australian college of technology and business pty ltd · 2017. 5. 15. · 9. staff induction...

ACTB -Staff Handbook of 57

AUSTRALIAN COLLEGE OF TECHNOLOGY AND BUSINESS PTY LTD

BRISBANE, AUSTRALIA

STAFF HANDBOOK- Summarised Version Last Updated Feb 2017


Dear Colleagues Welcome to Australian College of Technology and Business Pty Ltd. We are delighted to have you join our team of highly motivated, committed, caring and friendly staff. Please note that this is a summarised version of selected ACTB policies and forms for quick reference. Please note that the ACTB Compliance Handbook comprises all the relevant policies and procedures for ACTB We look forward to working with you. Please do not hesitate to call upon any one of us if you need any assistance. Kind regards General Manager/ Chief Executive Officer Australian College of Technology and Business Pty Ltd


TABLE OF CONTENTS

1. Introduction to ACTB 5

2. ACTB Code of Practice 8

3. Course Dates and Class Timetable 16

4. Important Housekeeping Information for all Staff 17

5. Key Process Checklists for Staff/Contractors 25

7. ACTB Course Progress and Attendance Policy 31

8. Monitoring Academic Progress – Information given to students 36

9. ACTB Policies/ Intranet 37

10. Other Important Information 39

11. Appendices 39

List of Appendices:

1. New Employee Details

2. Choice of Superannuation Fund

3. Professional Development Log

4. Time sheet for casual employees

5. Time sheet for contract trainers

6. Student Course Evaluation

7. Validation Report for Trainers

8. Process Checklist for Trainers

9. Staff Induction Checklist

10. ACTB Continuous Improvement Log

11. Professional Development Attendance Log

12. Leave Application Form

Note: In this document the term ‘staff’ refers to all employees, volunteers and contractors undertaking any work on behalf of ACTB. The term ‘CEO’ implies CEO or General Manager (GM)


CONTACT DETAILS

Australian College of Technology and Business Pty Ltd CRICOS Code: 03164M NTIS # 32017 ABN 124 300 545 ACN 60 124 300 545 Street Address: 100 Brunswick Street

Fortitude Valley Queensland 4006 Australia

Postal Address: PO Box 1133 Kenmore Queensland 4069 Australia Telephone: +61-7- 3852 6967 Email: [email protected] Office hours: Mon- Wed: 9:00am- 5:00pm Thurs: 10:00am- 3:00pm Sat- Sun (Open for classes only): 10am- 5:00pm Website: www.actb.com.au ACTB Policies: www.actb.com.au

(It is a condition of employment that all ACTB staff MUST read and comply with all current ACTB policies and procedures)

Emergency contacts:

Lynn Seo: 0434 570 823

mailto:[email protected]

http://www.actb.com.au/



1. INTRODUCTION TO ACTB

Australian College of Technology and Business Pty Ltd (ACTB) is a registered training organisation delivering nationally accredited courses to domestic students and corporate enterprises in Australia.

ACTB is CRICOS registered and welcomes students from all over the world.

Student programs

ACTB delivers exciting courses for students that assist in developing their practical skills and theoretical knowledge in their respective fields. ACTB offers Certificate and Diploma in the following areas of study:

English Business Management Project Management

Corporate Programs

Our Corporate Training Portfolio comprises courses in professional business communication, project management, and international education Professional Business Communication

Soft skills for employees o Creative Problem Solving o Conflict Resolution o Communication strategies o Customer Service o Teamwork and team building o Sales Fundamentals o Supervising others o Motivating employees

Project Management

Diploma of Project Management


Our Guiding Principles


Our values

ACTB’s vision is to become one of Australia’s leading training providers in the development and delivery of high quality, uniquely learner focused training programs that lead to successful career outcomes for students and professionals CARE We strive to offer exceptional care to learners in a safe, caring and

supportive environment. We are deeply committed to achieving high quality training and career outcomes for our learners.

EXCELLENCE We believe that excellence is achieving outcomes beyond personal,

stakeholder and industry expectations. We strive to demonstrate excellence in the delivery of educational programs, student support services and relationships with stakeholders. The pursuit of excellence keeps us challenged, dedicated and inspired.

INNOVATION We believe we are unique in how we look after our clients, and we revel in our points of uniqueness. We are passionate about innovation and change that leads to continuous improvement and high quality outcomes for our clients, staff and community.

PROFESSIONAL CONDUCT: ‘WALK THE TALK’ 1. Our end-goal is not simply to ‘satisfy’ our customers, or even ‘delight’ our customers. Our end

goal is to create a unique, exciting educational experience for clients and staff alike, based on the underlying principles of genuine care, empathy and commitment to the success of each student. This obviously calls for innovative teaching methods, outstanding communication skills, a high level of emotional intelligence and a desire to challenge run-of-the mill classroom management and teaching techniques. Equally, it calls for a desire to be challenged and to improve continually through self-reflection and professional development.

2. Therefore, we expect our team to demonstrate a highly professional, ultra-friendly, ultra-caring and ultra-supportive attitude towards all clients at all times. We want our team to strive do whatever it takes to build positive professional relationships with, and help students during the course of their study. One of our team members defines us as the ‘Montessori’ of the VET sector.

3. Based on our core principles that underpin our vision for the college, we hope to attract, retain and build a unique team of people who genuinely share our vision and values and enjoy the unique challenge and opportunity to shape our future with us.

4. Every team member should review the underpinning ‘ACTB Defined’ document at the beginning of each term for self-reflection, planning and professional development purposes. This document underpins our training methodology and vision and values.

5. We want to keep our operations simple, with the focus on outcomes, rather than processes.

A simple process checklist outlining key processes for trainers is included in this handbook- see Appendix 8


2. ACTB CODE OF PRACTICE

CODE OF PRACTICE

Australian College of Technology and Business (ACTB) has a Code of Practice to address and establish its commitment to the maintenance of high standards in the provision of vocational education and training. ACTB staff and students must adhere to all relevant ACTB policies, procedures and practices. Access, Equity, Student Selection and Admission Every student who meets the entry requirements (if applicable) as prescribed by the appropriate Training Package will be accepted into any training/assessment program. ACTB will incorporate the principles of equity into all programs. Students have equitable access to all programs irrespective of their gender, culture, linguistic background, race, location, socio-economic background or disability. National Recognition ACTB recognises the assessment decisions of any other Registered Training Organisation (RTO) and the Statements of Attainment and Qualifications issued by any other RTO. Language, Literacy and Numeracy ACTB recognises that all vocational training includes language, literacy and numeracy tasks and all the College trainers and assessors provide:

materials, resources and assessment tools and tasks that do not require students to have language, literacy and numeracy skills of more complexity than those used in the workplace for the competencies being taught/assessed;

clear models of the language/literacy/numeracy task;

opportunities for repeated and supported practice; and

opportunities for independent practice. Where students require additional practice and training ACTB provides language support. IF ACTB does not have specific support required by specific learners, ACTB will assist the student in indentifying alternative training organisations that can provide the specialist support Delivery ACTB will ensure the resources in the area(s) of recognition sought, meet the requirements of the relevant endorsed training package(s) and/or accredited course(s), for the delivery, assessment and issuance of qualifications. Assessment The College is committed to ensuring valid and reliable assessment of achievements against industry competency standards and all assessment undertaken by ACTB remains consistent with the National Assessment Principles.


Assessment Principles: ACTB ensures that all assessment conducted within the organisation is reliable, flexible, fair and valid.

Reliable - all assessment methods and procedures will ensure that competency standards/modules are applied consistently and that there is always consistency in the interpretation of evidence.

Flexible - assessment will be offered in the workplace (on-the-job), in the training environment (off-the-job), in a combination of both or via recognition of prior learning/recognition of current competence. ACTB will ensure that all assessment methods and practices allow for diversity with regard to how, where and when competence has been/will be acquired.

Fair - assessment methods and procedures will not, under any circumstance, disadvantage any student.

Valid - assessment activities will always meet the requirements as specified in the unit of competence/module. Sufficient evidence will always be collected, and will be relevant to the standard/module being assessed.

Assessment Pathways: ACTB offers students a number of assessment pathways appropriate to the qualification outcome. Assessment conducted for the purposes of national recognition will lead to a part or a full qualification under the Australian Qualifications Framework (AQF). The main assessment pathways to a qualification can be listed as follows:

off-the-job training and assessment

workplace assessment

recognition of prior learning/recognition of current competence

credit transfer

simulated workplace assessment

Assessor Qualifications: ACTB ensures that staff, involved in assessment activity, always meets the NVR assessor requirements. Assessment Resources: ACTB when designing assessment resources, ensures that all aspects of competence are covered, including:

task skills (performance of individual tasks);

task management skills (managing a number of different tasks within the job);

contingency management skills (responding to problems, breakdowns and changes in routine);

job/role environment skills (dealing with the responsibilities and expectations of the workplace).

