Professional Documents
Culture Documents
CBT How's It Done
CBT How's It Done
o How's it done?
Jointly produced by
TAFE NSW, SSAB WA and DEVET WA
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© NSW TAFE Commission /Skills Standards and Accreditation Board (W.A.) /Department of Employment
Vocational Education and Training (W.A.) 1992.
Copyright in this material is reserved to the Crown. Reproduction or transmission in whole or in part, other
than for the purposes of, and subject to, the provisions of the Copyright Act is prohibited without the
written authority of the Crown.
ISBN 073 058 5115
II
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This program
has been developed
as a joint venture by the
Educational Quality Assurance
Division of the New South Wales Technical
and Further Education Commission, the Western
Australian Skills, Standards & Accreditation Board
and the Western Australian Department of
Employment, Vocational Education
and Training.
CBT
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To the Participant
But translating new ideas into action is not always easy. As new
concepts are introduced and evolve, national debate may at times
be clouded and implementation impeded by myths and
misunderstandings.
This package is designed to dispel the myths and clarify the issues. In
workshop discussions you will acquire knowledge which will be
consolidated as you work through the central processes of
competency -based education and training.
We trust that you will find this process of experiential learning useful
and interesting. It is designed to give you a broad foundation of skills
and knowledge on which you can build to meet the needs of your
particular role and workplace.
Best wishes!
/1__/ 4-41
Susan Holland Paul Roberts
General Manager Chair
Quality Assurance and Customer Services Skills Standards &
NSW TAFE Commission Accreditation Board
(WA)
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and
Special thanks
Special thanks to the many educators and trainers who provided valuable feedback in the pilot
programs, and in particular to Ian Neeson who provided the flowcharts on pages 74, 75, and 76.
Special thanks also to the NSW Tad Council for permission to reproduce its competency
standards (developed in conjunction with the University of Technology, Sydney), to the Australian
Veterinary Association and the Australian Fire Services for permission to reproduce sections of their
competency standards, and to the Computing and Information Services Training Division of TAFE
NSW for permission to reproduce course information material.
Acknowledgements
Acknowledgement is made to the National Training Board for use of material from its National
Competency Standards Policy and Guidelines (1992) and to the Vocational Education,
Employment and Training Advisory Committee for the use of material from its User's Guide to
Course Design for Competency -Based Curriculum (September 1992).
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Contents
Page No.
Program Outline 2
Outcomes 4
Introduction 5
Section 1: Overview 9
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Program Outline
DAY 1
Outline of methodology
Outline of workshop
Outline of methodology
Outline of workshop
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Program Outline
DAY 2
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Outcomes
0s
After taking part in this program, you should be able to
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Introduction
What is the purpose of this program?
1 provide information on
the process of developing competency standards
the purpose and meaning of different components of the
standards
the role of standards as benchmarks linking curriculum
development and vocational education and training delivery to
workplace and community skill requirements
managers in industry
managers in the education and training sector
human resource managers
teachers and trainers
curriculum developers
anyone whose duties may require an understanding of competency-
based education and training.
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Most people working in industry and in the education and training sector
have come into contact with the basic terms and concepts of competency
based education and training.
But in the context of the wide range of changes currently occurring in the
Australian workplace and in the area of education and training, this
knowledge may often be theoretical and fragmented.
While there are few people whose workplace role demands involvement in
all these processes, an overall understanding of how they are carried out
will enable participants to manage related processes more effectively and
understand where their workplace contribution fits into the overall
framework.
As far as possible, we want to stimulate and guide rather than instruct. The
views, skills and experience of participants will make an important
contribution towards the learning process.
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For the sake of clarity and ease of use, the informational material is in the
form of questions and answers.
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Section 1; Overview
Ensuring that the skills of the workforce meet the standards required by
industry is an important part of this reform. This is why competency -based
education and training is being introduced.
national consistency
the creation of an education and training system based on these
standards as agreed benchmarks.
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But most CSBs and the standards they develop relate to a particular
industry.
At the time of writing (November 1992) sixteen sets of standards have been
endorsed by the National Braining Board.
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1.6 What are ASF levels and how do they relate to standards and
curricula?
Level 1 is the base level for a competent worker while at the other end of
the range, Level 8 is the level of senior professionals and managers.
It's part of the job of the CSB developing a set of standards to recommend
to the NTB an appropriate alignment with ASF standards. Any course
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just a limited number of levelsor to just one level. The different levels of
the ASF Framework are explained in detail in the references section.
This program will concentrate on key aspects of the first three steps and
give you practice in carrying these out.
