practices Dlanned performance is compared 'ith actual performance to identify future enhancements in conduct of training Cost reduction and control measures that do not impact greatly on training results are recommended sage of training resources is analy6ed for optimi6ation or reduction #imple formative and summative evaluations of training are done to evaluate achievement of learning outcomes $uality training programs are monitored and noted0documented for best practices and results replication Bene&its and returns on training investments are studied using rele%ant data Cost%effective training programs are identified and recommended for documentation* replication and further enhancement. Genefits of training as investment rather than cost center are eAplained and stressed to trainees* fello' trainers and administrators 'here applicable "conomy in use of training supplies and materials and care in use of training e&uipment and facilities are stressed continually
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Re%titled
,


RAN0E

1. Genefits and returns on

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
,


ssessment re&uires evidence that the candidate E 1.1 !emonstrated ability to identify* estimate and evaluate training cost components 1.2 !emonstrated ability to assess training programs according to their cost%effectiveness and return on investment 1. !emonstrated ability to eAplain training costs and benefits and advocate cost%effective training


2.1 2.2 2. 2., 2.

Gasic arithmetic E four fundamental operations Gasic cost accounting and booeeping Gasic training methodology including training costs and benefits Training system evaluation concepts Dositive 'or traits and values (attention to detail* persistence* cost%consciousness* safety% and time%consciousness* &uality% consciousness)


.1 .2 . ., .

Communication sills Computer literacy Computational and accounting sills >bserving safety and health precautions nstructional and facilitation sills


The follo'ing resources <#T be provided: ,.1 ccess to training and enrolment data* e. g.* collection* eApenses* trainee performance data ,.2 ccess to an ongoing training program ,. Case problems in cost%effective training

.
Competency may be assessed through: .1 Case problems .2 7ritten eAam . ntervie' ., #ubmission and presentation of 'ritten report or case study . Dortfolio .8 Third%party report


Competency may be assessed on the ob or in a simulated 'or environment

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
,4

?N+T )< ()-*ETEN(1

@

E'E/)* AN *R)-)TE ?NERSTAN+N0 )< 0/)4A/ /A4)R -ARBETS

?N+T ()E

@

;;22;

?N+T ES(R+*T)R

@

This unit describes the outcomes re&uired in understanding* analy6ing and disseminating information on global labor%maret trends and concerns as they affect the T/"T* labor and employer sectors. *ER<)R-AN(E (R+TER+A Italicized terms are elaborated in the Range of /ariables

E/E-ENT

1. dentify current and future trends0concerns

1.1 1.2

1.

2. ssess ne' developments

2.1 2.2 2. 2., 2.

2.8

. tili6e labor maret information to best effect

.1 .2 .

.,

Relevant and reliable sources o& la(or8mar"et in&ormation (5<) are identified and accessed based on needs ?lobal and local relevance of labor%maret (5<) trends are studied and analy6ed for their implications in the labor and training maret Relevant events* including positions and interests of trainees* clients and training providers are studied and considered in the design and delivery of training "merging issues of potential significance to the local and global labor marets are identified and studied Research findings are assessed for significance to the technical and vocational education and training (T/"T) sector >pportunities and riss of ne' developments are identified and assessed /ie's of trainees* training providers and other staeholders are identified and assessed for their potential benefit or impact 7here necessary responses and strategies for 5< threats and opportunities are developed in consultation 'ith other T/"T partners -e' and emerging concepts* technologies* products and processes are noted and evaluated based on their implications for the T/"T and labor maret 'areness of 5< situation and related concerns are promoted through tals* lectures and other training opportunities Relevant information on 5< and ne' technologies are incorporated in the curriculum and during the training
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Re%titled
3


RAN0E

1. 5< sources

* !>5" (G5"* D>"* G5"#)

2. Responses and strategies

. nalytical tools

T analysis .2 9orce%field analysis . Droblem0>bectives tree ., 9ishbone0cause%and%effect diagram

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
1


ssessment re&uires evidence that the candidate E 1.1 !emonstrated ability to understand and analy6e global labor marets 1.2 !emonstrated ability to identify and tae advantage of opportunities in the global 5< 1. !emonstrated ability to respond to potential threats to T/"T arising from 5< trends 1., !emonstrated ability to adapt technical training to global 5< trends

2. nderpinning no'ledge and attitudes

2.1

2.2 2. 2., 2. 2.8 2.


.1 .2 . ., .

5abor%maret paradigm 2.1.1 #upply side E T/"T providers and schools communities 2.1.2 !emand side E employers (government and private sector) 2.1. 5abor re&uirements variations and seasonality in the 5< T/"T sector no'ledge E 'or regime* systems* technologies and uni&ue aspects relevant to sector or geographic area Drofile of T/"T sector staeholders* opinion leaders and maor players 5egislations and regulations that impact on the T/"T sector "vents and trends that have shaped the global labor maret over time Trends in customer eApectations and buying patterns Dositive 'or values (proactiveness* practicality* results and service orientation* &uality%consciousness) Researching 5< naly6ing the relevance* accuracy and shortcomings of information !iscerning trends* issues ands implications ssessing threats and opportunities Communication and presentation sills


The follo'ing resources <#T be provided E ,.1 T/"T situationers and0or 5< research reports ,.2 Case problems

.
Competency may be assessed through E .1 ntervie' and oral &uestioning based on case problems .2 !emonstration 'ith oral &uestioning of an oral presentation made by the candidate . Third%party report ., Dortfolio (includes reports* recommendations* research and information relating to the global 5< 'ritten by candidate)


ssessment must be conducted in the 'orplace or a simulated 'or environment

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
2

()RE ()-*ETEN(+ES ?N+T )< ()-*ETEN(1

@

()N?(T TRA+N+N0 NEES ANA/1S+S

?N+T ()E

@

T'T22;7

?N+T ES(R+*T)R

@

This unit covers the no'ledge* sills and attitude re&uired to undertae a training needs analysis to identify the training needs of individuals or organi6ation. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. !evelop instruments for T-


1.1 1.2 1. 1.,

1.

2. dminister T- instrument

2.1 2.2

. naly6e T- results

.1

.2 . .,

!iscussions are held 'ith clients to identify obectives* eApectations and other re&uirements ssues to be addressed are identified and analy6ed to determine impact on client o(7ecti%es and re&uirements T- respondents0target group is established based on the obectives and re&uirements ppropriate method &or collecting in&ormation and data on current* emerging and future training needs is selected and research plan is developed and finali6ed 'ith concerned person/s T- instruments are formulated follo'ing the prescribed format >rientations regarding the study is conducted and T- instruments are disseminated to identified respondents 9illed up T- instruments are gathered in accordance 'ith procedures appropriate to the method selected nformation is analy6ed using reliable and valid data analysis methods to determine sills gaps that can be addressed through training or other intervention Conclusions on training needs are prepared and supported by evidence and consistent 'ith research obectives Clients are provided 'ith options for meeting identified training needs Report is prepared and clients are provided 'ith ad%ice and recommendations on training needs

TR-"R# <"T=>!>5>?@ 5"/"5 

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


RAN0E

1. Clients

Client include but not limited to: 1.1 nternal or eAternal client 1.2 "nterprise 1. ndustry sector 1., Drofessional association 1. Community organi6ation 1.8 ?overnment organi6ation

2. >bectives

>bectives include but not limited to: 2.1 9ocus on individual trainee obectives* such as ne' sills* specific competencies* target &ualifications* career advancement 2.2 9ocus on productivity improvement 2. 9ocus on administrative and records management system 2., 9ocus on satisfying legislative or government regulatory re&uirements 2. nvolve specific learning support systems 2.8 Reflect individuali6ed organi6ational training and sill re&uirements 2. Ge affected by national policy and funding parameters

.
.1 .2 . ., . .8

,. Concerned person0s

. . .4 .13 .11 .12 .1

#urveys* intervie's* discussions* focus groups Critical incident techni&ue >bservation of personnel at 'or ccessing relevant legislation* policies and practices naly6ing industry0enterprise sills audit reports naly6ing human resource management records0performance management records Revie'ing industry publications or reports Concept mapping Fob and tas analysis naly6ing assessment or training records Fob descriptions analysis naly6ing organi6ational policy !rive (motivation) pattern identity analysis

,.1 ,.2 ,. ,., ,. ,.8 ,. ,.