All assessment reporting systems will indicate the units of competency that the individual has attained. ACTB ensures that the personnel conducting assessment utilise appropriate methods for recording, storing and accessing assessment outcomes. Competency Based Assessment


Competency based assessment is a system for assessing a person's knowledge and skills. Assessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. Throughout a course a portfolio of evidence will be collected and can take the form of the following assessment methods:

Short Answer Questions which need answers of a single word, a few words, a sentence or paragraph Project An exercise or research task from which time constraints have been largely removed. It usually involves the work being carried out without close supervision. Group Discussion A means of generating information on a student’s ability to listen, interpret, communicate ideas and sustain conversation. Multiple Choice A question or incomplete statement followed by four or five options from which the student selects the best answer. Case Study Allows opportunity for students to display process and problem-solving skills in a set of integrated tasks in a simulated context. Practical Exercise A task which involves an application of knowledge. The work will be carried out under close supervision and may be open or closed book. Observation Involves observing the demonstration of a student’s performance. Role Play Presents students with the opportunity of displaying behavioural and interpersonal skills in a simulated context.

Assessment activities undertaken by ACTB always follow the methodology outlined below:

1) Assessment procedures are fully explained to students. Throughout all training, students are regularly reminded of the ongoing availability of assessment. 2) Opportunities for Recognition (recognition of prior learning/recognition of current competence and credit transfer) are also discussed, as are any available flexible methods of assessment. The appeals and reassessment process is also outlined. 3) The assessment requirements of the unit(s) of competence/module(s) are outlined, and any particular arrangements for the workplace/training environment are arranged. 4) All evidence-gathering methods remain reliable, flexible, fair and valid. 5) As assessments are undertaken, ACTB teachers/trainers/assessors record individual student assessment results. Sample copies of the assessment instrument are kept by the trainer/assessor. 6) Post-assessment guidance is always available to students. 7) A fair and impartial appeals process is always available. 8) Evaluation of assessment processes and procedures is gathered on an on-going (informal) basis.

Evidence gathering methods commonly utilised by ACTB include, but are in no way limited to:

demonstration

questioning

graphic presentation

projects/assignments


workplace performance

role-play

simulation

oral presentation

audio/visual display

written tests

skills portfolio

Recognition: Students who consider they already possess the competencies identified in all or part of any course/qualification offered by ACTB will be encouraged to seek formal Recognition. The processes used to determine Recognition are fair to all parties and ACTB ensures that it provides adequate support to all potential applicants. An application for Recognition of Prior Learning is available at the College Reception or online at the College website Credit Transfer Recognition can also include the opportunity for Credit Transfer for previous study and must also be accompanied by evidence of currency in the study area. Access to Students’ Records Each student’s records are available to them on request. Students’ records are not available to other people unless ACTB is requested in writing by the student to allow such access. Appeals Process An appeals and reassessment process is an integral part of all training and assessment pathways leading to a nationally recognised qualification or Statement of Attainment under the Australian Recognition Framework. A fair and impartial appeals process is available to students of ACTB. Refer to College Complaints and Appeals Policy. ACTB will record in writing the result of each appeal. Grievance Procedures In the event of a student wishing to lodge a complaint, a formal or informal approach will initially need to be made by the student (or a nominated representative chosen by the student) to the student’s teacher/trainer/assessor. This complaint will be recorded in writing by ACTB. If, however, the complaint involves the student’s teacher/trainer/assessor, a formal or informal approach will need to be made by the student (or a nominated representative) to the Director/ CEO. Refer to ACTB Complaints and Appeals Policy Disciplinary Procedures All ACTB students are expected to take responsibility in line with all current workplace practices and legislation for their own learning and behaviour during both on- and off-the-job training and assessment. Any breaches of discipline will result in the student being given a verbal warning, in the first instance. Repeated breaches will result in the student having to “show cause” why they should not be excluded from further participation in the program. Refer to the Code of Conduct section in the Student Handbook. Student Welfare, Guidance and Support Services


All students of ACTB are treated as individuals and are offered advice and support services that assist them in achieving their identified outcomes. Students have access to the CEO/ Training Manager, Student Support officers to get support on advice on general academic issues, welfare matters and difficulties. ACTB does not offer professional welfare or guidance services on a daily basis; however, the College can arrange psychologists, professional career counsellors and guidance counsellors, if required. Legislative Requirements All relevant Commonwealth and State legislative requirements are to be followed by teacher/trainer/assessors, administrators, and students (where applicable) in relation to:

Work Health And Safety

Anti-Discrimination including equal opportunity, racial vilification, disability discrimination

Workplace harassment, victimisation and bullying

Privacy

VET Acts including Vocational Placement

Work Experience

Copyright

National principles for registration and mutual recognition

Apprenticeships and traineeships

The Education Services for Overseas Students (ESOS) Act 2000; Queensland Act

National Code of Practice 2007

Other relevant federal and state laws, codes and policies

ACTB policies and procedures

Commonwealth Legislation

Copyright Act 1968

Disability Discrimination Act 1992

Disability Discrimination Amendment (Education Standards) Act 2005

Disability Discrimination and Other Human Rts Bill 2009

Disability Discrimination Amendment Act 2002

Education Services for Overseas 2000

Education Services for Overseas Students Amendment (Registration Charges Consequentials) Act 2011

Equal Employment Opportunity (Commonwealth Authorities) Act 1987

Fair Work (Registered Organisations) ACT 2009

Fair Work (Registered Organisations) Amendment Act 2012

Fair Work Act 2009

Fair Work (State Referral and Consequential and Other Amendments) Act 2009

http://www.comlaw.gov.au/Details/C2014C00013

http://www.comlaw.gov.au/Details/C2004A01003

http://www.comlaw.gov.au/Details/C2004A01003










Anti-Bullying ACTB has a responsibility to ensure that the rights of its students are safeguarded. These include the right to a learning environment free from discrimination and harassment. By definition bullying is repeated oppression, psychological or physical, of a less powerful person or group by a more powerful person or group of persons. It may be manifested in many ways e.g. harassment (verbal, sexual or psychological), victimisation, alienation, coercion, intimidation, exclusion, ostracism, discrimination. Refer to ACTB policies Training and Assessment Policy ACTB delivers learning experiences and performs assessment of student learning under the guidelines articulated by the Department of Education and Training. ACTB’s delivery of training and assessment is informed by Industry Training packages. These sources are used to develop Training and Assessment Plans for all qualifications

National Vocational Education and Training Regulator (Transitional Provisions) Act 2011

National Vocational Education and Training Regulator Act 2011

Privacy Act 1988

Racial Discrimination Act 1975

Sex Discrimination Act 1984

Work Health and Safety (Transitional and Consequential Provisions) Act 2011

Work Health and Safety Bill 2011

Workplace Gender Equality Act 2012

Queensland Legislation

Anti-Discrimination Act 1991

Child Protection Act 1999

Child Protection (Offender Reporting) Act 2004

Defamation Act 2005

Disability Services Act 2006

Education (Overseas Students) Act 1996

Education (General Provisions) Act 2006

Education and Care Services Act 2013

Information Privacy Act 2009

Higher Education (General Provisions) Act 2008

Vocational Education and Training (Commonwealth Powers) Act 2012

Vocational Education, Training and Employment Act 2000

Work Health and Safety Act 2011


http://www.comlaw.gov.au/Details/C2011B00124



Training and Assessment Strategies Learning and Assessment Strategies have been developed for all qualifications. Each strategy contains information on:

the Training Package

qualification

units of competency

clients/target audience

organisation/duration

consultation

clustering/course structure

evidence gathering techniques

delivery and assessment staff

assessment validation process pathways

Each program will be evaluated to establish its effectiveness. Any changes required before the delivery of each training course or module will be recorded systematically and used for continuous improvement. Resources The latest training package details can be found at www.training.gov.au Resources and Training Packages can be purchased from various providers. Literacy and numeracy support materials can be found at www.training.qld.gov.au/ctm

International Education Legislation

In order to enroll international students, ACTB is required to register on the ‘Commonwealth Register for Institutions and Courses for Overseas Students’ (CRICOS). CRICOS registration is a two-stage process requiring institutions to register with the designated authority in each state or territory, followed by registering with CRICOS through the Department of Education, Employment and Workplace Relations (DEEWR), formerly the Department of Education Science and Training (DEST) In order to be registered on CRICOS, ACTB must comply with the Education Services for Overseas Students Act 2000 (the ESOS Act); the ESOS Act 2000 Regulations; the ESOS Act (Registration Charges) 1997; and the related National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (the National Code). Additionally, ACTB must comply with all relevant Queensland legislation and policies. The National Code provides nationally consistent standards against which institutions can benchmark their policies, procedures and practice. The policies, procedures and templates used by ACTB for the international student program against each of the fifteen National Code standards required for compliance are available to all staff. It is important for staff to direct all student/ client enquiries to the appropriate department within ACTB in order to ensure that information given to students is in accordance with legislative and policy requirements. In particular, enquiries regarding enrolments, attendance, exemption from classes, academic pathways, visas, student visa obligations should be directed to the Client Services department or the Head of the Academic department.