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COMPETENCY -BASED EDUCATION
AND TRAINING
Industry
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Competency standards
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Vocational education
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Review
Monitor
Curriculum accreditation :::;:;;::<:;.: ..;:;;::>:::;> .:: :::.:::::: :::>::: :
&verify '.
Course; delivery
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and assessment
:.::.::.:.::.:.:::::..::: ..:...
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the- lo off- the o 1
Credential
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Each of these methods has its advantages and disadvantages. For example,
individual interview techniques are time -consuming and costly, but can
give valuable insight into the full range of skills used. Generally, it is a
good idea to use more than one technique to compensate for any
disadvantages in an individual technique.
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These are the steps we will follow in conducting our skills analysis.
Clearly, in the time we have available, our skills analysis will be a
compressed and simplified process. But nonetheless, these basic steps must
be covered in any skills analysis.
Step One
Define the focus the job or job structure to be analysed.
Step Two
Define the work rolé or function. What does the work aim to achieve?
Step Three
Identify the major skill groups or skill applications that contribute
towards fulfilling the job role successfully. These can be identified as
the major activities or functions of the work role.
Identify the range of different contexts in which the activities are
carried out and which may affect the way an activity is performed.
For example, in large /small organisations, using different types of
tools /facilities, relating to clients /customers with special needs
and so on.
Step Four
Conduct a detailed skills analysis of each activity. Identify the
component skills, key tasks and critical incidents.(These are unusually
successful or unsuccessful incidents which are useful in identifying
the full range of knowledge, skills and attitudes required for success
in that occupation.)
Continue to identify range of contexts.
Identify the level of performance required.
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NOTE: In this program, Step 1 decisions will already have been made to allow a
skills analysis exercise to be carried out during the workshop sessions for
example, taxi driver, workplace trainer or other appropriate category.
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The key question is: "What needs to happen for this to be achieved ?"
Care needs to be taken not to generate unconnected lists. Continue to
group them under each activity.
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List the skills and critical incidents for each activity and the
connections between activities.
Continue to list broad range of contexts which affect performance.
Identify the level of performance required. Ask: "What is the
difference between performing the activity competently and
performing it badly? How do we know when the activity is done
competently ?"
At the end, establish a priority for each entry. This is useful to achieve
consensus on the relative importance of each entry.
In our next section we'll see how to use the results of our skills analysis as
the basis for developing a set of competency standards.
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Competency standards are benchmarks. They provide a point of reference
which can be used not only as the basis of education and training
programs and organisation training needs but also for a wide range of
other human resource management activities.
The presentation of standards in the structured consistent format specified
by the NTB ensures that the description of overall competence is divided
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into meaningful and manageable components.
Competency standards describe desired workplace performance.
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The standards are structured into
e units of competence
elements of competence
performance criteria
range statements (or range of variables).
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UNIT OF
COMPETENCY
/
FORMAT OF STANDARDS
J
J J / 1
ASF
LEVEL
UNIT OF
COMPETENCY
-2 etc
J
UNIT OF
COMPETENCY
-3 etc
UNIT
Determine training requirements
ELEMENTS
1 Identify competencies for specific jobs and roles
2 Identify competencies held by individuals for specific jobs and roles
3 Determine if training needs exist
4 Define training requirements.
Units and elements describe functions, activities and skills used and the
language should reflect this. The units and elements should describe an
activity and the focus of an activity, for example:
Activity Focus of the activity
Design shop front displays.
The activity is described by a verb (design) while the focus is described by
the verb's object (shop front displays).
The advantage of the approach is that the structure is simple, short and
clear. It is related to an activity that would have value in the industry from
which it is drawn. To users it is much more accessible than "Graphic
Design 1 ".
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Another example:
Activity
Foster and plan
Focus of the activity
professional development
This statement is applicable beyond the level of the individual that is, it
concentrates on what is produced rather than on what people are doing.
Moreover, it is independent of any particular form of technology.
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Performance criteria set out the required outcomes by which the unit of
competency and its elements as a whole can be judged by an assessor as
being performed to the level acceptable in employment.
They should comprise general statements rather than detailed
prescriptions.
They provide the basis for the design of courses and curriculum, and for
assessment.
Overall, account should be taken of the following principles in developing
performance criteria. They should:
(i) be as precise as possible (But they should not focus narrowly on
particular tasks or procedures. It's important that a wide range of
contexts is covered.)