Clients "mployees ?overnment agencies
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,

'AR+A4/E

RAN0E

. !ata analysis methods

.1 .2 . ., . .8

$ualitative0&uantitative analysis 9eedbac on results Revie' of previous research Deers revie' !ata sampling #tatistical analysis

8. >ptions

8.1 8.2 8. 8., 8. 8.8

!eveloping in%house capacity to meet identified needs dentifying training and0or assessment organi6ations dentifying specific units of competency* &ualifications0courses Consultancy services Timelines rgency

. dvice and recommendations

.1 .2 . ., . .8

#hort% and0or long%term recommendations #pecified outcomes and strategies Resource re&uirements Drovision of training and0or assessment services !esign and revie' of training programs ConteAtuali6ation of competency standards to meet client goals . dministrative and management systems . Derformance management systems .4 Training and professional development principles .13 Reporting and accountability re&uirements and processes

TR-"R# <"T=>!>5>?@ 5"/"5 

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


ssessment re&uires evidence that the candidate: 1.1 dentified obectives* eApectations and other re&uirements for conducting the study 1.2 dentified appropriate study method and developed instruments for T- 1. ?athered data and analy6ed information using valid analysis method 1., Drepared report 'ith recommendations

. nderpinning no'ledge

2.1

2.

Competency standards and training pacages0courses available ndustry and enterprise no'ledge 2.2.1 relevant assessment and training strategies 2.2.2 clients organi6ation+s culture and eApectations 2.2. underpinning no'ledge and sills to be re&uired in the industry 2.2., changes liely to impact on the industry0sector and training implications of the changes Range of evaluation and research methodologies (literature research* ob0 tas analysis* intervie' techni&ues* etc) Drinciples of intellectual property 2.,.1 'ays to give credit 'hen using other+s ideas or 'or 2.,.2 training and development strategies !ata retrieval and interpretation system (training needs analysis* functional analysis) Dolicy* legislations* codes of practice and competency standards #tatistical analysis

,. nderpinning sills

.1 .2 . ., . .8 . . .4 .13 .11

Research sills 5iteracy sills ntegrative sills >bservation sills Communication sills nterpersonal sills -umerical sills -egotiation and facilitation sills Droblem%solving sills pplying approaches to analy6e issues0 concerns sing audio0video e&uipment and computer

. Resource implications

The follo'ing resources <#T be provided: ,.1 facilities and e&uipment relevant to the activity ,.2 resources and materials relevant to the activity ,. time to accomplish the activity

8.
Competency may be assessed through: .1 intervie' .2 'ritten eAam . third party report ., portfolio . 'or sample

2.2

2. 2., 2. 2.8

. ConteAt for assessment Competency may be assessed individually in the actual 'orplace or through accredited institution

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
8

?N+T )< ()-*ETEN(1

@

E'E/)* TRA+N+N0 (?RR+(?/?-

?N+T ()E

@

T'T22;8

?N+T ES(R+*T)R

@

This unit covers the no'ledge* sills and attitude re&uired to develop* modify0customi6e training curriculum. t includes establishing training re&uirements* identifying the learner* developing* modifying* customi6ing and finali6ing training curriculum. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. "stablish training need re&uirements

2. dentify the learner profile

. !evelop course design

,. !evelop training curriculum modules

. 9inali6e training curriculum


1.1 Sta"eholders are identified and consulted to establish training aims and re&uirements 1.2 Training re*uirements are identified using appropriate methods and sources. 1. Training Regulations or other relevant specifications on 'hich to base the learning program are identified* accessed and confirmed 1., Dotential employment marets and career opportunities for training participants are recorded and documented 2.1 )otential learners are identified 2.2 Drofiles of learners on entry to the course are developed 2. 5anguage and literacy re&uirements of the learner are determined according to profiles .1 Competency standard is analy6ed .2 9nits o& competency and modules are clearly identified . The relationship bet'een units of competence0modules and outcomes is documented ., Course entry and eAit points are lined to occupational and educational opportunities . Drere&uisites for the course and for specific units0modules 'ithin the course are identified and documented .8 The deli%ery strategies and assessment methods are determined . Trainers &ualification to implement the course is specified ,.1 Competency standards0other relevant specifications are analy6ed and interpreted to determine specific learning obectives0outcomes0goals ,.2 Competencies to be ac&uired by the leaner are clearly specified ,.
TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled


RAN0E )< 'AR+A4/ES 'AR+A4/E 1. #taeholders

2. Training aims

. Training re&uirements

,. Dotential learners

. nits of competency

8. !elivery strategies

RAN0E ncludes but not limited to: 1.1 professional associations 1.2 employer associations 1. potential learners 1., trainers0teachers 1. regulatory authorities 1.8 partner organi6ations 1. enterprise(s)0organi6ation(s) 1. industry training advisory bodies 1.4 industry sector 1.13 government bodies 1.11 community sector. ncludes but not limited to: 2.1 developing vocational competency0vocational sills 2.2 developing generic sills 2. developing general education 2., achieving organi6ational change 2. supporting organi6ational sill development 2.8 for professional development purposes 2. developing teams 2. meeting ne' legislation* licensing or registration re&uirements 2.4 meeting regulatory and occupational health and safety (>=#) re&uirements 2.13 meeting funding body re&uirements ncludes but not limited to: .1 trainees+ entry re&uirements .1.1 pre re&uisite competencies .1.2 access to the 'orplace .2 individual learning styles . training methodology ., training materials and supplies .,.1 training references (boos* manuals* multimedia training aids* etc.) . training facility* tools* and e&uipment .8 trainers+ &ualifications . assessment methods ncludes but not limited to: ,.1 eAisting industry0enterprise employees ,.2 school leavers0>#@ ,. ne' entrants to the 'orforce ,., apprentices0trainees ,. individuals learning ne' sills0no'ledge ,.8 individuals seeing to upgrade sills0no'ledge ,. individuals changing careers ,. unemployed ,.4 learners 'ho have a disability ,.13 individuals0groups meeting licensing or other regulatory re&uirements ncludes but not limited to: .1 Gasic competency .2 Common competency . Core competency ., "lective competency ncludes but not limited to: 8.1 the focus of delivery : 8.1.1 groups of varying si6es 8.1.2 groups from single conteAt0from multiple conteAts 8.1. groups of similar educational0competency levels0groups 'ith divergent educational0competency bacgrounds 8.1., on individuals