ACTB fulfils its legal obligations, including the requirements of the following legislation as it applies to international students:

Education Services for Overseas Students Act 2000

Education Services for Overseas Students

ESOS (Registration Charges) Act 1997

Education (Overseas Students) Act 1996

Education (Overseas Students) Regulations 1998

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

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


Regulations 2001

The National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2001 (The National Code)

ESOS (Assurance Fund Contributions) Act 2000

Education (General Provisions) Act 1989

Education (General Provisions) Amendment 2003

Migration Act 1958

Commission for Children and Young People Act 2000

Other obligations arise from:

1. Relevant Professional Standards and Codes of Ethics

2. Department of Immigration website: www.immi.gov.au

3. Australian Education International website: aei.dest.gov.au/ESOS

4. Australian College of Technology and Business Pty Ltd policies, procedures and student information pack

http://www.immi.gov.au/

http://aei.dest.gov.au/ESOS


3. COURSE DATES AND CLASS TIMETABLE

Course Dates

Please refer to http://www.actb.com.au/page.php?id=139

Class Timetables

Class timetables vary each semester and are posted on the college notice board. The college teaching times are between 8:00am- 9:00pm and classes are scheduled between these hours.

http://www.actb.com.au/page.php?id=139


4. IMPORTANT HOUSEKEEPING INFORMATION FOR ALL STAFF

Amenities and Resources

Access to Classrooms and Admin Offices

Classrooms are usually kept locked before and after classes. If necessary, staff will be issued with a key to designated rooms or given access to a central key. Staff would need authorisation from the CEO to obtain a key. The CEO assigns keys to staff. At the end of your tenure all keys must be returned to your supervisor (or to the Receptionist, if directed by your Supervisor).

Computers

Staff/Contractors will have access to computers and Internet. A username and e-mail account will be allocated, and Staff/Contractors are given a brief rundown on the operations. Staff/Contractors will be given our Acceptable Use Policy in respect to the Internet. This policy, like all our policies, is a very important document and Staff/Contractors are asked to read the contents of the policy carefully.

Use of the Internet and email during your designated work hours for purposes other than college business is against company policy unless management has given prior approval. Breach of this policy may result in the immediate termination of employment. Staff/Contractors are permitted to use the internet for limited personal use outside their designated work hours, within the clauses defined in the IT Acceptable Use policy

All computer users are expected to abide by the Acceptable Use guidelines. Computers should be logged off and shutdown at the end of use. Computer users are encouraged to conserve paper and only print when a document has been thoroughly checked, to avoid wasting resources.

All Staff/Contractors are required to report computer faults/problems to Reception. Staff/Contractors must ensure that they know the shutdown procedures for the computers.

Emails

You will be allocated an ACTB email ID for work purposes. The email ID is [email protected]

Petty Cash

Sometimes you might need to purchase something for the college, under $50, which requires your own money. This can be reimbursed through petty cash. An authorisation and receipt is required for reimbursement. Prior authorisation must be sought from the CEO/GM in writing for any such expenditure.

Photocopiers

Photocopiers are available for Staff/Contractors use through an assigned user code. Please keep photocopying to a minimum to conserve valuable resources. All teaching Staff/Contractors are required to do their own photocopying for their classes.

mailto:[email protected]


Requisitions

It is necessary to obtain written authorisation (email) to purchase any item and/or service on behalf of the organisation. The college takes no responsibility to compensate for any unauthorised purchases/ expenditure.

Reporting defects

All building/ equipment defects should be reported to the Receptionist.

Stationery

Please see Reception. For any special items or large quantities, please lodge a stationery request with Reception. Such orders require approval from the CEO

Staff / Contractors Amenities

The kitchen has coffee and tea making equipment, microwave, toaster and a refrigerator. All Staff/Contractors are welcome to use these facilities. The Staff/Contractors room has a separate fridge that Staff/Contractors may wish to use.

Staff/Contractors Room

The Staff/Contractors room is available for use for all Staff/Contractors. A designated desk will be provided to you. Depending on the number of Staff/Contractors, the desk may be shared with other trainers on separately rostered days.

Telephones

A central college telephone line is available to Staff/Contractors for work purposes.

The College telephones are available to Staff/Contractors for personal calls in emergency situations only. Staff/Contractors are requested to refrain from using the College telephones for making other personal calls.

Toilets

Male/ female toilets are available for Staff/Contractors and students.

Building Security

All Staff/Contractors are requested to ensure the security of the ACTB building is kept to a maximum. The building is protected by a security system with alarm panels in the following locations:-

Front Door

Back Door You will be given a security access code and a card. You can access the building by swiping your card at the front or back door. You will need to disarm the building using your security code if you


are the first one to enter the building. Similarly, you are required to set the alarm using your access code if you are the last person to leave the building. The building and surrounds are under surveillance. The security company will be your first point of contact if you encounter any after hour issues. Contact details for the security company can be found on the alarm panel. If access is required, after hours, authorisation is required from the Director/ CEO. A key and security PIN will be issued to you by the Director/ CEO.

Confidentiality

Because of the nature of the services provided, confidential information about the college, its students, and its curriculum and student records must not be divulged to anyone other than persons authorised to receive this information. A breach of any material part of the confidentiality agreement constitutes misconduct and renders you liable to disciplinary actions, which may include termination of employment. Confidentiality is required both during your employment and following the termination of your employment. The maintenance of confidentiality on the part of an employee is of vital importance to the College and to its students and Staff/Contractors.

Course Materials / Teaching Resources / Reference Material

The College has developed a collection of teaching resources, including study guides, assessment packs and reading materials for selected subjects. All the available resources are stored in a folder on the server (access to this is given to management and administration). The folder is under: ADMIN-NAS/ Academic folder/ Subject/…

Each subject folder has the following sub-folders:

Teacher Resources (contains PPTs, readings, optional hand-outs, links to useful websites etc)

Assessment Pack (contains the current approved ‘Assessment Pack’ that should be used to photocopy for students)

Study Guide (contains the approved current ‘Study Guide’ that should be used to make photocopies for student)

Students work (contains any e-copies of students assessments, Files should be saved as follows-Student ID- Last name, First name [example: 01-166, Singh, Gurpreet])

Each folder may contain a subfolder called ‘Archive’. This contains all earlier versions

Your specific course materials for the block will be sent via email to you.

There is a small reference collection that trainers can use for reference purposes.

The college has also purchased a set of editable materials for 8 units from the Diploma of Management and Certificate IV in Frontline Management courses. These materials are contextualized for ACTB use prior to use for training purposes

Teaching resources and other administrative resources used by ACTB Staff/Contractors must be left in place after use, as these are shared resources. Electronic folders and file names should not be changed or moved, except for any files/folders saved in the individual’s own Staff/Contractors folder.


If Staff/Contractors borrow materials from the resource folders or reference shelves, please ensure that these are carefully returned to the right place after photocopying for use by other Staff/Contractors.

Preparing training materials for each 5-week study block

Trainers are advised regarding the subject/s they will be teaching in the subsequent block as soon as practicable

Trainers are advised regarding any materials that may be already available for subjects that have been previously taught at the college

Trainers are required to have the following materials ready and approved by the CEO prior to the commencement of classes

o Session plan for 5 weeks o Study Guide o Any additional handouts/ readings to support the training sessions o Assessment Pack

It is expected that trainers will actively contribute to developing and adding resources and marking guides to the existing teaching materials. Any materials edited, written and/or produced by the trainers during the trainer’s engagement with the college will be solely the intellectual property of the college (unless otherwise specified in a written contract).

All materials produced by trainers must be emailed to the CEO/ or delegate in the last week of each study block Teachers need to have the required hand-outs ready for class prior to the class. Teachers need to photocopy their own class sets as required. Please ensure that a copy of all session plans, session objectives, relevant class handouts, reading materials and power point presentations are emailed to the CEO who manages the version control for all materials

Dress Code

The college does not have a uniform policy, however Staff/Contractors are expected to maintain a professional dress-code generally acceptable within educational environments

Excursions/ Activities

Any extra-curricular activities for ACTB students organised by ACTB Staff/Contractors during class hours must be pre-authorised by the CEO.

Student occasionally organise afternoon parties within the college. Staff/Contractors are welcome to join these parties, which usually involve lunch, dance and music.

Work Health & Safety / First Aid

First aid kits: are stored at Reception. Any serious injuries relating to first aid will require an incident report form to be completed.

Fire Drill responsibilities: Staff/Contractors should familiarise themselves with evacuation procedures from the room in which they teach/work and be prepared to coordinate the exit of students under their instruction.


Evacuation: (All evacuation procedures are noted in the ACTB Policies document). Teachers must take their class roll and their students in a calm and orderly manner to the designated area (Car Park across the College building in Amelia Street). Once the students reach the designated area, teachers must take the roll and notify the CEO (or delegate) on any concerns.

All Staff/Contractors must remain in the designated area till further instructions are given to return to the building.