(ii) describe outcomes and be directed at recognisable and credible
activities and /or skills
(iii) cover all the components of competency required in that unit
(iv) focus on evidence required to attest to competency, including
knowledge
(v) be written with regard to likely approaches to assessment, in
particular, in cases where competency will need to be inferred from
evidence rather than being directly observed or demonstrated
(vi) be finalised in the context of the range of variables statement, and
evidence guide (if used) to ensure that unnecessary duplication or
complexity is eliminated.
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ELEMENT OF COMPETENCE
1-I
PERFORMANCE CRITERIA
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It's important that the range of variables statement should not be used to
convey information that properly belongs in the units. Units of competence
should indicate the full range of skills, including, for example, problem -
solving skills. They should not be narrowly task based, making use of the
range of variables statement to list the knowledge required for
performance in a range of situations.
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This is especially true where the work requires understanding of the whole
process, an integrated approach to quality or the use of judgement and
initiative.
Underpinning knowledge will often need to be assessed in order to ensure
that there is understanding of "why" as well as "how ". This is essential if
people are to transfer skills across the stated range.
For these reasons, underpinning knowledge should be included in the
content of standards on the basis that
knowledge should always be put in a context
descriptions of knowledge can be incorporated in performance
criteria, in a range of variables statement, or in an evidence guide
only knowledge which is related to the required actual workplace
performance outcomes of the particular unit should be included.
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3.13 How do we move from the outcomes of a skills analysis to the
definition of competency standards?
These are the steps we will follow in moving from skills analysis to
standards. Clearly, in the time we have available, our standards
development will be a compressed and simplified process. But
nonetheless, these basic steps must be covered in developing competency
standards.
The identified major skills groups /activities from the skills analysis
are the starting point.
Look at the number of major activities. These are the starting points
for defining the units of competence. In most cases they will become
the units if the skills analysis was adequate. There should not be too
many of these. (For workplace trainer or taxi driver standards, it
might be expected that there would be in the vicinity of 4 -8 units of
competence.)
Perhaps there are two or three different units which properly belong
together. Ask of each unit "What is the contribution of this function to
the work role ?"
The appropriate number of units is determined when there is
agreement that it is not logical to aggregate units any further.
Using the information from the skills analysis, identify the major
components or elements of skills and knowledge (including
applications and attitude) that make up the effective performance of
the unit.
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There are no formal rules on including all four types of skill specified by
the NTB in each unit. However, all must be covered in the groups of units
and elements if the standards are to serve their purpose.
Knowledge requirements should be incorporated in elements and
performance criteria.
In particular, future work requirements or contexts should be
considered.
As with units, element statements will be revisited and revised a
number of times.
Appropriate aggregation is achieved when no further combining of
elements occurs in response to the question "What is the contribution
of this description to the unit ?"
In general, there should be not more than 5-6 elements in each unit. If
there are more than this number, revisit the units.
Ask the following questions during determination of the elements:
® Are the elements discrete and separable from each other?
® Is the element expressed unambiguously and in terms
understandable in the workplace?
® Do the elements effectively cover all the skill requirements to
perform the unit?
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Examples of Standards
In this example,
1 the full range of units of competence at every level of employment is
shown, then
2 the units for ASF Level 2, then
3 Unit 5 for ASF Level 2, and its breakdown into elements,
performance criteria and range of variables.
We thank the Australian Fire Services and the National Fire Industry
Training and Development Project incorporated for permission to
reproduce material from their standards (conditionally endorsed by the
NTB September 1992).
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Example 1:
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AUSTRALIAN FIRE SERVICES - "UNIT TITLES"
I Demonstrate I Inspect I inspect. tost and 1. Control and I. flan and n. Menage the
EQUIPMENT FACILITIES inspection and Refighting maintain monitor participate In puchose.
maintenance equipment hollghtkp .. inspection. the nrpwadyng testing aid
procedures for equipment and testing and and utilisation of
ItotlghtIng toddies maintenance of development d equipment
equipment heflghthg erwarnent
equipment ono
facilities
I. lost firefighting t. Drive and s. Assist In the s. Manage the s. Manage
equ/prment manoeuvre upgrading aid research research and
vehicles development of development dovoioprnaM
equipment and palm
procurement of
equipment
3 Clean and t Operate pumps
maintain
hetignMng
equipment
a Olive and
manoeuMe
vehicles
. Operate pumps
I. Demonstrate I Rot4de baSlc I Marla and a Coadlnale a Plan aid central a Carita
FIRES AND EMERGENCIES procedures for we support parade basic operations at emergency operations at
head Ile support Maid responses malar
emergency emergency I nddences
situseon Wudioro
Demonstrate Ilnt t. Employ Employ personal s. Cary aut he
O 3
aid protection protection Investigations
Operate Monitor
instased he hegrand
Suppression operations
systems
o. Suppress fires I. Manlier and
operate
- staled he
suppression/del
action and
bulking caned
systems
to Engage In s. Suppress fires
salvage
overhaul and
ventilation
operations
It Respond to v. Malta salvage.