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled


'AR+A4/E

. ssessment methods

. esources

4. >ther persons

13. ppropriate personnel

RAN0E ncludes but not limited to: 8.2 the focus of delivery : 8.2.1 groups of varying si6es 8.2.2 groups from single conteAt0from multiple conteAts 8.2. groups of similar educational0competency levels0groups 'ith divergent educational0competency bacgrounds 8.2., on individuals 8. the conteAt of delivery: 8..1 in the 'orplace % 'or in situation 8..2 in a simulated 'or environments 8.. in the training room0classroom 8.., in specialist environments % e.g. laboratory0 computer room 8.. in a community setting 8., the mode of delivery: 8.,.1 face%to%face 8.,.2 technology%based electronic0computer%based0 online0audiovisual 8.,. eAperiential 8.,., distance resource%based 8.,. blended 8. delivery methods: 8..1 loc step0learner%paced0miAed 8..2 interactive0participative0collaborative 8.. learner%centered 8.., demonstration instruction 8.. presentations 8..8 guided facilitation 8.. guided activities0applications0eAperiences 8.. tutoring 8..4 proect%based 8..13 individual facilitation techni&ues % coaching0 mentoring 8..11 blended delivery methods ncludes but not limited to: .1 direct observation of real 'or0real time activities or .2 'or activities in a simulated 'or environment . structured activities (e.g. simulation eAercises* proects* demonstration* activity sheets) ., &uestioning (e.g. computer* oral* 'ritten &uestions) . portfolios (collections of evidence compiled by the candidate .8 third party feedbac ncludes but not limited to: .1 Training regulation0competency standards .2 Fob specifications . !C< sheet ., training e&uipment tools and supplies . instructional materials ncludes but not limited to: 4.1 Colleagues 4.2 trainers0facilitators 4. industry contacts 4., vendors 4. =R personnel 4.8 mareting personnel 4. end users 4. subect or technical specialists* including >=# 4.4 language* literacy and numeracy specialists ncludes but not limited to: 13.1 program manager 13.2 head of department 13. senior teacher 13., apprenticeship0traineeship supervisor 13. training coordinator0manager 13.8 =R manager

TR-"R# <"T=>!>5>?@ 5"/"5 

Re%titled
4


ssessment re&uires evidence that the candidate: 1.1 dentified training regulations appropriate for the course to be developed 1.2 !eveloped learners profiles and identified potential learners 1.!eveloped course design 1., naly6ed and interpreted competency standards and developed curriculum modules0 learning outcomes 1. /alidated training curriculum 'ith other persons 1.8 9inali6ed training curriculum and submitted to appropriate personnel


2.1 Hno'ledge of Training regulations 2.1.1 Competency standards 2.1.2 Training standards 2.2Hno'ledge of learning principles: 2.2.1 training needs to be learner%centered 2.2.2 adults have a need to be self%directing and decide for themselves 'hat they 'ant to learn 2.2. adults have a range of life eAperience* so connecting learning to eAperience is meaningful 2.2., adults have a need to no' 'hy they are learning something 2.Hno'ledge of adult learning theory: 2..1 behavioral learning theory 2..2 cognitive learning theory 2.. information processing theory 2.., andragogy 2.,5earners profile* learner target group characteristics 2.5earning styles that best suit the learner profile0target group: 2..1 theorist 2..2 pragmatist 2.. activist 2.., reflector 2.. inaesthetic 2..8 auditory 2.. visual 2.8 Hno'ledge of competency Ebased curriculum development procedures 2.!esign options for training program design0structure 2. Types of different relevant learning resources* learning materials and pre%developed learning activities 2.4 =o' to develop and document ne' learning activities and related learning materials 2.13 !ifferent delivery modes and delivery methods for : 2.11 !ifferent assessment methods 2.12 Relevant policies* legal re&uirements* codes of practice and national standards 2.1 Relevant >=# and other ob roles 2.1, "valuation and feedbac methods

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83


.1 Communication sills .1.1 negotiation sills .1.2 ability to elicit information .1. &uestioning sills .1., listening sills .1. collaboration sill .2 nalysis sills .2.1 interpret information about learnersI needs from enrolment forms and other documentation .2.2 interpret re&uirements of competency standards and 'orplaces* including language* literacy and numeracy .2. develop the learning program content . >rgani6ational sills ., Time management sills . !esigning training program structure .8 Revie'ing training program . Dreparation of Reports


The follo'ing resources <#T be provided ,.1 ccess to staeholders ,.2 ccess to research and training environment ,. ccess to training regulations0competency standards and other relevant specifications ,., ccess to appropriate tools and e&uipment and materials and other resources

.


ssessment should be conducted in the 'orplace 0 simulated area 0 T"#! ssessment Center

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Re%titled
81

?N+T )< ()-*ETEN(1

@

E'E/)* /EARN+N0 -ATER+A/S

?N+T ()E

@

T'T22;9

?N+T ES(R+*T)R

@

This unit covers the no'ledge* sills and attitude re&uired to develop training materials including print* moc%up0simulator and models. This include research and interpret the learning material re&uirements* design the learning material and plan the content* develop the learning material content* revie' learning material prior to implementation* evaluate the design and development process of instructional materials. *ER<)R-AN(E (R+TER+A

E/E-ENT

Italicized items are elaborated in the Range of /ariables

1. naly6e the learning materials re&uirements

-.- The (rie&$ &ocus and type o& learning materials is clarified 'ith the client -. The li"ely target audience/s$ their learning needs and the learning en%ironment for the resource are researched -.0 Characteristics o& the learners/end users of the learning resource are identified -.1 Eisting in&ormation 'hich may be relevant is gathered* collated and analy6ed -.2 Ethical and legal considerations are identified and acted upon -.3  de%elopment #or" plan is 'ritten and documented -.: Groad time frames* possible costs and logistics of the learning materials are considered

2. !esign the learning materials

2.1 range of design options is generated using a variety of principles and techni&ues 2.2 !esign concepts are established* taing into consideration process* material* &uantity* cost and outcome re&uirement 2. Time is taen to reflect on the designs* identifying the implications of each 2.,The diversity of learners0end users and their learning styles are researched and embedded into the design specifications 2.n outline or prototype for the learning resource is developed and confirmed 'ith the client 2.8 5ele%ant personnel are identified to support the development phase* if needed

. !evelop the content of the learning materials

.1 Content and content specification is developed in accordance 'ith the agreed design .2The learning materials content is broen into manageable chuns0segments of learning and se&uenced according to learning principles and techni&ues . "Aisting learning materials are accessed and modified 0customi6ed to suit the learning purposes and audience ., -e'* relevant and engaging learning activities and related learning materials are developed and documented* based on application of learning principles

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E/E-ENT

Italicized items are elaborated in the Range of /ariables

. TeAt is clear* concise* grammatically correct and appropriate for the intended audience0s .8 The resource is formatted using an appropriate style guide . /isuals are relevant* instructive and appropriate for the intended audience0s . ,echanisms for revie'ing 'or in progress are established .4
,.1 Content of the developed materials is checed against content specifications ,.2 TeAt* format and visual design are checed for clarity and focus ,. Relevant personnel are identified and support is sought for the revie' and validation ,., n eAternal revie' is conducted using appropriate methods$ and &eed(ac" is incorporated ,. 9inal draft is revie'ed against the brief and other relevant criteria prior to delivery to the client

. "valuate the design and development process

2.- The design and development process is revie'ed against appropriate e%aluation criteria 2. Time is taen to reflect and identify areas for improvement 2.0 dentified improvements are documented for future proects