Marketing Materials

All Staff/Contractors must use the authorised and approved marketing materials in case they are delegated to represent the College in any marketing activities. No changes may be made to any marketing materials unless approved and authorised in writing by the CEO

Professional Development

All Staff/Contractors are encouraged to undertake professional development activities on an ongoing basis. It is a mandatory requirement for trainers to maintain a PD log and undertake PD activities throughout the year. The college will encourage Staff/Contractors to undertake in-house PD activities where possible. Information on PD opportunities available through industry networks will be circulated to Staff/Contractors

Reception

The College Reception must be open at 9:00am on weekdays

The front area must be kept tidy at all times

No cash is kept at the front desk.

Rosters / Classes / Breaks

All Staff/Contractors must commence work at their rostered start time

All classes MUST start on time

All Staff/Contractors must take regular breaks during the day, as per their allocated break times. At least one break must be taken after 5 hours of continuous work. We do not impose a set time for lunch breaks. Staff/Contractors has flexibility in allocating their own break/s within the day depending on their own workload.

Apart from scheduled breaks, Staff/Contractors must advise the CEO if they are not likely to be present at the college during their rostered hours or intend to leave earlier than their rostered finish time

Staff/Contractors must submit a timesheet that reflects the ‘actual’ hours worked ‘within’ the ‘allocated work hours’. Staff/contractors cannot claim additional remuneration if they opt to travel to work earlier or stay back later than the ‘allocated hours’

It is a condition of employment/ contractual engagements that all college policies and procedures must be followed at all times

Smoking

Smoking is strictly prohibited inside the college building.

Staff / Contractors Meeting

Staff/Contractors meetings are held in the last week of each 5-week block, and as required. . Some Staff/Contractors meetings may be used for PD sessions.


All Staff/Contractors are very welcome to contribute and share their ideas and suggestions for improvement. We greatly appreciate all positive contribution to help us improve continuously. You are welcome to add agenda items to the Staff/Contractors meetings. You are also welcome to present professional development sessions to other Staff/Contractors (in consultation with the CEO)

Staff / Contractors Salary and Invoices

Please ensure that all pay-forms have been filled out and given to the CEO as soon as possible. These forms include bank details, superannuation fund nomination and tax declaration form for employees

Negotiated pay and conditions will be given in a written contract to all permanent Staff/Contractors. All casual Staff/Contractors should receive a letter of appointment/contract/MOU.

All casual Staff/Contractors are required to complete timesheets. Timesheets should be given to your supervisor no later than Sunday afternoon prior to the pay week. Salary is paid fortnightly to all Staff/Contractors. Queries regarding pay should be directed to the CEO

Staff / Contractors Sickness

Procedure for Staff/Contractors – Please call your supervisor as early as possible if you cannot attend work. Trainers MUST call their supervisor before 7:00am in the morning if they are unable to attend work. This is to ensure that replacement trainers can be made available with minimal disruption for students.

Student Attendance Recording Process

1. A copy of the class roll is emailed to trainers prior to Day 1 of each block by the CEO/ or delegate.

2. Student rolls are maintained at the Reception in the following manner

Students sign in on arrival

Students sign out at as they leave the building

Trainers may also keep an individual class roll for their student attendance if they wish 3. The office staff/ Receptionist update the central attendance spreadsheet. The hard copy is

kept in a central ‘Attendance Folder’ and maintained by the Receptionist 4. In Week 1, each trainer should email all their class students and send them a copy of the ‘Study

Guide’ and ‘Assessment Pack’ and any additional readings for the course. The trainer should remind all students to attend classes regularly and advise them that the assessments will be due in Week 5 (or Week 4, where relevant). A printed copy of the email (showing the bcc student list) should be kept in the ‘Communication Folder’ in the Staff/Contractors room by the trainer

5. In Week 2, trainers should email students who have been absent to start attending classes. A printed copy of the email (showing the bcc student list) should be kept in the ‘Communication Folder’ in the Staff/Contractors room by the trainer

6. Additionally, any students not attending for a continuous period of four weeks should be contacted by phone or email by the Receptionist. A record of all such contact should be kept in the ‘Communications Folder’ in the Staff/Contractors room by the Receptionist.

7. In Week 3, the CEO/ delegate should email all the students to remind them that their assessments are due in week 5 (or Week 4, if relevant) and they should contact their trainers to seek assistance


8. In Week 5, trainers should contact all the students who have been attending and advise them re their results. Students who have attended part of the classes, may be given extensions for up to 2 weeks at the trainer’s or CEO’s discretion. (Students who continue to request extensions in every 5-week block should be cautioned)

9. In Week 5, the CEO or delegate should contact all the students who did not attend and/or ‘Did Not Submit’ by the due date advising them to take an exam

Students have obligations under DIAC to comply with student visa regulations. DIAC requires 80% attendance. ACTB has a ‘Course Progress Policy’ which must be read in conjunction with the ‘Attendance Policy’

10. All Staff/Contractors must reinforce to the students that all classrooms and common areas such are left tidy after class. No food or drinks should be consumed in the building, except in the kitchen area.

Student Assessment Process

In Week 4, the CEO/Delegate will email trainers an updated spreadsheet (if applicable) with a list of students for recording ‘Student Assessments’ for the subject taught in the 5-week block.

Student Files and Record Keeping

Student files are maintained at three levels:

1. Student Administrative records

An individual hard copy file is maintained for every student. The files contain information on student enrolment, fees and ongoing administrative matters. The files are stored in a central compactus. Theses files are maintained and regularly updated by administration Staff/Contractors only.

2. Student Academic records

An individual hard copy file is maintained for every student’s academic records in the Staff/Contractors Room or the Reception area. The files contain all the assessments that have been submitted by the students. In case the student has submitted the assessment electronically, trainers are required to print a hard copy and follow the assessment marking procedures. Once the student completes a qualification, his/her file for the course is archived. If a student is enrolled in a subsequent course, a new hard copy file is created for him/ her. At the end of every 5-week block, trainers are required to assess all the students, note their results on an electronic spreadsheet provided by the college, email the results to the students and file all the relevant documents in the student folders. The detailed process is noted in Section 5.

3. ACTB database

Students’ data is also recorded on an AVETMISS compliant database. The records from the student files are transferred to ACTB as they become available.

Student Intake Dates


Students can start their course at ACTB at the start of any 5-week block. Teachers are provided with a class list. The list is updated regularly to include new arrivals.


5. KEY PROCESS CHECKLISTS FOR STAFF/CONTRACTORS

Staff Induction

ACTB provides a staff induction checklist to assist you in becoming familiar with our procedures and benchmarks. Induction Resources include:

ACTB Defined

The Staff Induction Checklist (Appendix 9)

The Process Checklist for Trainers (Appendix 8)

Staff Handbook (http://actb.com.au/page.php?id=307)

Student Handbook (http://actb.com.au/page.php?id=30)

ACTB Website (www.actb.com.au) It is your responsibility to maintain familiarity with all these resources. You will be updated on any changes that may occur at staff meetings.

Process Outlining Trainer Expectations

Also refer to the Process Checklist for Trainers (Appendix 8)

Preparing training materials for each 5-week study block

For subjects being taught at ACTB Resources required will vary from subject to subject and may include any of the following:

a ‘Study Guide’ in the required format for students (use ACTB template)

‘PowerPoints’ in the required format for students (use ACTB template)

an ‘Assessment Pack’ in the required format for students (use ACTB template)

a ‘Marking Guide’ in the required format for trainers (use ACTB template) There is a validation process which includes a ‘Validation Report for Trainers’ (Appendix 7). All material needs to be mapped against the NVR ‘Unit of Competency’ and forwarded to the CEO for approval/ validation prior to use with students. For subjects that have been previously taught at ACTB There are several approaches that are acceptable for subject that have been previously taught: Using existing materials available at ACTB: Where there have not been any changes made, however they are remapped against the NVR ‘Unit of Competency’, to ensure that the assessments are valid, reliable and consistent with the principles of assessment.

OR (preferred approach)

http://actb.com.au/page.php?id=307

http://actb.com.au/page.php?id=30



Reviewed the existing materials and making some modifications after discussions with the CEO: in this situation you may:

prepare a new version of the ‘Session Plan’ for the subject (use ACTB template

compile a new version of the ‘Study Guide’ in the required format for students (use ACTB template)

compile a new version of the ‘Assessment Pack’ in the required format for students (use ACTB template)

compile a new version of the ‘Marking Guide’ in the required format for trainers (use ACTB template)

map the changes made to the assessments against NVR ‘Unit of Competency’ requirements, and confirm that the assessments are valid, reliable and consistent

You would also:

complete the ‘Validation Report for Trainers’ and submitted to the CEO

email all the above to the CEO for approval/ validation

obtain approval to use the modified version.