dangerous overhaul and
substances ventilation
Incidents operations
It Operate Io Respond toad
specialised morns
rescue dangerous
equipment substances
Incidents
u Provide special n. Provide
services SpocldUod
rescue services
IS Operate aerial is Assist and co-
and speco adnolo the
appliances provision of
special services
li. Operate send
and caeca
appliances
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AUSTRALIAN FIRE SERVICES
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AUSTRALIAN FIRE SERVICES COMPETENCY STANDARDS
LEVEL 2
Pumps are engaged to ensure that required pressure and quantity of water are obtained for an
5.1 Engage pumps effective operation.
Pump operation is in accordance with manufacturer's specifications and Fire Service
procedures.
Operations are to be carried out ensuring no injury to personnel or damage to equipment and
facilities and to provide optimal efficiency.
RANGE STATEMENT
Pumps are manoeuvred and positioned in accordance with Fire Service procedures and to
5.2 Manoeuvre and position portable maximise efficiency of operation.
pumps Movements are within limits of pump equipment and in line with Fire Service procedures.
Movements are carried out ensuring no injury to personnel or damage to equipment and
facilities.
RANGE STATEMENT
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r PERFORMANCE CRITERIA
Pump operation is monitored to ensure that a regular and sufficient water supply is
maintained for the operation In accordance with Fire Service procedures.
5.3 Monitor pump operation Pump is monitored to ensure maximum efficiency of operation and minimise damage to the
equipment.
Any faults are responded to and reported to supervisor.
RANGE STATEMENT
Example 2:
Standards
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Section of Australian Veterinary Profession
Competency Standards
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2. PROFESSIONAL INTERACTIONS
2.1 Communicate with clients, colleagues and others in English during the
course of professional veterinary activity
a.
b.
c.
d.
e.
f.
g.
Oral communication is at a level and pace appropriate to
the context.
The needs of the audience are considered.
Due emphasis is given to listening.
Written communication is clear and in a form appropriate
to the context.
Verbal and written information is understood, whether
given or received.
Explanations of veterinary procedures are clear and
comprehensive.
Records of veterinary work are kept accurately in a form
suitable for use by others.
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g. Means to resolve differences in the workplace are
identified.
2.5 Give instruction and direction for the delivery of veterinary care and
implementation of veterinary policies
8.1 Manage regular veterinary work within the scope of the veterinarian's
responsibility
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c.
d.
e.
f.
g.
h.
Group goals are recognised.
Individual leadership is demonstrated when warranted.
Activities are organised.
Work priorities are identified.
Delegation, supervision and collaboration are effective.
Procedures for record keeping, reporting and accountability
are known and observed.
A practicable
implemented.
plan for management of contingencies is
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Section 4: From
Standards to
Curriculum
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The way particular learning outcomes are clustered together into modules,
the sequencing of the material, the learning strategies suggested and the
design of learning programs to suit the needs of the target group are all
important in improving the efficiency of the learning process and meeting
the needs of learners and industry.
There may be occasions when it's appropriate to
develop one module for each unit of competence
develop one module round several units
select related elements of competence from different units and
develop a module round these.
4.7 How are generic skills such as task management, coping with
the unexpected and the total work role to be incorporated into
the curriculum?
The issue of generic skills has been given both focus and publicity with the
Finn Report (1991) and the work of the Mayer Committee working through
the issues raised in the Report.
The Report proposes that all young people need to acquire certain Key
Competencies that are necessary in all workplace roles. The Mayer
Committee has identified seven Key Competencies -
Collecting, analysing and organising ideas and information
Communicating ideas and information
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There are many options for organising content into modules including
in a one to-one relationship with the units of competence
by combining like skills or bodies of knowledge
through a problem -based learning approach
building a course structure round generic skills.
The key is that, whatever approach is chosen, it must address the issues
raised in the preceding pages.
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...and so on.
In the area of environmental education, the problem -based approach has
been found to be essential for the successful transference of skills. A
number of case studies are examined, solutions worked through by means
of role play or other methods, and compared with actual outcomes.
Generic skills
Being innovative
...and so on.
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...and so on.