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RAN0E

1. Grief* focus and type of ncludes but not limited to: learning materials 1.1Client proposal 1.2 dentified gap in training 1. tender 1.,n organi6ational needs 2. 5iely target ncludes but not limited to: audience0s and 2.1 7ho the learning material is for learning environment 2.2 7hat the learning materials is designed to do 2. =o' the learning materials 'ill be used 2., 7here the learning materials 'ill be used 2. Dossible mediums to be used 2.8 !isinfecting tools and e&uipment . Research
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8,

'AR+A4/E 8. "thical and legal considerations

. !evelopment 'or plan

. !esign options

4. 5earning style

13.>utline or prototype

RAN0E =#) 8.>rgani6ational re&uirements 8.8"&uity issues and needs 8.Dotential legal conse&uences of false* misleading or incorrect information rgani6ation0industrial policies .13 ccess to eAperts0advisers .1use and eAtent of practical activity%based content and passive content (reading* interpreting and absorbing information .2 use and eAtent of teAt%based information and graphical information .level of depth of teAt%based information and sophistication of language ., options for presenting teAt%based information e.g. straight teAt* &uestion and ans'er* case studies ./isual design .8#e&uencing material .#ources for further information0further reading .#tyle guides .4/isual loo
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8

'AR+A4/E 11. Relevant personnel

12.5earning materials

1.
1,.
1. "valuation criteria

RAN0E 11.1 11.2 11. 11., 11. 11.8

#ubect matter0technical eAperts ndustry eAperts Colleagues 5earners or users ndustry staeholders #pecialist consultants* e.g. language* literacy and numeracy specialists ther published* commercially available support materials for Training Dacages0courses 12. organi6ational learning resources 12., references and teAts 12. manuals 12.8 record0log boos
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ssessment re&uires evidence that the candidate: 1.1 naly6ed leaning materials re&uirements 1.2 !esigned and planned learning materials contents 1. !eveloped learning materials contents and prototype 1., Revie'ed and finali6ed learning materials 1. "valuated design and development process

2

2.1 #ound no'ledge of the vocational education and training system: 2.1.1 relevant terminology 2.1.2 training and assessment processes 2.1. Training regulation and competency standards 2.1., Dhilippine T/"T $ualification 9rame'or ( DT$9) re&uirements 2.2 nstructional design : 2.2.1 planning* analysis* development* synthesis* evaluation 2.2.2 presenting material in a logical order and se&uence 2.2. opportunities for collaborative learning bet'een learners 2.2., navigation tools 2.2. presenting material in order of increasing difficulty 2.2.8 opportunities for revie' of material and repetition 2.2. the need for learner activity and interactivity 2.2. inclusion of a variety of approaches and techni&ues for presenting information and activities and for encouraging participation by learning 2.2.4 structure of the information 2.2.13 ensure learning is embedded in a realistic and relevant conteAt 2.2.11 techni&ues to engage the learner in learning 2. /isual design principles0techni&ues: 2..1 format 2..2 composition 2.. balance 2.., typography 2.. images0graphics charts0diagrams 2., Research and evaluation techni&ues: 2.,.1 intervie's 2.,.2 focus groups 2.,. 'orshops 2.,., &uestionnaires 2.,. literature revie's 2.,.8 'eb research 2.,. pilot processes

nderpinning Hno'ledge

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2. ?eneral no'ledge of the main branches of learning theory: 2..1 behavioural learning theory 2..2 information processing theory 2.. cognitive learning theory 2.., andragogy 2.. vocational education and training pedagogy 2.8 5earning principles: 2.8.1 adults are autonomous and self%directed 2.8.2 adults have life eAperience to dra' on 2.8. adults are goal%oriented 2.8., adults need relevance 2.8. adults are practical 2.8.8 adults need to be sho'n respect 2. Cultural a'areness 2.  range of learning approaches and styles of learning resources 2.4 !ifferent learning styles*: 2.4.1 activist 2.4.2 reflector 2.4. theorist 2.4., pragmatist 2.4. inaesthetic 2.4.8 auditory 2.4. visual 2.13 Relevant policy* legislation* codes of practice and national standards including Common'ealth and state0territory legislation* for eAample: 2.13.1 Copyright and privacy la's relating to electronic technology 2.13.2 security of information 2.13. plagiarism 2.13., competency standards 2.13. licensing 2.13.8 industry0'orplace re&uirements 2.13. duty of care under common la' 2.13. anti%discrimination including e&ual opportunity* racial vilification and disability discrimination 2.13.4 'orplace relations 2.13.13 industrial a'ards0enterprise agreements 2.11Relevant >=# no'ledge relating to the 'or role* and >=# procedures 'hich need to be included in the content of the learning resource 2.12 >=# obligations of the training and0or assessment organi6ation* the trainer0facilitator and learner

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.1Revie' and analysis sills to: .1.1 identify areas for improvement .1.2 recogni6e personal limitations .2Communication and interpersonal sills to: .2.1 collaborate 'ith a range of people .2.2 see feedbac from others .2. be open to feedbac and suggestions .2., maintain a net'or .2. listen .2.8 negotiate .Computer0technical sills* for eAample: ..1 using a range of soft'are programs ..2 using a range of office e&uipment .,5iteracy0'riting sills* including: .,.1 'riting from the learnerIs perspective .,.2 'riting for different audiences .,. using plain "nglish and correct grammar .,., pitching 'riting to the appropriate level .,. using an appropriate style .,.8 having an eye for detail .Time management sills* including eeping to appropriate timelines .8nalytical sills to: .8.1 identify critical learning points .8.2 structure and 'eight the contents appropriately .8. determine appropriateness of feedbac .bility to develop a range of learning activities .Research sills to: ..1 find content and relevant information ..2 intervie' relevant people .. solve problems .., as &uestions


The follo'ing resources -?ST be provided: ,.1ccess to learning environment ,.2 ccess to appropriate tools and e&uipment and materials ,.Research for content of learning materials ,., ccess to eAperts for revie' and consultation

.


ssessment should be conducted in the 'orplace0 simulated area 0 T"#! ssessment Center

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This unit covers the no'ledge* sills and attitudes in developing assessment tools. t details the re&uirements for determining evidence re&uirements* selecting appropriate assessment methods* preparing assessment tools* and validating assessment tools in accordance 'ith the relevant ssessment ?uidelines. *ER<)R-AN(E (R+TER+A

E/E-ENT 1. "stablish evidence re&uirements


1.1 1.2 1.

2. "stablish suitable assessment methods

2.1

2.2

. Drepare assessment tools

.1 .2

.

,. /alidate assessment tools

,.1 ,.2 ,. ,.,

Competency standards are identified 'hich describe the 'or activities to be assessed. Relevant unit(s) of competency are read and interpreted to identify the re&uired e%idence. "vidence re&uirements are identified 'hich sho' full coverage and consistent performance of the relevant 'or activities. #uitable assessment methods are identified that are consistent 'ith the evidence re&uirements and the advice provided in the "vidence ?uide and relevant ssessment ?uidelines. ssessment methods are selected 'hich are appropriate for the competency being assessed* and in line 'ith the purpose and assessment contet . ssessment tools are prepared in accordance 'ith the advice provided in the relevant ssessment ?uidelines. Clear and concise 'ritten instructions and materials are prepared for the assessor and the candidate 'hich accurately describe the assessment activity. ssessment tools are checed for validity* fairness* safety and cost effectiveness. !raft assessment tools are checed against e%aluation criteria and amended* 'hen necessary ssessment tools are pilot tested 'ith a small sample of assessors and industry practitioners. nformation gathered through the validation are analy6ed to establish any changes that maybe re&uired. ssessment tools are finali6ed incorporating suggested changes as appropriate.