If co-teaching a subject, liaise with other co-trainers in the preparation of the final drafts of all course materials and assessments

If you make any further changes to the assessments or teaching materials during the course, you will need to;

o consulted with co-trainers o Emailed the modified version to the co-trainers for agreement o Emailed the modified version to the CEO for approval before using in class

Teaching Preparation

It is the trainer’s responsibility to be prepared for the first day of teaching including:

having sufficient photocopies of the ‘Study Guide’ and ‘Assessment Pack’

having saved a copy of any additional resources, class handouts, readings, worksheets and given them to administration

had a planning meeting with the CEO to discuss the course plan, ideas, strategies etc, if required

Administration

Managing the students to give them the utmost support so they complete their studies is essential for ACTB. The following guidelines have been set and are an important benchmark for performance management:

all bulk emails are sent BCC to protect the privacy of students

a copy of ALL student emails sent must be printed and placed in the central ‘Student Communication Folder’ showing the full BCC list

sending a welcome email and a copy of the required course materials (‘Study Guide’, ‘Assessment Pack’ and ‘PPT’) to the class with a welcome note

giving all students an overview of the course, study materials and the required assessments

emailing all the students who did not attend class to request them to attend in the future in week 1 and 2

in week 2 or 3 email all the students to remind them that the assessments will be due in week 5

after marking; email the students with their results letting them know they are either ‘Competent’ or ‘Not Yet Competent’ and note that this has been done on their ‘Assessment Marking Criteria’ (CC [email protected])


when students are deemed to be ‘Not Yet Competent’ advised them to attend a meeting at ACTB in the subsequent course so that they can be helped to complete any missing work

students must complete the ACTB ‘Course Evaluation Survey’ during weeks 3 / 4 / 5 in Blocks 1, 3, 5, & 7

any assessment submitted to the trainer during the course of teaching must be placed in the relevant ‘submitted box’ for administration enter into the database

STUDENT ASSESSMENT PROCESS

The assessment process includes the following:

if the submissions were made electronically, print a copy of the assessment and attached the email to the assessment in preparation for marking.

mark all the students’ assessments received at the completion of each block

sign and date the ‘Assessment Marking Criteria’ sheet for each student individually.

make comments on their assessments for students who are ‘Not Yet Competent’

give up to 2-week extensions to students at their request. When marking assessments you need to:

enter all the students’ results in the required format in the ‘Results Spreadsheet’ provided (C/ NYC/ DNS)

make a note of the extensions in the ‘Comments’ section of the ‘Results Spreadsheet’

place the marked copies of the student assessments relevant ‘marked box’ for administration enter into the database

print, sign and date a hard copy of the final ‘Results Spreadsheet’ and submitted to the CEO for central filing

email a soft copy of the completed ‘Results Spreadsheet’ to the Director

mark late assessments for subjects from the previous course, where extensions were granted and placed the marked copies of the student assessments relevant ‘marked box’ for administration enter into the database

mark exam papers and place the marked copies of the student assessments relevant ‘marked box’ for administration enter into the database


6. CULTURAL ISSUES THE DYNAMICS OF AN INTERNATIONAL WORKING ENVIRONMENT: CULTURAL ISSUES ACTB welcomes international students from all backgrounds to the College. If you have not experienced working in an environment with people from so many different cultural backgrounds, the following information may help you through your orientation period. The most important lesson when dealing with overseas students is to learn NOT TO ASSUME.

Don’t assume that a student knows the correct way to behave.

Don’t assume that a student is trying to be rude or disrespectful.

Don’t assume that a student understands what you are talking about.

Don’t assume that a student is trying to get away with something.

Don’t assume that leaving out your articles, talking in pigeon English or saying it louder will aid student understanding.

On the other hand, our students are mostly young people who have generally come from well-to-do backgrounds and are not used to being told what to do. They may of course, try to pull the wool over your eyes at some stage! We may have students from many different countries – China, India, Japan, Taiwan, Hong Kong, Thailand, Indonesia, Korea, France, Brazil, Sweden, – the list goes on and on and changes from term to term. Some of the different cultural idiosyncrasies are listed below as food for thought – many of these are shared by different nationalities. If you are not prepared for some of these differences, you will find yourself becoming irritated and taking offence at all sorts of student (and agent) behaviour. It is difficult to identify cultural traits without ‘generalising’. In every country/ culture there are all kinds of people and a range of behaviours which are not stereotypical. Just as it is impossible to fit all Australians into a stereotypical personality or generalised behavioural traits, it is equally impossible to do so for other cultures. The following information is therefore provided as broad guidelines, not necessarily applicable to every student from a particular culture Did you know that you can offend …..

Chinese students that you don’t have any relationship with by touching them – even a pat on the back. A smile is preferred.

Indonesians, Koreans and most other Asians by beckoning one of them with a curled finger. This is extremely rude – beckoning students should be done with fingers faced down, not up – almost like the way we wave goodbye.

Japanese and Koreans by blowing your nose in front of them – this is not on!!

Japanese by standing too close to them – most other Asians, however, are not so aware of personal space.


Koreans by writing their name in red ink. This is considered extremely dangerous and wishing them bad luck.

Moslems by pointing your foot at them and / or showing the soles of your feet. Feet are considered the dirtiest part of the body and this is very degrading.

Thais and Indonesians by touching their heads. The head is considered to be the most important and honoured part of the body.

Almost all of the nationalities by telling a student to pick up a piece of rubbish. In most of the countries that our students are from, this job is done by cleaners who are considered well down the social ladder. Many of the students also have doting parents, grandparents or servants to do the cleaning up for them!

We often misunderstand or take offence at the following behaviour but consider -

Asking personal details like age, weight, salary, etc are not considered rude – just practical in order to work out where you fit in the scheme of things!

Bumping is not considered worthy of an apology.

Burping and slurping food are quite acceptable in some countries

Eye contact between a Japanese or an Indonesian student and a teacher or older person is considered rude. If a student is in trouble, they automatically look away from the source of authority as a sign of respect.

In many languages, ‘please’ and ‘thank you’ have no equivalents. Some students are not used to using such courtesies. They may demonstrate gratefulness by bowing or by other means that you may not notice

Local phone calls made in colleges, hotels, etc are free in most Asian countries.

Loss of face is a very real emotion in most Asian cultures. Discussing inappropriate behaviour should be done in private – don’t feel you have to react to something immediately!

Queues are almost unheard of in many Asian countries and indeed, some European countries – pushing and shoving is a way of getting served. It is not part of most Asian cultures to stand back and let an older person pass through a door first.

Shaking hands is not considered to be a test of a person’s physical strength. Kissing in most Asian cultures is very unusual – as is showing any outward signs of affection like hugging.

Smiling is often the result of embarrassment for Indonesians or Bruneians. This is often misinterpreted as being rude or insolent.

Sniffling is considered much more polite than blowing one’s nose in public. Picking one’s nose isn’t supposed to be embarrassing either!

The tone of some languages seems very aggressive – quite often, you will be surprised to hear that the students are not arguing.

Using names is unusual – sometimes so-called friends won’t even know each other’s names for quite a long period of time. The title ‘teacher’. /’Madam’/ ‘Sir’ is said with respect – it is not meant to be rude.

Yes, by all means tell a student that something they do or say upsets you or is inappropriate – but remember how strongly our upbringing affects us. Imagine if someone told you that saying thanks or thank you was inappropriate and that you should stop saying it. Gentle reminders are a much more pleasant way of curbing behaviour than direct conflict. Also, remember that we take criticism much better from people we know and people we have developed relationships with. If there is a continuing problem with a student, talk to a teacher or other member of Staff/Contractors that has developed rapport with a student. Lots of the


administration Staff/Contractors and teaching Staff/Contractors have lived and worked overseas, so please use these people as resources to learn more about the students you are working for. Talk to the students and you really will enjoy their company – most of them love to have a chat. Above all, remember that you are surrounded by teenagers who are going through some major changes in their lives – by themselves, in a foreign land, with a different culture and a language which they are trying to come to grips with. Try to imagine how you would feel in their shoes. One last thing – be aware of historical problems between some of the nationalities that attend the college. While most people from all nationalities are tolerant, there may be some ‘stereotypical’ reactions, for example, it is believed that the Taiwanese do not like being told by the Mainland Chinese that Taiwan does not exist as a separate country. Also, some of the students especially some Koreans, may share an anti-Japanese sentiment as a result of Japanese invasions in the past. These feelings often become less important or at least, less personal as the students get to know each other but can be quite strong at the beginning of their stay.

LINGUISTIC PROBLEMS

If you are having problems communicating with the students you might like to read through the following -

1. Limited English often results in short sentences that may seem rude or abrupt. Once you have established a relationship with a student, try and teach them a more polite way of asking something. Tell them to say please or thank you – but don’t use the headmaster’s tone!

2. Ask direct questions – not tag questions. Ask “Do you like vegemite?” not “You want some vegemite, don’t you?” Students are often confused by questions and tend to answer “Yes” even if they don’t understand the question. Phrases like “Do you mind…?” or “Would you mind…?” are often confusing to students.

3. Speak slowly and clearly – not loudly! Be careful of the words you use and if a student is having trouble understanding you, try using different words.

4. Remember that our sense of humour, as well as our language takes some getting used to – if a student says something which you don’t believe, be careful of saying “Oh, rubbish!” - they may think that you are saying that they are rubbish – a real insult!