Agreement has been reached on a standard format for both course outlines
and module descriptors. The format allows curriculum developers
flexibility within clearly defined guidelines.
The Vocational Education, Employment and Training Advisory Committee
(VEETAC) has produced a User's Guide to Course Design for Competency
Based Curriculum which provides both information on the format to be
used and guidance for the curriculum developer.
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Yes. Added educational value together with economies of time and cost
can, on occasion, be achieved by making assessment part of the learning
process.
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Both assessment and reporting will relate to the overall purpose of the
module, and the integration of the learning outcomes.
While it may be the case that each learning outcome will be assessed and
recorded there is no need to report on these individually except in cases
where agreement has been reached that reporting on each outcome should
occur.
However, when assessing directly to the standards, reporting on
assessments of performance of individual elements is required.
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Traditionally, the off -the -job component is concerned with the principles,
concepts and first practice of a skill.
Traditionally, the on-the-job component of structured learning addresses
the development of all the skills, knowledge and behaviours that lead to
competent workplace performance as identified in the relevant
competency standards.
However, there may be cases where this traditional separation of the
components is not the most efficient way to proceed and curriculum
designers should consider which particular learning outcomes can best be
achieved on -the -job, and which off - the -job.
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What is essential is that the on- and off -the -job components are integrated,
with the off -the -job teacher /trainer being aware of what is happening in
the workplace, and vice versa. To ensure this, it's necessary to have a clear
allocation and co- ordination of on- and off -the -job training responsibilities.
The basic principle is that the timing of on- and off - the -job components
should complement and reinforce each other.
Where the workplace is small, or with a restricted range of tasks, group
schemes may be necessary to broaden learners' workplace experience.
This varies considerably across occupations and is still a matter for debate
in many industries. It is particularly important for the large off-the-job
training institutions such as TAFE colleges, independent colleges and
private colleges as they grapple with issues of the content of courses and
the demonstration of competence.
In many professions and the trade occupations, work practice and
workplace assessment are required in addition to the successful
completion of the off-the-job course.
It is essential that course developers, teachers /trainers and learners are
quite clear about what a particular Course or Training Program is
delivering, and what successful completion of the course or training
program will mean in relation to the competency standards.
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Step One
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Step Two
task skills?
task management skills?
contingency management skills?
job /role environment skills?
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Step Three
The key question to keep asking is: How can the target learners
develop the full range of skills and achieve the standards as quickly
and efficiently as possible?
titles of modules?
number of modules?
nominal duration of modules?
4 Check
integration of learning?
reinforcement of learning?
sufficient practice for practical skills?
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Step Four
2
3
7
theory and practice?
knowledge and elements of competence?
the general and the specific?
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ACCREDITED COURSE OR
TRAINING PROGRAM
COURSE STRUCTURE
-1 MODULE 1
MODULE 2
MODULE 3
LEARNING
OUTCOME 1
LEARNING
OUTCOME 2
ASSESSMENT
CRITERION 1
ASSESSMENT
CRITERION 2
ASSESSMENT
CRITERION 3
LEARNING
OUTCOME 3
CONDITIONS
Competency Based Education and Training Model
i!1
Off- the -lob education - .
1
Workplace Assessment
Assessment scheme that is
reliable, valid, equitable and
\\ l cost effective
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Competencies
not demonstrated
;
i
ifk\N
`--...,....
E Competency
Standards
1
Determine
From Standards To Curriculum
knowledge and
skills required
2
Determine
Structure of
Accredited Courses
and Training
Programs
3
Develop descriptor
for each module
Module
descriptors within
A Model
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The Development Of Delivery Material
From Module Descriptors
4
Write delivery N. Input: Material that complies with specifications
material What asures the quality? Factors include: Specifications;
writing expertise; instructional design expertise; teaching exper-
tise; procedures; schedule; costs
Output: Delivery material that complies with the specification
5
Review
(process as previously)
Delivery
resource
material
_
J
O
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Example l
Course Description
7 s
National Information Technology Traineeship
111111111111111111111161111111111
National Information Technology Tralneeship Course Description (Revision 1)
..............
..............
Course sCri`i
1 ur.se:
This course aims to provide practical, competency -based training for persons who wish to take up
positions in industries utilising information technology. Graduates will be able to carry out a wide
range of tasks related to keeping a computer system operational.
Such tasks may include maintaining adequate backup capability, maintaining a local area network,
maintaining computer peripherals, installing and configuring software, maintaining stocks of
consumables, providing help and support for users and other tasks depending on the particular
options studied by an individual.