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3


RAN0E

1. Re&uired evidence

ncludes but not limited to: 1.1 !irect evidence 1.1.1 ctual demonstration 1.1.2 ctual product 1.2ndirect evidence 1.2.1 /ideo presentation 1.2.2 Dhotographs

2. ssessment
ncludes but not limited to: 2.1 7ritten Test 2.2 ntervie' 2. Dortfolio 2., >bservation0!emonstration

. Durpose and ConteAt of ssessment is carried out in order to: assessment .1 Certify that an individual has achieved competency .2Recruit and select trainees for a ob .

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1


ssessment re&uires evidence that the candidate: 1.1 dentified re&uired evidence. 1.2 dentified assessment methods. 1. !eveloped assessment tools. 1., pdated evidence re&uirements* assessment method and tools. 1. Dromulgated and deployed assessment tools according to approved guidelines.


2.1

2.4

ho' to interpret competency standards* including components of competency and dimensions of competency Hno'ledge on the types of evidence and rules of evidence. Hno'ledge on the competency to be assessed. Hno'ledge on the range of assessment purposes and conteAts and the implications of these for the person being assessed. Hno'ledge of different types of assessment methods* their suitability for gathering various types of evidence. Drinciple of reasonable adustment Hno'ledge on the different types of assessment tools Hno'ledge on any legal or ethical responsibilities associated 'ith the assessment system and assessment procedures such as licensing re&uirements* e&ual employment opportunity* disability discrimination and occupational health and safety. Hno'ledge of validation process.


.1 .2 . .,

Communication sills Technical 'riting bility to design assessment tools0method bility to conduct validation


The follo'ing resources <#T be provided: ,.1 ccess to assessment tools to be customi6ed to suit needs of a particular audience or conteAt.

.
Competency may be assessed through: .1 Dractical eAercise involving design of assessment tools. .2 ntervie'

8. ConteAt of ssessment

8.1 8.2

2.2 2. 2., 2. 2.8 2. 2.

>n%the%Fob #imulated 'orplace

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2

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This unit covers the sills and attitudes re&uired to design and develop maintenance system applicable to diverse training facilities. it include verifying maintenance re&uirements* researching and planning for facility and e&uipment maintenance* establishing of maintenance systems* developing maintenance procedure* researches and plan facility and e&uipment maintenance* and establish systems for audit and revie' of the systems and e&uipment. *ER<)R-AN(E (R+TER+A

E/E-ENT


1. /erify maintenance re&uirements

1.1 pplicable Occupational 6ealth and Sa&ety ;O6S<$ legislati%e and organizational re*uirements relevant to organi6ing maintenance programs are identified and complied 'ith 1.2 Facility and E*uipment specifications* service re&uirements and 'orplace procedures are checed for recommended maintenance intervals and processes 1. #pecial re&uirements for maintenance are separated from routine 0day%to% day maintenance schedules 1., Comparisons 'ith previous maintenance* intended e&uipment use* training re&uirements and standard operating procedures are made 1. n outline plan for maintenance and a related 'or schedule are specified and developed 1.8 Communication 'ith others is established and maintained in accordance 'ith >=# re&uirements

2. Research and plan for facility and e&uipment maintenance

2.1 7or re&uirements are identified and clarified 0confirmed 'ith appropriate parties or by site inspection 2.2 5ele%ant codes and standards$ are identified and monitored throughout the 'or procedure 2. 5esources and ser%ice pro%iders dentified* obtained and inspected in compliance 'ith 'or plan and ob specifications 2., Relevant plans* dra'ings and teAt are selected and interpreted in accordance 'ith the 'or plan 2. Dlan maintenance in detail including se&uencing* prioriti6ing and considerations made 'here appropriate for the maintenance of safety* security and capacity in accordance 'ith system0site0organi6ation re&uirements and reference information 2.8 Resolve coordination re&uirements* including re&uests for isolations 'here appropriate* 'ith others involved* affected or re&uired by the 'or 2. Dotential ha6ards are identified and prevention and0or control measures are selected 2. "&uipment and facility maintenance history* condition monitoring information* recent modifications and eAisting status are addressed in defining 'or scope 2.4 Costing of 'or is prepared and impact on budget assessed.

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E/E-ENT


. "stablish maintenance systems

.1 Compliance documentation relevant to facilities and e&uipment maintenance management systems are accessed* interpreted .2
,. Complete maintenance procedures

,.1
. "stablish procedures for revie' of maintenance systems

.1 Drocedures to evaluate and confirm system0e&uipment are established in compliance 'ith organi6ational re&uirements .2 procedures to confirm the currency of and compliance 'ith facility and e&uipment maintenance and safety standards are established . #ystem of recording and reporting facility and e&uipment information is established ., Drocedures is established incorporating feedbac of the revie' system . "stablish procedures for response to instances of non% compliance or other discrepancies0deficiencies revealed by a revie'

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RAN0E

1. >ccupational =ealth and #afety (>=#)

ncludes but not limited to: 1.1 the use of personal protective e&uipment and clothing 1.2 safety e&uipment 1. first aid e&uipment 1., fire fighting e&uipment 1. ha6ard and ris control 1.8 elimination of ha6ardous materials and substances 1. manual handling including shifting* lifting and carrying

2. 5egislative

ncludes but not limited to: 2.1 >=# 2.2 the environment 2. relevant industry codes of practice 2., outsourcing agreement

. organi6ational re&uirements

.1 organi6ational policies .2 role and responsibilities . &uality assurance ., recording and reporting . e&uipment use and storage .8 recycling and re%use guidelines . ethical standards . access and e&uity .4 'aste disposal guidelines

,. 9acilities

ncludes but not limited to: ,.1 "lectrical system ,.2 /entilation system ,. 7ater system ,., 7orshops ,. 9iAtures ,.8 nfrastructure ,. 5aboratory ,. 7orstations

. "&uipment

ncludes but not limited to: .1 large items of e&uipment .2 small items of e&uipment . simple e&uipment ., compleA e&uipment . e&uipment 'ith significant health and safety implications

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

'AR+A4/E

RAN0E

8.
ncludes but not limited to: 8.1 maor cleaning procedures of 'or areas 8.2 facility inspection and repairs 8.2.1 lighting 8.2.2 ventilation 8.2. plumbing 8. repair of e&uipment and tools

. Dlan

ncludes but not limited to: .1 #e&uence* use of consumables and labor re&uirements .2 Gudgetary re&uirements . >utsourcing scheme

. #chedule

4. Communication

4.1 verbal and 'ritten 4.2 constructive feedbac* 4. active listening* &uestioning to clarify and confirm understanding* 4., reporting

13.Relevant codes and standards

ncludes but not limited to: 13.1 >ccupational =ealth and #afety (>=J#) standards 13.2 codes of practice 13. fire codes 13., electrical codes 13. manufacturersI specifications 13.8 environmental re&uirements 13. institutional procedures

11. Resources

ncludes but not limited to: 11.1 all service providers 11.2 staffing 11. materials 11., e&uipment 11. tools 11.8 finances

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'AR+A4/E

RAN0E

12.#ervice providers

ncludes but not limited to: 12.1 internal staff 12.2 eAternal specialists 12. maintenance contractors 12., consultant firms

1. !ocumentation

ncludes but not limited to: 1.1 ob cards 1.2 chec sheets 1. safety rule procedures 1., dra'ings 1. $uality ssurance documentation 1.8 maintenance procedures and outage reports

1,. #ystems

ncludes but not limited to: 1,.1 a plan allocating of personnel 1,.2 reporting and recording 1,. routine and non%routine maintenance of the components of a facility* including 1,..1 electrical 1,..2 ventilation 1,.. plumbing 1,.., e&uipment 1,.. fiAtures and fittings 1,..8 grounds

1. !ata

ncludes but not limited to: 1.1 date 1.2 time 1. nature of faults0repair 1., repairs carried out

16.