5. Try to avoid using slang and colloquialisms. You might not even realise you are using Australian expressions sometimes e.g. “How are you going?” will often be answered with “By bus or by car.” - use “How are you?” to get the expected response!


7. ACTB COURSE PROGRESS AND ATTENDANCE POLICY

International Education Legislation

Course progress policies and procedures – ELICOS

Information for Staff/Contractors

It is a requirement of the National Code of Practice that policies and procedures for checking course progress are in place and observed by all Staff/Contractors. Providers must systematically monitor the progress of student visa holders and have documented intervention strategy for any student who is at risk of not completing course requirements. Students deemed to be making unsatisfactory course progress must be reported to DEST through PRISMS.

Attendance – the institution’s obligations Under Australian visa regulations, holders of student visas are required to maintain satisfactory course progress and attend a minimum of 80% of tuition time. As a provider Australian College of Technology and Business Pty Ltd follows a ‘Course Progress Policy’ as below. Students are advised of the Course Progress policy as follows:

1. At the time of enrolment, students are advised of this requirement (see application form). 2. Information on course progress policy and attendance is included in the Student Handbook.

Standard 11 – Monitoring attendance Outcome of Standard 11 Registered providers systematically monitor students’ compliance with student visa conditions relating to attendance. Registered providers are proactive in notifying and counselling students who are at risk of failing to meet attendance requirements. Registered providers report students, under section 19 of the ESOS Act, who have breached the attendance requirements.

National Code: Standard 10 – Monitoring course progress Outcome of Standard 10 Registered providers systematically monitor students’ course progress. Registered providers are proactive in notifying and counselling students who are at risk of failing to meet course progress requirements. Registered providers report students, under section 19 of the ESOS Act, who have breached the course progress requirements.


Course Progress Policy

1 Purpose and Scope

1.1 The purpose of this procedure is to ensure that students’ course progress is monitored and reviewed, and that Australian College of Technology and Business P/L (ACTB) takes intervention action when a student is in danger of not progressing satisfactorily or completing their course as per the requirements of the National Code 2007 (Standard 10).

1.2 ACTB is implementing the DEEWR - DIAC Course Progress Policy and Procedures for CRICOS Providers of VET Courses for all its vocational courses.

1.3 This policy applies to all international students enrolled in any course offered to international students (all CRICOS registered courses).

2 Responsibility

2.1 The CEO or delegate is responsible for the implementation of this procedure and to ensure that Staff/Contractors and students are aware of its application.

2.2 The program manager for each course is responsible for determining the learning and assessment strategy for the course. The learning and assessment strategy will specify how the course is divided into study periods and the workload for each study period.

3 Policy Statement

3.1 The progress of each student shall be monitored, assessed, and recorded.

3.2 Each student shall be assessed at the end point of each study period and their course progress shall be determined.

3.3 An intervention strategy is implemented which assists students who are at risk of not making satisfactory course progress.

3.4 Where ACTB has assessed the student as not meeting satisfactory course progress, (after the intervention strategies have been exhausted) ACTB will inform the student in writing of its intention to report the student to DIAC and that he or she is able to access the Complaints and Appeals process within 20 working days.

3.5 ACTB shall notify the Secretary of DEEWR through PRISMS of the student not achieving satisfactory progress after the appeals process (if actioned) is finalised and upholds the ACTB’s decision to report.

3.6 Students at risk - are defined by ACTB as students who have:

failed to achieve competency in 50% or more of units attempted in a study period

unsatisfactory performance in class and show very little learning progress

unsatisfactory attendance which is deemed to be insufficient to achieve satisfactory course progress by their instructor


4 Definitions

4.1 Study period

A study period for Business and English courses – 5 weeks (Each college term is 10-week duration. Each term comprises two study periods of 5 weeks each)

4.2 Meeting course requirements – passing more than 50% of units in a study period.

4.3 Unsatisfactory course progress – failing to achieve competency in 50% or more of units in 2 consecutive study periods

5 Method

5.1 A failure in 50% or more units in a single study period will trigger a review of academic progress and implementation of an intervention strategy by the College.

5.2 Units that have been completed at the end of a study period and have a final unit result will be evaluated by the student administrator in accordance with the course progress and intervention strategy.

5.3 Where a unit runs for more than one study period, early intervention will be implemented at the end of each term of delivery. If the student has not successfully passed all assessment tasks in that term, they will be deemed as being ‘at risk’ of failing the unit.

5.4 Early intervention based on assessment task failure is not counted toward formal course progress. Early intervention is only implemented to assist students in achieving satisfactory course progress.

5.5 Failing a unit means being assessed as “Not Yet Competent” for a completed unit.

5.6 Students will be counselled if they have failed key units in a study period or if they have failed two or more core units in any study period

5.7 Within 10 working days of the completion of a study period the student administrator will review the course progress of all students and identify those students who have failed 50% or more units in the study period.

5.8 Within 10 working days of the completion of a study period all students identified as having failed 50% or more units will be sent a letter requiring them to attend a course progress interview with the course program manager.

5.9 At any point in the term, if ACTB believes a student is struggling and may not achieve satisfactory progress, an early intervention may be activated. The early intervention requires an interview with the course program manager and strategies identified to assist student to pass the unit.

5.10 At the course progress interview the student will be placed on a Student Monitoring Program with the following intervention strategies possibly put in place:


Student attendance timetable drawn up

Student study time table drawn up

A fortnightly intervention meeting for the current study period with the course program manager or a delegated person will be scheduled

A fortnightly academic involvement report requested from each subject instructor

Advice of course suitability

Opportunities to be reassessed in tasks or subjects previously failed, or be able to demonstrate the necessary competency in areas in which they had not previously been able to achieve competency

Advising students that unsatisfactory course progress in two consecutive study periods could lead to them being reported to DIAC and cancellation of his or her visa, depending on the outcome of any appeals process.

5.11 At the fortnightly intervention meeting the following will be reviewed

Fortnightly attendance

Fortnightly academic involvement

Implementation of the study timetable

5.12 All students training plans, results, course progress, and interventions (if any) shall be recorded in the student management system.

5.13 If a student fails 50% or more units in two consecutive study periods (after having been on the Student Monitoring Program and interventions put in place) thus failing to meet course progress requirements, then ACTB will notify the student in writing of its intention to report the student for not achieving satisfactory course progress. The student will be informed they have 20 working days to appeal the decision to report via the Complaints and Appeals process. If the appeal is not upheld or the student withdraws from the appeal process then ACTB will report the student to DIAC. If a student is reported to DIAC for unsatisfactory course progress a Section 20 breach notice will be generated by PRISMS, sent to the student’s current address held by ACTB and a copy placed on the students file.

5.14 During the intervention period, students who fail to achieve 80% attendance, fail to achieve satisfactory academic involvement or fail to implement the study timetable may be reported to DIAC for unsatisfactory academic progress.

5.15 Students failing to attend the fortnightly intervention meeting without a reasonable excuse may be reported to DIAC for unsatisfactory academic progress. If a student is reported to DIAC for unsatisfactory progress a Section 20 breach notice will be generated by PRISMS, sent to the student’s current address held by the Institute and a copy placed on the students file.

6 Publication These Course Progress Policy and Intervention Strategy will be made available to Staff/Contractors, students and persons seeking to enrol with Australian College of Technology and Business P/L through publication on the College’s website (www.actb.com.au).



20 Day Appeal Process

STUDENT APPEALS TO ACTB WITHING 20 WORKING DAYS. (During this time student continues to study at ACTB and attendance continues to be monitored)

STUDENT RECIEVES LETTER OF NOTIFICATION THAT DIAC WILL BE INFORMED ABOUT THE STUDENTS ACADEMIC COURSE PROGRSS/ ATTENDANCE

APPEAL PROCESS OUTLINED TO THE STUDENT

APPEAL REJECTED

STUDENT CONTINUES TO STUDY AT ACTB

ATTENDANCE MONITORED

APPEAL ACCEPTED

AUSTRALIAN GOVERNMENT NOTIFIED


8. MONITORING ACADEMIC PROGRESS – INFORMATION GIVEN TO STUDENTS

Under the terms of the National Code 2007, course progress must be assessed “at the end point of every study period”. For Australian College of Technology and Business Pty Ltd “study period” is defined as the end of each 10- week block. For all units of study, assessments must be done as scheduled. Assessment results must be recorded in a class spreadsheet and also on individual student reports. A copy of this report must be made available to the CEO/Training Manager after the completion of each summative assessment and the final copy after the completion of the complete unit of study. The student’s results will be kept in the students file. Progress monitoring will take place at the end of each 10-week course module. Students must be advised of the provider’s course progress policies and procedures and the consequences of not meeting progress requirements. The provider must also inform them about how to access the complaints and appeals process in the event that they wish to appeal a decision.