The course arose out of surveys commissioned by the Commonwealth Department of Employment,
Education and Training (DEED. Its development was funded by DEET through the Australian
Committee on Training Curriculum (ACTRAC).
The course is based around competencies and skill needs identified by a major national survey and
discussions with an Industry Reference Group. Skill standards are based on the Australian Standards
Framework and after completing the course the learner could be expected to have acquired skills
corresponding with ASF level 2.
At present there are no agreed Australian national performance standards in the information
technology field. Skill standards for this course were therefore drawn from a national survey and
from discussions with an industry reference group. They were then correlated with draft standards
compiled by the Information Technology Industry Lead Body (ITILB) in the United Kingdom. When
competency standards are established by an Australian Competency Standards Body this course will
be re- examined and modified to meet the new standards.
Further details of the identified industry training need may be found in the accompanying document
National Information Technology Traineeship - Training Plan.
Prior learning can be recognised where appropriate. The course is modular and competency based.
3 Total m na Hours
400 hours
80
National Information Technology Traineeship Course Description (Revision 1)
........................................................
.......................................................
4 urse>Structure:::> ;
........................................................
The modules which comprise the course are identified as follows:
Course Structure:
The structure of the course is expressed diagrammatically as follows:
(1 ;rëdii?:p0 tri3«:>::::>:::
Spreadsheets 1 Spreadsheets II
(2 credit points) NOSP (2 credit points)
Database I Database II
(2 credit points) NOSP
................ (2 credit points)
ae;Sui
Hardware I Hardware Support II
(2 crÈ it:OCirïts (2 credit points)
Comma LANS 1 Communications and LANS II Communications and LANS III
f2 cr points) (2 credit points) (4 credit points)
Operating Systems I Operating Systems II
(2 credit points)'' (2 credit points)
Software Support 1 Software Support II
(2 credit points) (4 credit points)
81
111191111111111111111111111111111111111911111111111111611116111111111111111111111181111
National Information Technology Traineeship Course Description (Revision 1)
Participants must complete as a minimum all of the core modules (32 credit points) and a
combination of elective modules which comprises 8 credit points.
Where the course is offered as a traineeship, students with recognition of prior learning are still
contractually required to complete the full 400 hours of the course. Should there be insufficient
modules left for completion in the IT traineeship, modules may be taken from other approved
national courses such as the National Office Traineeship to make up the balance of the 400 hours.
Students undertaking the course under the Australian Traineeship System must be employed
concurrently in the field of information technology. Certain modules require on- the -job training.
States with existing RPL policy guidelines should refer to these policies until a national policy is
available.
Modules studied as part of an Office Clerical Traineeship articulate into this course and full credit is
given for all modules identified in the above table (Section 4, Course Structure) by the symbol
NOSP. In addition, communication modules studied as part of other courses will be given full credit
where the modules are identified by the symbol NCP.
7 Delive
Many modules in this course are suited to self -study and external study.
It is recommended that the basic approach to the subject matter of the modules should be that of a
flexible, open learning model. Learners should be encouraged to obtain practical, hands -on
experience with a minimum of formal classroom teaching.
In many cases, self -paced tutorials and computer based training packages are available. Wherever
possible these should be utilised. Jr) any case, it is recommènded that an open plan computer
laboratory should bé the basic computer requirement. In this environment, learners can encouraged
to set their own pace with the teacher or trainer taking on the role of a facilitator.
82
National Information Technology Traineeship Course Description (Revision 1)
8 ognisei
The course has been nationally defined and agreed to by the National Information Technology
Industry Working Group. The course includes modules developed by the National Office Skills
Project and the National Communication Project.
83
National Information Technology Traineeship Summary of Learning Outcomes
e
Computer rträtl
.:.....................
.................... i' (20 nominal hours)
LO 1: Explain the legal obligations of computer users.
LO 2: Describe the responsibilities of the system manager.
LO 3: Describe the importance of performing regular backups and restores to site procedures.
LO 4: Describe what viruses are and how they affect computer systems.
LO 5: Name and describe hardware and software packages in common use in an organisation.
Computer Administration
.......:................. 1..'. (20 nominal hours)
LO 1: Recommend hardware and software to solve problems.
LO 2: Perform backup and recovery to site procedures.
LO 3: Implement anti -virus procedures.
LO 4: Record and monitor software distribution
84
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National Information Technology Tralneeship Summary of Learning Outcomes
ratin Systems
.............. II (20 na:: hours)
LO 1: Start up and close down computer systems.
LO 2: Maintain records of activities
LO 3: Operate peripheral devices and monitor error and other messages.