Reports

ncludes but not limited to: 18.1 e&uipment type* and si6e* 18.2 inspection* &uality outcomes* 18. ha6ards* incidents or malfunctions 18., manual reporting 18. computer%based system or another appropriate organi6ational communication system

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





.
ssessment re&uires evidence that the candidate: 1.1 /erified maintenance re&uirements 'ith appropriate personnel of the organi6ation 1.2 Researched and planned maintenance activities for facilities and e&uipment 1. nterpreted documentation relevant to facilities and e&uipment maintenance management 1., "stablished maintenance systems according to organi6ation needs 1. "stablished maintenance procedures including recoding and reporting 1.8 "stablished procedures for revie' of maintenance system 2.1 applicable legislative* regulatory or certification re&uirements and codes of practice relevant to 2.2 organi6ing enterprise maintenance programs 2. organi6ational and site standards* re&uirements* policies and procedures for organi6ing maintenance programs 2., principles of cultural diversity and access and e&uity 2. environmental protection re&uirements 2.8 established communication channels and protocols 2. problem identification and resolution 2. types of tools and e&uipment and procedures for their safe use* operation and maintenance 2.4 material* consumable and labor costs 2.13 maintenance procedures and methodologies 2.11 enterprise 'or schedules 2.12 procedures for the recording* reporting and maintenance of 'orplace records and information 2.1 appropriate mathematical procedures for estimation and measurement .1 comply 'ith legislation* regulations* standards* codes of practice and established safe practices and procedures for organi6ing enterprise maintenance programs .2 use and maintain relevant tools* machinery and e&uipment . identify problems and e&uipment faults and demonstrate appropriate response procedures ., use appropriate communication and interpersonal techni&ues 'ith colleagues and others . accurately record and maintain information relating to organi6ing enterprise maintenance programs .8 efficiently and safely organi6e enterprise maintenance programs . use and maintain relevant tools* machinery and e&uipment 3.8 identify problems and e&uipment faults and demonstrate appropriate response procedures The follo'ing resources <#T be provided: ,.1 ccess to learning environment ,.2 ccess to appropriate tools and e&uipment and materials 4.3 ccess to research and other resources Competency may be assessed through: .1 !emonstration 0 >bservation and 'ith oral &uestioning .2 Dortfolio ssessment should be conducted in the 'orplace 0 simulated area 0 T"#! ssessment Center

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This unit covers the no'ledge* sills and attitude re&uired to develop "%learning resources to support e%based learning mode. #pecifically it covers planning* development and testing of digitally formatted learning materials. *ER<)R-AN(E (R+TER+A

E/E-ENT


1. Dlan for the development of digitally formatted learning resources

1.1 Learning resources speci&ications are established in line 'ith target user re&uirements and intended deli%ery mode 1.2 Instructional design are prepared in accordance 'ith the content and established specifications 1. !or" plan are prepared in line 'ith the eApected output and target deadline. 1.,
2. !evelop digitally formatted resources

2.1 ,edia elements are prepared in line 'ith instructional design and learning resource specifications. 2.2uthoring of learning resources is performed in line 'ith the intended delivery mode and established learning resource l specification. 2. Technical and0or content issues that may result to deviations of actual resources from instructional design are discussed 'ith concerned personnel in line 'ith establishment policy. 2.,tili6ation guide are developed in line 'ith learning resources features and design.

. Test digitally formatted learning resources

.1 Test criteria and instruments are developed in line 'ith learning material specification. .2 Test sites and revie'ers are identified in line 'ith established target users . Testing of learning resources are undertaen in line 'ith 'or plan ., 9eedbac and suggestions are addressed in line 'ith approved 'or plan and development cycle.

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4


RAN0E

1. 5earning resources specification

2. !elivery mode

nline learning 2.2 >ffline (C!%based) learning

. nstructional design

,. 7or plan

.

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ssessment re&uires evidence that the candidate: 1.1 Dlanned for the development of electronic learning resources 1.2 !eveloped digital format learning resources 1. Conducted testing of digital format learning resources 2.1 2.2 2. 2., 2. 2.8

.T. Drinciples (i.e. internet technology* ''') Drinciples of learning using internet technology Droect management nstructional designing for e5earning 5earners behaviour and characteristics in e%learning environment Drinciples of research


.1nstructional designing .2Dhoto editing .llustrating digital image and obects .,/ideo editing .udio editing .8uthoring .9acilitation sills


The follo'ing resources <#T be provided: ,.1 Computer for multimedia editing ,.2 nternet access ,. e%5earning Tools (i.e. photo editing soft'are* video editing soft'are) ,., ccess to eAperts for revie' and consultation

.


ssessment should be conducted in the 'orplace 0simulated area 0 T"#! ssessment Center

TR-"R# <"T=>!>5>?@ 5"/"5 

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E/E(T+'E ()-*ETEN(1 ?N+T T+T/E

@

?N+T ()E

@

T'T22

?N+T ES(R+*T)R

@

This unit covers the outcomes re&uired to facilitate the development of competency standards for particular 'or functions* 'or processes* 'or roles and 'or%related vocational outcomes. *ER<)R-AN(E (R+TER+A

E/E-ENT

Italicized (old terms are elaborated in the Range of /ariables

1. Drepare 'orshop materials and venue

1.1 4enue* food* supplies and materials are coordinated in accordance 'ith standard office procedures. 1.2 'ocuments/5ecords are prepared in accordance 'ith standard format. 1. 6andouts and presentation materials are prepared based on need0bacgrounds of eApert%panel members. 1., "Apert panel is identified and organi6ed follo'ing esta(lished procedures.

2. !raft competency standards

2.1

2.2 2.

2.,

2. 2.8

. 9inali6e competency standards

"Aperts are oriented on the process and methods of developing competency standards based on established procedures. 7here applicable* functional analysis is performed in accordance 'ith accepted procedures. n case of lac of or unavailability of eAperts* revie' of literature and adaptation of eAisting0comparable competency standards are carried out in consultation 'ith industry partners. The identified unit0s of competency is0are developed in accordance 'ith competency standards re&uirements and process. Competency standards are drafted in accordance 'ith eApert0'oring committee recommendations. !raft competency standards are pacaged0 presented in accordance 'ith approved format.

0.- Respondents in the validation are identified0 targeted to ensure participation of broad range of staeholders. 0. !raft competency standards are validated 'ith a representative group of industry eAperts0staeholders. 0.0 /alidation results are documented and analy6ed using criteria and a udgment is made to modify* amend or maintain draft. 0.1 /alidated competency standards are checed to ensure the revised0finali6ed standards meets relevant re*uirements. 0.2 Competency standards are finali6ed in accordance 'ith validation recommendations.

TR-"R# <"T=>!>5>?@ 5"/"5 

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RAN0E

1. /enue* supplies and materials

2. !ocuments0records

2.1 2.2 2.