9. ACTB POLICIES/ INTRANET

IMPORTANT: All Staff/Contractors/contractors must read and comply with all ACTB policies, code of practice and procedures at all times

As part of your employment/ contract at ACTB, you are required to have read, understood and agreed to comply with all ACTB policies and procedures. This summarised version of the Staff Handbook is available via the Internet. A hard copy of the complete ACTB Compliance Handbook is kept in the Staff Room and may be borrowed for reading within the College site. ACTB policy documents are strictly confidential and staff/ contractors are not permitted to photocopy, modify, edit or circulate hard copy or electronic versions (in any format) to their own personal emails or to any third party. Your acceptance of employment or your contract as a contract trainer at ACTB constitutes your agreement to adhere with the College policies and code of practice.

IMPORTANT:

Staff/Contractors Policy/ Procedures [in case of changes to ACTB’s ownership or management (National Code Standard 15)]

In case of any changes to ACTB’`s ownership or management, the CEO or her delegate must: Advise the changes to CRICOS in writing within 10 working days provide CRICOS with the

information on the new owner or high ministerial agent for the purpose of making an assessment under section 9(6) of the ESOS Act

Director (Academic Programs and Client Services) and ACTB/NTI Finance Manager will notify all relevant authorities, Staff/Contractors and students, including:

o CRICOS/DEST o NVR o NEAS o ASIC

o A special headline should be posted through the college newsletter. The newsletter is posted to all current Staff/Contractors, associates, agents, homestays, students and parents (where current email addresses are available)

o Additionally, students should be notified at student assembly o Staff/Contractors should be notified in writing

Procedures in case of change to premises/ location (National Code Standard 14)]


In case of any changes to ACTB’`s location or premises, the CEO or her delegate under authority from the ACTB Board must notify CRICOS and the students enrolled with ACTB of its intention to relocate premises at least 30 working days before the relocation

Section 14.3 of the National Code

The registered provider must notify the designated authority and the students enrolled with the registered provider of any intention to relocate premises (including the head office and campus locations) at least 20 working days before the relocation. In accordance with the above legislative requirement, ACTB will notify the appropriate government authorities (including DETA, CRICOS Unit, NVR Registration Services) and all current and future students enrolled at ACTB of any intention to relocate premises 30 days before the relocation

Staff/Contractors procedures for student deferment, suspension or cancellation (National Code

Standard 13)

ACTB Staff/Contractors must strictly follow the College’s internal policies and procedures with respect to student deferment, suspension or cancellation. If the student accesses the ACTB internal complaints and appeals process, the suspension and cancellation of the student’s enrolment can not take effect until the internal process is completed, unless extenuating circumstances relating to the welfare of the student apply. Detailed procedures are documented in the Student Handbooks.


10. OTHER IMPORTANT INFORMATION


11. APPENDICES

List of appendices

(Modified versions of the following forms are acceptable, as long as the required information is provided to the PEO or delegate)

13. New Employee Details

14. Choice of Superannuation Fund

15. Professional Development Log

16. Time sheet for casual employees

17. Time sheet for contract trainers

18. Student Course Evaluation

19. Validation Report for Trainers

20. Process Checklist for Trainers

21. Staff Induction Checklist

22. ACTB Continuous Improvement Log

23. Professional Development Attendance Log

24. Leave Application Form

Any other forms for staff must be approved by the CEO/ GM and added to the Appendix section in this

Handbook (as the Master copy)


APPENDIX 1: NEW EMPLOYEE DETAILS - Please complete, sign and forward to your Supervisor NAME: _____________________________________________________________________________ ADDRESS: ___________________________________________________________________________

______________________________________________________ POST CODE: __________________

TELEPHONE: _______________________________ MOBILE: _________________________________

DATE OF BIRTH: _________________________ TAX FILE NO.: ________________________________

COMMENCING DATE: _______________________

BANK DETAILS

BANK: ______________________________________________________________________________

BSB NO.: ______________________ ACCOUNT NO.: _______________________________________

ACCOUNT NAME: _____________________________________________________________________

If you would like part of your pay to go into a second bank account.

SECOND BANK: _______________________________________________________________________

BSB NO.: ______________________ ACCOUNT NO.: _______________________________________

ACCOUNT NAME: _____________________________________________________________________

AMOUNT: ________________

SUPERANNUATION DETAILS: Please complete Choice of superannuation fund form

PAY OFFICE USE ONLY

POSITION: ___________________________________________ EMPLOYEE NO.: _________________

STARTING DATE: ___________________________ STARTING SALARY: _________________________

EMPLOYMENT TYPE: FULL TIME PART TIME CASUAL

COST CODE: _________________________ PAY CENTRE: ____________________________________

SIGNED: _________________________________________________ DATE: _____________________


APPENDIX 2: CHOICE OF SUPERANNUATION FUND

PART A: Choice of Superannuation Fund details 1. Your chosen fund details: *mandatory fields * Fund Name: ____________________________________________________________________ * Fund Postal Address: _____________________________________________________________ ________________________________________________________________________________ * Fund Phone Number : ____________________________________________________________ * Fund Australian Business Number (ABN): ___________________________________________ * Your Member Number ___________________________________________________________ 2. Employee name _______________________________________________________________________________ Date _________________ Signature ________________________________

PART C: Employer only Date accepted ____________________________ Processed ________________________________


APPENDIX 3: PROFESSIONAL DEVELOPMENT LOG

MANDATORY REQUIREMENT AS PER STANDARDS FOR REGISTERED TRAINING ORGANISATIONS 2015

TRAINER/ASSESSOR NAME:

S.No Details of PD Activity Undertaken in relation to developing VET knowledge and skills

Date Duration

1

2

3

4

5


S.No Details of PD Activity undertaken in relation to developing industry currency and trainer/ assessor competence

Date Duration

1

2

3

4

5

I confirm that I have undertaken to above activities in order to meet the requirements under SNR 15.4 (d) Trainer/Assessor Signature: Date:


APPENDIX 4: TIME SHEET FOR CASUAL EMPLOYEES

CASUAL STAFF

TIMESHEET Employee Name: _________________________________________________ Pay period start date: _________________Pay period end date: _________________

TOTAL HOURS WORKED (Must not exceed approved rostered hours): ______________ Signature: _________________________________________ Date: _____________________________________________

Day e.g Monday

Date Start time Finish time Hours worked (excluding breaks)


APPENDIX 5: TIME SHEET FOR CONTRACT TRAINERS

CONTRACT TRAINERS

TIMESHEET

Please attach to your fortnightly invoice

Day Date worked Start time Finish time Total hours worked (excluding breaks)

WEEK 1

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

WEEK 2

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Signature: _______________________________________

Name: _______________________________________

Date: ______________________________


APPENDIX 6: STUDENT COURSE EVALUATION

Please complete the following survey about this subject. Your feedback is very important for us and

we appreciate your comments

Student ID: (optional) __________________

1. How often did you attend classes for this subject?

1

Did not

attend

any

lectures

2

Attended

1 day

3

Attended

2 days

4

Attended

3-4 days

5

Attended all the

lectures

(100% attendance)

1 During this block, I …

2. How did your trainer rate on the following attributes?

Yes No Not

Sure

Comments

1 Was your trainer helpful?

2 Was your trainer friendly?

3 Did you find it easy to ask your trainer for help?

4 Were your lessons enjoyable?

6 Was your trainer able to explain things clearly?

7 Was your trainer happy to help you?

8 Did your trainer have a good understanding of this

subject?

9 Was your trainer respectful towards you?

3. Please respond to the following about your training for this subject.

Agree

Disagree

Not

Sure

Comments

1 I developed skills in this subject area

2 I gained knowledge about this subject

3 The training has a good mix of theory and practical

activities

4 The training helped me to learn new skills for work

5 Overall, I am satisfied with the training

6 The training was at the right level of difficulty

7 The trainer encouraged discussion and participation

in class

8 The classes were interesting

9 The assessment methods were good

10 Was it easy to understand this subject?

11 The assessment methods were good

What did you like about this training program? ______________________________________

What else can we do to help you? _________________________________


APPENDIX 7 VALIDATION REPORT FOR TRAINERS

Teacher’s Name:

Currently working in industry:

yes / no

Business Name:

Subject:

Level:

Dates:

Teaching Resources:

(what resources are available, reviewed and prepared for course delivery)

Existing documents Documents to be amended

Session Plan Session Plan

Assessment Pack Assessment Pack

PowerPoint PowerPoint

Study Guide Study Guide

Case Study (if required) Case Study (if required)

Marking Guide Marking Guide

Assessment Pack has been re-mapped to the:

1. Training package (Unit guidelines- Download from www.training.gov.au ) yes / no 2. Study Guide yes / no

Industry Input:

Student comments regarding assessment:

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


Teacher comments regarding assessment or course flow:

Modifications made: Minor: formatting, spelling, grammar Major: 1. Update data to be current 2. Update to training package

Changes to document Minor / Major Comments / Validation

Teacher Signature: _____________________________________________________________________ Validation report presented:

Changes approved by CEO: _______________________________________________________________


APPENDIX 8 PROCESS CHECKLIST FOR TRAINERS

Please complete and sign this checklist for every subject you are teaching during the 5-week block. At the end of the 5-week study period, please give a copy of the signed checklist to the CEO, together with your validation report

Trainer Name: _____________________________________ Block #: ____________ Course Start Date:______________________ Course End Date: _________________ Subject taught: ________________________________________________________

PLANNING (Must be completed prior to course delivery) I have reviewed the ‘ACTB Defined’ document to help me plan and prepare the course for the study

period For subjects being taught at ACTB for the first time (some subjects may only require some of the following):

I have compiled a ‘Study Guide’ in the required format for students (use ACTB template) I have compiled ‘PowerPoints’ in the required format for students (use ACTB template) I have compiled an ‘Assessment Pack’ in the required format for students (use ACTB template) I have compiled a ‘Marking Guide’ in the required format for trainers (use ACTB template) I have emailed all the above to the CEO for approval/ validation prior to use with students

OR

For subjects that have been previously taught at ACTB I am using existing materials available at ACTB. I have not made any changes; and I have mapped the existing assessments against the NVR ‘Unit of Competency’, and I confirm that the

assessments are valid, reliable and consistent with the principles of assessment.