LO 4: Monitor progress of workload to schedule in a batch environment.
LO 5: Maintain routine backup and restore requirements.
................... ...............................
Communications and LANs!
............................................................................................................ ............................... .
(20 nominal hours)
LO 1: Define terminology relating to communication and local area networking.
LO 2: Use communications software to communicate between computers.
LO 3: Define and discuss various PC networking alternatives.
LO 4: Access applications, print and transfer files, create a sub - directory on a file server.
Ill!
LO 5: Distribute electronic mail over a local area network.
............ ..............................................................
..........................................
.......................................... ...............................
`a'tildiaÄANs II
it>rti t .0.0iarat on ...............................
..........................................
........................................... .(20 ïìi hours)
LO 1: Describe the function of network interface cards.
LO 2: Configure and connect a personal computer to a network.
LO 3: Diagnose and respond to problems and error messages on the network.
LO 4: Install and configure a networked printer and make configuration changes to a network print
queue.
LO 5: Administer network procedures at the level of user group manager.
LO 1: Use a computer to load, save, list, execute and edit a prepared program
LO 2: Identify and describe the steps used to develop a program
LO 3: Write programs to perform simple arithmetic operations and print results to the screen
LO 4: Design a problem solution using simple flow charting symbols
LO 5: Write programs to perform formatting of input and output
LO 6: Create programs which use iteration and which switch execution path based on a test
LO 7: Develop programs from simple problem descriptions
85
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National Information Technology Traineeship Summary of Learning Outcomes
2 nominal
.
Spreadsheets I :
LO 1: Outline and adopt relevant occupational health and safety practices.
LO 2: Discuss applications and advantages of electronic spreadsheets in an office.
LO 3: Define terminology specific to spreadsheets.
LO 4: Design and construct a spreadsheet to meet the requirements of a given situation.
LO 5: Edit and manipulate data in a spreadsheet document.
LO 6: Print a spreadsheet document according to specified criteria.
LO 7: Merge electronic and written files.
_...
Spreadsheets
readsheets: II . ZO<;nom, nai.;;hou, s:
LO 1: Use manuals and on -line help to solve operational problems.
LO 2: Represent numerical data in graphical form.
LO 3: Use a variety of functions to enter formula
LO 4: Create and use macros to solve problems or save time
LO 5: Import and export data
LO 6: Outline and adopt relevant occupational health and safety practices.
..............................
.....
D. I (20 n omfnal hours
LO 1: Outline and adopt relevant occupational health and safety practices
LO 2: Discuss applications and adantages of electronic databases in an office
LO 3: Define terminology specific to database
LO 4:' Access an established database file and manipulate data
LO 5: Create a database to meet the requirements of a given situation, enter and edit data
LO 6: Produce reports from a database file, according to specified criteria
LO 7: Modify the structure of a database and manipualre data in a database file
LO 8: Manage electronic and written files
86
National Information Technology Traineeship Summary of Learning Outcomes
LO 6: Format documents
LO 7: Manage electronic and written files
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Example 2
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SIISSIIS11111111111111111111111111111111111111111111111MMIIIIIIIIMS1111111191111
National Information Technology Traineeship Computer Administration I (Revision 1)
................
................
MODULE: Computer nistrati' 1
PURPOSE: This module is intended to introduce learners to the ethical and legal
obligations of computer users and to give them a practical
introduction to managing the problems encountered in operating a
computer site.
RELATIONSHIP TO STANDARDS:
As yet, because of the lack of a formal Competency Standards
Body, no industry standards have been developed for information
technology. These modules are based on skill needs as revealed
through comprehensive national survey and discussions with an
industry reference group.
PREREQUISITES: Nil
DELIVERY:
Where possible the learner should be encouraged to obtain the
competencies while on- the -job, although it is possible to meet all the
requirements of this module off - the -job.
EQUIPMENT REQUIRED:
Standard classroom; standard personal computer classroom
facilities
.: ... .
Conditions:
Access to relevant documents including company policy statements.
Performance Criteria:
a The reasons for maintaining high ethical standards are
discussed
90
National Information Technology Traineeship Computer Administration I (Revision 1)
Assessment Method:
Participation in class discussions.
Written assignment.
Conditions:
Access to relevant technical literature and information
Performance Criteria:
a Key responsibilities of the system manager in both a PC -based
and a mini- or main -frame installation are described.
Assessment Method:
Class discussion
Written test
Conditions:
Access to appropriate manuals, hardware and software
Performance Criteria:
a Reasons for performing regular backups are listed.