. =andouts

,. "stablished procedures for eApert panels

,.1 ,.2 ,. ,.,

ttendance sheet "Aperts+ nomination form ppointment of eAperts

Re&uest nominations from industry associations0partners eApert%panel members -ominees fill out nomination forms Convene eApert panel into series of 'riteshop%meetings to draft the competency standards /alidate and finali6e the competency standards 'ith eApert panel

. Criteria

.1 .2 . ., .

Relevance of the feedbac ppropriateness of the feedbac 7hether feedbac adds value or meaning 7hether feedbac adds ne' content 7hether feedbac adds to &uality of draft

8. Re&uirements

TR-"R# <"T=>!>5>?@ 5"/"5 

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ssessment re&uires evidence that the candidate %% 1.1 Drepared 'orshop materials and venue 1.2 9acilitated competency standards 'riteshop and validation 1. 9inali6ed competency standards


2.1 ?uidelines for developing competency standards 2.2 The technical and vocational education and training (T/"T) environment 2. Dolicies* legislation* codes of practice and national standards relevant to T/"T


1.1 Dresentation sills .2Communication sills .9acilitation sills .,nalysis sills .Thining sills


The follo'ing resources <#T be provided: ,.1 ccess to panel of eAperts ,.2 /enue ,. #upplies and materials ,., =andouts

.
Competency may be assessed through: .1 ntervie' .2 !emonstration 'ith oral &uestioning . 7ritten eAam0case problems

8. ConteAt of ssessment

ssessment should be conducted in the 'orplace 0 simulated area 0 T"#! ssessment Center

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SE(T+)N  TRA+N+N0 STANARS These guidelines are set to provide the Technical and /ocational "ducation and Training (T/"T) providers 'ith information and other important re&uirements to consider 'hen designing training programs for TR-"R# <"T=>!>5>?@ (T<) 5"/"5 . #

(?RR+(?/?- ES+0N

(o!rses on Trainin& esi&n and e%elo"ment E Trainers
TR-"R# <"T=>!>5>?@ 5"/"5 

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()RE ()-*ETEN(+ES (o!rse Title@ ()N?(T+N0 TRA+N+N0 NEES ANA/1S+S S!&&ested Nominal !ration@ ; .o!rs ?nit of /earnin& )!tcomes -ethodolo&$ (om"etenc$ 1. Conduct training 1.1 !evelop instruments for T- 5ecture0 needs analysis discussion 1.2 dminister T- instrument 1. naly6e T- results #elf%paced instructions Dractical eAercises

Assessment A""roach

•

•

•

• •

•

• •

(o!rse Title@ E'E/)*+N0 TRA+N+N0 (?RR+(?/?S!&&ested Nominal !ration@ ; .o!rs 2. !evelop training 2.1 "stablish training need curriculum re&uirements 2.2 !evelop competencyE based curriculum 2. 9inali6e training curriculum

•

?roup discussion

•

•

#imulation

•

•

5ecture

•

•

(o!rse Title@ E'E/)*+N0 /EARN+N0 -ATER+A/S S!&&ested Nominal !ration@ 2; .o!rs . !evelop .1 naly6e the learning materials re&uirements learning materials .2 !esign the learning materials . !evelop the content of the learning materials ., Revie' and validate the learning materials . "valuate the design and development process

•

•

•

#elf Epace instruction Glended delivery methods

5ecture0 discussion !emonstration0a pplication >ral presentation

(o!rse Title@ E'E/)*+N0 ()-*ETEN(1 ASSESS-ENT T))/S S!&&ested Nominal !ration@ ; .o!rs ,. !evelop ,.1 "stablish "vidence 5ecture0 competency Re&uirements discussion assessment ,.2 "stablish suitable #elf%paced tools ssessment
• •

•

•

•

•

•

•

TR-"R# <"T=>!>5>?@ 5"/"5 

•

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•

7ritten oral &uestioning 7ritten test Third party report Dortfolio 7or sample

7ritten test !emonstration 0 &uestioning Dortfolio

>ral &uestioning 7ritten eAamination !emonstration (Droects)

5ecture0 discussion #elf%paced instructions Dractical eAercises

8

(o!rse Title@ E'E/)*+N0 /EARN+N0 -ATER+A/S <)R E5/EARN+N0 S!&&ested Nominal !ration@ 2; .o!rs ?nit of /earnin& )!tcomes -ethodolo&$ (om"etenc$ . !evelop .1 Dlan for the development of ?roup discussion learning digitally formatted learning #imulation materials for "% resources 5ecture learning .2 !evelop digitally formatted #elf Epace resources instruction . Test digitally formatted learning resources

Assessment A""roach

•

•

•

•

• •

(o!rse Title@ ES+0N AN E'E/)* -A+NTENAN(E S1STES!&&ested Nominal !ration@ ; .o!rs 8. !esign and 8.1 /erify maintenance 9ocused group develop re&uirements discussion maintenance 8.2 Research and plan for facility Grain storming system and e&uipment maintenance Deer teaching 8. "stablish maintenance Role playing systems 8., Complete maintenance procedures 8. "stablish procedures for revie' of maintenance systems •

•

•

• •

• •

•

!emonstration >ral $uestioning 7ritten eAamination "valuation of 'or sample

7ritten test !emonstration 0 &uestioning Dortfolio

•

E/E(T+'E ()-*ETEN(1 Note @ This !nit of com"etenc$ which the trainin& "ro%ider a$ or ma$ S!&&ested Nominal !ration@ ; .o!rs ?nit of /earnin& )!tcomes -ethodolo&$ (om"etenc$ 1. 9acilitate 1.1 Drepare 'orshop materials 5ecture0 and venue development of discussion competency 1.2 9acilitate competency #elf%paced standards: standards development instructions 1. 9inali6e competency Dractical standards eAercises •

• •

•

•

not offer# Assessment A""roach ntervie' >ral &uestioning !emonstration

•

TR-"R# <"T=>!>5>?@ 5"/"5 

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4AS+( ()-*ETEN(+ES S!&&ested Nominal !ration@ 28 .o!rs

?nit of (om"etenc$ 1. 5ead 'orplace Communication

/earnin& )!tcomes 1.1 1.2 1.

2. pply math and science principles in technical training

2.1 2.2 2. 2.,

. pply environmental principles and advocate conservation

.1 .2 .

,. tili6e T applications in technical training

,.1 ,.2 ,. ,., ,.

. 5ead small teams

8. pply 'or ethics* values and &uality principles

.1 .2

Communicate information about 'orplace processes 5ead 'orplace discussions dentify and communicate issues arising in the 'orplace dentify math and science manifestations in the course content and the 'orplace Relate math and science concepts to common and 'orplace situations ssess trainees+ internali6ation of math and science concepts ntroduce further enhancements 9ollo' environmental 'orplace practices Contribute to improve environmental 'or practices Recogni6e and report potential environmental threats #et%up 'or environment tili6e 'ord processing application tili6e presenter application tili6e spread sheet application tili6e internet and ''' to communicate and collect information Drovide team leadership #upervised team performance

8.1 >bserve 'orplace policies and guidelines 8.2 >bserve proper conduct in dealing 'ith learners and parents

-ethodolo&$ • • •

•

•

•

•

•

• •

?roup discussion Role%playing Grainstorming

5ecture% discussion Droects0case studies

5ecture% discussion 9ield visits

5ecture% discussion Dractical lab !emonstration

• •

•

•

•

•

•

•

• • •

•

•

•

5ecture !emonstration #elf%paced (modular) 5ecture% discussion Role%playing0 simulation Case studies

• •

• •

• • •

TR-"R# <"T=>!>5>?@ 5"/"5 

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Assessment A""roach >bservation ntervie'

!emonstration 'ith oral &uestioning Case problems

!irect observation ntervie'

!emonstration0 direct observation 'ith oral &uestioning Dortfolio evaluation

!emonstration Case studies

!emonstration !emonstration 'ith oral &uestioning ntervie' 7ritten test Third%party report



?nit of (om"etenc$ . 7or effectively in vocational education and training

. 9oster and promote an inclusive learning culture

4. "nsure healthy and safe learning environment

13.
11. !evelop and promote appreciation for costs and benefits of technical training 12. !evelop and promote understanding of global labor marets.

