unpacking a unit of competency
DESCRIPTION
An RTO (Registered Training Organisation) providing and assessing nationally recognised training must make sure that all requirements of the Training Package are met.Training Packages describe the required outcomes of training BUT, they do not prescribe how an individual should be trained. It is the lecturers and trainers who develop learning strategies - the "how" of training - depending on learners' needs, abilities and circumstances.TRANSCRIPT
Competent – what’s that?
Merriam Webster dictionary
1. Having the necessary ability, knowledge, or skill to do something successfully
2. (of a person) Efficient and capable
3. Acceptable and satisfactory, though not outstanding
4. Capable of performing the normal function effectively
Training Packages describe how competency standards may be
packaged to form a qualification. the skills and knowledge required of
a person for them to perform a job or task to a required standard.
guidelines and advice for assessment (e.g. context, skills of assessor)
Training Packages
Step Industry relevant
Plan for Learning and Assessment1. Establish the context
Think about the industry/enterprise
What is needed? Is training work-based,
(or maybe pre-employment, Institutional, returning to work?)
1
Step 2 - Your learners
2. Identify participants’ needs Who is this for? Where will they learn? What do they like/dislike,
need? Which barriers might
they have? … let’s think of other
questions!
2
Step Basic structure
Holistic delivery and assessment
3. Identify possible unit clustersReal work activities generally integrate more than one UOC
3
Step Finetuning
4. Determine structure, mode and sequence of deliveryOnline/Face-to-
face
Theory/Practicals
In which Order?
Activities
4
Assessing Competency
is part of a bigger picture within context of work performance
Multiple opportunities for learners to show what they know, understand and can do in different ways
A range of task formats Clear criteria for assessment
shared with the learner Constructive (and realistic)
feedback
Holistic assessment
Real work activities generally integrate more than one UOC Clustering
E.g. A farm worker on a cattle farm when called upon to muster cattle will be undertaking several discrete competencies:
Ride stock horse
Handle stock OHS Commun
icationmeaningful assessment
Process of assessment:
• What is the work activity?
• What does this involve?
• Under which conditions?
Assessment task
• What skills are needed?
• What level of skill is needed?
Student performance
Process of assessment:
• Explicit assessment criteria
• Established standards
• Sound evidence
Judgement of the performance
• Timely• Relevant• Meaningful• Encouraging
Feedback
Validate that :
• Variety and timing of assessment are fair and appropriate
• Assessment is taking into account individual needs (equitable)
• Requirements are met (legal- industry)
Moderation
Successful work performance requires:
When unpacking the UOC, ask yourself how these dimensions apply.
Dimensions of competency
Task skillsTask
management skills
Contingency
management skills
Job/role environme
nt skills
Planning for evidence
What evidence is needed to prove competency? Think of the picture of competence Check the evidence guide Check requirements for
employability skills Where should evidence be
gathered? workplace or off-the-job
What resources are required to gather the evidence?
Planning for evidence
What evidence is needed to prove competency?
Think of the
picture of competen
ce
Check the evidence
guide
Employability Skills Requirem
ents Where should evidence be gathered?
Workplace?
off-the-job? Online?
Which resources are required to gather evidence?
MaterialsTools/
Equipment
Staff
?