Assessment Method:
Assignment or project
Research report
Written test
91
to
National Information Technology Traineeship Computer Administration I (Revision 1)
Conditions:
Access to appropriate literature, technical brochures, standard
personal computer environment, virus detection and recovery
software.
Performance Criteria:
a A computer virus is described.
Assessment Method:
Assignment
Research report
Written test
Practical test and observation
Conditions:
Access to a standard personal computer environment, appropriate
literature and manufacturers brochures, magazines and technical
jou mals.
Performance Criteria:
a The types of computer equipment available to an organisation
are listed and described.
Assessment Method:
Assignment
Report or project
92
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Example 3
93
111
94
s
Learning outcomes
Learning outcome I
Assessment criteria
Conditions
Assessment method
Learning outcome 2
Assessment criteria
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
1.1
1.2
1.3
Differentiate the main types of companies under
the Corporations Law, in particular:
Memorandum of Association
Articles of Association
Certificate of Incorporation.
Minute books
Register of members
Share journals.
and the
2.1
2.2
Differentiate between nominal or authorised
capital and issued capital.
shares.
95
OS SO ssssssssssssssssssssssssssssssssssssss
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
Learning outcome 3 enter details of debenture issues into the general ledger. C
96
ssssssssssssssssssssssssssì
in
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
Accounting Standards:
AASB 1013 /AÁ518
s AASB1015 /AAS21
97
.....t1111
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
98
!
Conditions
Assessment method
Learning outcome 7
Assessment criteria
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
Schedule 5 of the
Corporations Law.
Accounting Standards:
AASB 1001 /AA6
AASB 1004 /AAS15
AASB 1005 /AAS16
AASB 1018 /AAS1
AASB 1226/AAS28
Regulations
and
to
Loss
7.1
7.2
Describe the rationale for Consolidated Accounts.
Prepare a Consolidated
appropriate adjustments.
cost of investment
Worksheet
with
99
sssssssssssssssssssssss
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
1 00
S
Suggested learning
resources
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
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Section 5:
References
Australian Standards Framework
The Level Descriptors
Level 1
Work is likely to be under direct supervision with regular checking, but
may take the form of less direct guidance and some autonomy where
working in teams is required.
Level 2
Work is likely to be under routine supervision with intermittent checking,
but may take the form of general guidance and considerable autonomy
where working in teams is required. Responsibility for some roles and
coordination within a team may be required.
103
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Level 3
Work is likely to be under limited supervision with checking related to
overall progress, but may take the form of broad guidance and autonomy
where working in teams is required.
Level 4
Work is likely to be without supervision with general guidance on progress
and outcomes sought. The work of others may be supervised or teams
guided or facilitated. Responsibility for, and limited organisation of, the
work of others may be involved.
Level 5
Work is likely to be under broad guidance. The work of others may be
supervised or teams guided. Responsibility for the planning and
management of the work of others may be involved.
104
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and other skills to tasks, roles, and functions in both varied and highly
specific contexts.
Level 6
Work is likely to be under limited guidance in line with a broad plan,
budget or strategy. Responsibility and defined accountability for the
management and output of the work of others and for a defined function
or functions may be involved.
Level 7
Work is likely to be in accordance with a broad plan, budget or strategy.
Responsibility and broad ranging accountability for the structure,
management and output of the work of others and /or functions may be
involved.
105
'
essiesassasssassasessessal
Level 8*
Work is likely to involve full responsibility and accountability for all
aspects of the work of others and functions including planning, budgeting s
and strategy where required.
*Level 8 includes all competencies that might be regarded as higher in level than those
characteristics used in the descriptor to distinguish it from Level 7. There are no levels in the
ASF above Level 8.
This gives an outline of how present credentials might indicatively be related to the ASF level of
work, for people whose work destination is related to the vocation credentials.
Degree
ASF
8
Diploma ASF
7
Associate
Diploma ASF
6
Advanced
certificate ASF
5
ASF
3
Certificate/
Trade Certificate-
ASF ASF
1 2
106 .
111
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Resource List
The following brief reading list is suggested as an initial follow -up to the
workshop.
107
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Glossary of Terms
108
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Assessment
Broadskilling
Career path
CODAP
Common competencies
including enterprise and industry -based
training. Articulation arrangements allow
the horizontal or vertical movement
between programs or between education
and employment.
see multiskilling
109
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110
et
CBT
111
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112
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113
the same or different levels drawn from
other industries).
114 .
.essesemesseresesessessesssesseemessesseisessessesses
CBT
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to
Acronyms in
116