OR (preferred approach)

I have reviewed the existing materials and I have made some modifications after discussions with the CEO

Based on my proposed changes, I have prepared a new version of the ‘Session Plan’ for the subject (use ACTB template)

Based on my proposed changes, I have compiled a new version of the ‘Study Guide’ in the required format for students (use ACTB template)

Based on my proposed changes, I have compiled a new version of the ‘Assessment Pack’ in the required format for students (use ACTB template)

Based on my proposed changes, I have compiled a new version of the ‘Marking Guide’ in the required format for trainers (use ACTB template )

I have mapped the changes I have made to the assessments against NVR ‘Unit of Competency’ requirements, and I confirm that the assessments are valid, reliable and consistent

I have completed the ‘Validation Report for Trainers’ and submitted to the CEO I have emailed all the above to the CEO for approval/ validation I have obtained approval to use the modified version.

AND If I am co-teaching a subject, I have liaised with other co-trainers in the preparation of the final drafts of

all course materials and assessments I have emailed all the above to the CEO for approval/ validation before the materials are used in class If I have made any further changes to the assessments or teaching materials during the course, I have

o consulted with co-trainers o Emailed the modified version to the co-trainers for agreement o Emailed the modified version to the CEO for approval before using in class

TEACHING PREPARATION (Must be completed prior to course delivery) I have made sufficient photocopies of the ‘Study Guide’ and ‘Assessment Pack’ for my class I have saved a copy of any additional resources, class handouts, readings, worksheets that I have

prepared for my class and given them to administration


I have had a planning meeting with the CEO to discuss the course plan, ideas, strategies etc, if required

ADMINISTRATION I have sent a welcome email and a copy of the required course materials (‘Study Guide’, ‘Assessment

Pack’ and ‘PPT’) to the class with a welcome note in WEEK 1 All students have been given an overview of the course, study materials and the required assessments in

WEEK 1 I have emailed all the students who did not attend class to request them to attend in the future in:

WEEK 1 WEEK 2

WEEK 2 or 3: I have emailed all the students to remind them that the assessments will be due in week 5 After marking I have emailed all the students who have achieved a ‘Competent’ grade and tracked this on

their ‘Assessment Marking Criteria’ (CC [email protected]) After marking I have emailed all the students who are deemed to be ‘Not Yet Competent’ and advised

them to attend a meeting at ACTB in the subsequent course so that they can be helped to complete any missing work; and tracked this on their ‘Assessment Marking Criteria’ (CC [email protected])

I have kept a copy of ALL student emails sent in the central ‘Student Communication Folder’ I have had my students complete the ACTB ‘Course Evaluation Survey’ during weeks 3 / 4 / 5 in Blocks 1,

3, 5, & 7 I have placed any assessment submitted to me in the relevant ‘submitted box’ for administration enter

into the database

MARKING If the submissions were made electronically, I have printed a copy of the assessment and attached the

email to the assessment. I have marked all the students’ assessments received for this course I have signed and dated the ‘Assessment Marking Criteria’ sheet for each student individually. I have made comments on their assessments for students who are ‘Not Yet Competent’ I have given up to 2-week extensions to students at their request.

MARKING ADMINISTRATION I have entered all the students’ results in the required format in the ‘Results Spreadsheet’ provided to me

for my class (C/ NYC/ DNS) I have made a note of the extensions in the ‘Comments’ section of the ‘Results Spreadsheet’ I have placed the marked copies of the student assessments relevant ‘marked box’ for administration

enter into the database I have printed and signed and dated a hard copy of the final ‘Results Spreadsheet’ and submitted to the

CEO for central filing I have emailed a soft copy of the completed ‘Results Spreadsheet’ to the Director I have marked late assessments for subjects from the previous course, where extensions were granted

and placed the marked copies of the student assessments relevant ‘marked box’ for administration enter into the database

I have marked exam papers and placed the marked copies of the student assessments relevant ‘marked box’ for administration enter into the database

COMMUNICATION I have advised the CEO, in advance if I am unable to work during any of my rostered times I have submitted my timesheets for hours worked within the allocated time-table to the CEO on a

fortnightly basis, as required I have submitted an updated copy of professional development activities I have undertaken during the

term (an update is required every 6 months) I have contributed to the college resources by developing additional course materials, student hand-outs

and support materials or by adding readings/ web-based resources to the shared resource collection. I have given an electronic copy of all the above materials and any other materials used in class to the CEO I have given feedback to the CEO through informal discussions, Staff/Contractors meetings and other

meetings regarding all aspects of training delivery, assessment and administration so I can help in the continuous improvement process

I have done my best during the course to contribute proactively towards building a positive work culture and live up to the shared vision and values of the team, particularly in relation to the care, support and ultra-friendliness towards all students (as per the ‘ACTB Defined’ document)

TRAINER SIGNATURE: _______________________________________ DATE: _______________________


APPENDIX 9

STAFF INDUCTION CHECKLIST Name:

Start Date:

(P) Indicates information completed prior to the start date

Induction Range Description Date Completed Employment Forms

Confidentiality Agreement (P) ACTB Defined read and agreed to (P) Offer of Employment has been signed and a copy received by all parties.(P)

Role Description has been supplied with the Letter of Offer. (P)

Employee Profile completed Choice of Superannuation Form Taxation Forms Copy of qualifications received (P)

Policies & Handbook

Business Overview (P) Customer Service Benchmarks

Review and understand the ACTB Staff Handbook Access and Equity Appeals Grievance Harassment Privacy Refund Policy

Timesheets & Payroll

The first weeks working hours provided to the inductee. (P)

Parking and public transport information has been given to the inductee prior to their start date. (P)

Timesheets explained Salary payments dates identified

Systems

Review and understand ACTB systems for designated business stream:

Education Sales Operations Administration/Reception Marketing Finance Management


Databases

Email set up and use guidelines Student Database Finance procedures (finance only)

Workplace Health and Safety

Facility Tour Emergency procedures Exits, extinguishers and marshalling areas General safety procedures Entry Key and open and close

Telephones & IT

Designated work station Telephones Photocopier Computer

Induction process was completed on date: Signed Staff: Signed CEO: Comments:


APPENDIX 10

ACTB CONTINUOUS IMPROVEMENT LOG Name: _________________________________________ Position: ________________________________________ Date: ___________________________________________

IMPROVEMENT AREA

CURRENT PRACTICE RECOMMENDED CHANGE ACTION REQUIRED

Front Office

Student Support

Customer Feedback

Data Management/ Record keeping

Assessments

Staff Room

Marketing

Other

CHANGE APPROVED □ Yes □ No CEO’s Signature: ________________

CHANGE ACTIONED □ Yes Date completed: __________________________

CEO’s Signature: ________________ □ Filed


APPENDIX 11

Professional Development Attendance Sheet

Date ___________________

Professional Development Activity Name: ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Activity Type (Please tick) Training Delivery Practices Workplace Meetings

Assessment Practices Seminar/Conference/Webinar

Vocational Currency Networking

Other (Provide Details below)

Location of Training

_________________________________________________________________

Training Provider/Organisation

________________________________________________________

Duration of Training__________________________

Participant Signature

By signing this form you are confirming your attendance at this training session


APPENDIX 12

LEAVE APPLICATION FORM

Employee’s details

First name:

Surname:

Position:

Leave type (Please tick the box/es below)

Annual leave (full pay) Annual leave (half pay) Annual leave in advance

Leave without pay Long service leave

Sick leave (Please attach medical certificate if leave is more than 2 days)

Comments:

Leave date/s

1 5

2 6

3 7

4 8

Total number of working days off:

Comments:

Signature of employee: _____________________________________________________ Date: _________ / ___________ / __________

Approval of leave (to be completed by manager/supervisor)

Approved Not approved

Reason for refusal (if applicable):

Name of manager/supervisor:

Signature of manager/supervisor: ________________________________________ Date: _________ / ___________ /______

Note: Upon termination of employment, leave taken that has not been accrued can be withheld from wages.