/earnin& )!tcomes .1 7or 'ithin the vocational education and training policy frame'or .2 7or 'ithin the training organi6ation+s &uality frame'or . ccupational =ealth and #afety (>=#) responsibilities 4.2 dentify ha6ards in the learning environment 4. ssess riss in the learning environment 4., !evelop and implement actions to ensure the health safety and 'elfare of learners and0or candidates 4. Drovide appropriate >ccupational =ealth and #afety (>=#) re&uirements to learners and0or candidates 4.8 ccupational =ealth and #afety (>=#) arrangements in the learning environment 13.1
TR-"R# <"T=>!>5>?@ 5"/"5 

Assessment A""roach !emonstration 'ith oral &uestioning ntervie' 7ritten test Third%party report

-ethodolo&$ •

•

5ecture% discussion Case studies

•

• • •

•

•

•

5ecture% discussion Role%playing0 simulation 9ield visits

!emonstration 'ith oral &uestioning ntervie' 7ritten test Third%party report

•

• • •

5ecture%discussion 9ield visits Case studies

•

•

• •

• •

• • • •

5ecture%discussion Role%playing Case studies Reporting0 presentation

•

• • •

5ecture%discussion Case studies

•

•

•

• • •

•

•

5ecture% discussion Case studies

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• • • •

!emonstration 'ith oral &uestioning Case problems ntervie'

!emonstration 'ith oral &uestioning ntervie' 7ritten test 7ritten report Case problems 7ritten eAam ntervie' 7ritten report

Case problems 7ritten eAam ntervie' >ral presentation

4

#2

TRA+NEE ENTR1 RE>?+RE-ENTS Candidate0trainee must reach0possess any of the follo'ing &ualification: • •

#

G# ?raduate or e&uivalent Certified at the same or higher -C 5evel in the &ualification that 'ill be handled (for technical trainers)

/+ST )< T))/S, E>?+*-ENT AN -ATER+A/S TRA+NERS -ET.))/)01 /E'E/ ++ Recommended list of tools and materials per trainee for T< 

T))/S >T1

ES(R+*T+)N

E>?+*-ENT >T1

ES(R+*T+)N

-ATER+A/S >T1

ES(R+*T+)N

Computer and peripherals

Daper and pencil

5C! proector

udio video materials

"lectronic 0
=and outs

Training facilities 0e&uipment (!epending on trade area)

Reference boos

7orplace or simulated environment

!ifferent types of forms
TR-"R# <"T=>!>5>?@ 5"/"5 

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#

TRA+N+N0
The competency%based training environment for the training of trainers must include component areas for the follo'ing % practical 'or area* learning resource center* training resource and production area* assessment area* &uality control and support area. t the minimum* there should be provisions for a lecture and 'orshop area* learning resource area* multimedia0computer0audio%visual laboratory and 'orshop0production area.

#

TRA+NERFS >?A/+<+(AT+)NS G (o!rse on Trainin& esi&n and e%elo"ment •

• • • • • •

K

KK KKK

#6

+NST+T?T+)NA/ ASSESS-ENT

nstitutional ssessment is to be undertaen by trainees to determine the achievement of units of competency.  certificate of achievement is issued for each unit of competency.

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SE(T+)N  NAT+)NA/ ASSESS-ENT AN (ERT+<+(AT+)N ARRAN0E-ENTS ,.1

To attain the -ational $ualification of T< * the candidate must demonstrate competence in all the units of competency listed in #ection 1. #uccessful candidates shall be a'arded a -ational T< Certificate signed by the T"#! !irector ?eneral.

,.2

The $ualification may be ac&uired through accumulation of T< Certificates of Competency (C>C) in the follo'ing units of competency E ,.2.1 ,.2.2 ,.2. ,.2., ,.2. ,.2.8 ,.2.

Conduct training%needs analysis !evelop training curriculum !evelop learning materials !evelop "%learning materials !evelop assessment tools !esign and develop maintenance system for training facilities Facilitate development of competency standards – Elective nit

,.

pon accumulation and submission of the above siA (8) T<%C>Cs ac&uired* an individual shall be issued the -ational T<  Certificate.

,.,

ssessment shall focus on the core units of competency. The basic competencies shall be integrated or assessed concurrently 'ith the core units.

,.

The candidate applying for assessment and certification under T<  must be ,..1 G# graduate or e&uivalent ,..2 =older of T<  &ualification ,.. Certified of -ational Certificate level that 'ill be handled0facilitated

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TR-"R# <"T=>!>5>?@ 5"/"5 

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4

E<+N+T+)N )< TER-S 1)

Trainer E a person 'ho enables a learner or group of learners to develop or ac&uire competencies to'ard performing a particular trade or technical 'or

2)

$ualification E a cluster of units of competency that meets ob roles and is significant in the 'orplace. t is also a certification a'arded to a person on successful completion of a course and0or in recognition of having demonstrated competencies relevant to an industry

)

Curriculum E refers to the specifications for a course or subect (module) 'hich describe the relevant learning eAperiences a trainee or student undergoes* generally including obectives* content* intended learning outcomes* training methodology* recommended assessment tass* etc.

,)

Competency standard – a description of competency formed by the no'ledge* abilities* sills* comprehension and attitudes re&uired for acceptable performance of a productive function and established as a reference or re&uirement for a &ualification. Competency standards are made up of units of competency* 'hich are themselves made up of elements of competency* together 'ith performance criteria* a range of variables* and an evidence guide

)

nit of competency E a component of a competency standard.  unit of competency is a statement of a ey function or role in a particular ob or occupation

8)

nstructional design E this covers the planning* delivery and assessment of instruction; the instructional design process includes analy6ing a training or performance problem* defining the intended outcomes* determining ho' to present the content to learners to achieve those outcomes* developing the training course according to the designs* implementing the course* and evaluating its effectiveness. Trainers use instructional design to prepare all types of instructionLcourses presented in the classroom* through 'orboos* and online.

TR-"R# <"T=>!>5>?@ 5"/"5 

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A(BN)/E0-ENTS The Technical "ducation and #ills !evelopment uthority (T"#!) 'ishes to eAtend thans and appreciation to the representatives of business* industry* academe and government agencies 'ho donated their time and eApertise to the development and validation of these Training Regulations. T.E TE(.N+(A/ )RB+N0 0R)?* 













-r#
-embers of the TESA 4oard The TESA 4oard Standards5Settin& and S$stems e%elo"ment (ommittee The -ana&ement and Staff of the TESA Secretariat $ualifications and #tandards >ffice ($#>) Competency ssessment and Certification >ffice (CC>)

TR Trainers Methodology Level II (1)

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