CBT How's It Done

o
o How's it done?
Competency -Based Education and Training

An Interactive Workshop
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
What is CBT and what changes will it bring?
This is a question currently being asked by the many people whose

workplace role will be influenced by the answer.
CBT competency -based education and training is central to a

range of initiatives designed to ensure that the skills of the workforce
meet the standards required in the workplace.
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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Development and Production
The Educational Quality Assurance Division of TAFE NSW,

the Skills Standards and Accreditation Board (WA) and
the Department of Employment, Vocational Education
and Training (WA)
worked in co- operation with
the Human Resource Development Division of TAFE NSW

in the development of the Facilitator's Guide
and
the Open Training and Education Network

with regard to layout, graphic design and desk -top publishing.
Cartoons used in the overhead transparency masters were

drawn by Maria Miranda.
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
Section 2: Skills Analysis . 15
Section 3: From Skills to Standards 23
Section 4: From Standards to Curriculum 53
Section 5: References 103
The Australian Standards Framework 103

Resource List 107
Glossary 108
Acronyms 116
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Program Outline
DAY 1
8:30 am - 9:00 am Registration
9:00 am-10:00 am Section I: Overview and Introduction

Place of training reform within the microeconomic
reform agenda
Broad outline of CBT agenda
-
Organisation of program workshop sessions
10:00 am 10:45 am Section 2: Skills Analysis
Outline of methodology
Outline of workshop
10:45 am 11:00 am Morning Tea
11:00 am 12:00 pm Workshop

12:00 pm 12:30 pm Whole Group Discussion
12:30 pm -1:30 pm Lunch
1:30 pm 2:45 pm Section 3: From Skills to Standards
Outline of methodology
Outline of workshop
2:45 pm 3:45 pm Workshop
3:45 pm 4:00 pm Afternoon Tea
4:00 pm 4:30 pm Whole Group Session
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Program Outline
DAY 2
9:00 am 10:00 am Section 4: Curriculum Development

Links between processes.
Days structure
Presentation and discussion of curriculum
10:00 am 10:30 am Workshop
Identify terms of referecne
10:30 am 10:45 am Morning Tea
10:45 am - 12:15 pm Workshop
Extract knowledge, skills, attitudes
12:15 pm 12:45 pm Whole Group Discussion
12:45 pm 1:30 pm Lunch
Determine course structure
Write module descriptor(s)
During workshop Afternoon Tea
4:00 pm 4:30 pm Whole Group Session
Issues, summing up, evaluation
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Outcomes
0s
After taking part in this program, you should be able to
Provide information to colleagues on the processes of competency

standards development and curriculum development
Take part in discussions on competency based training in your
workplace
Build on the knowledge and skills aquired in this program so as to be
able to take part in initiatives relating to competency -based education
and training as required in your particular workplace role.
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Introduction
What is the purpose of this program?
This program has been designed to:
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
2 enable participants to experience the process of developing

competency standards and a curriculum based on these standards.
Who is this package designed for?
This program is designed for anyone wanting a fuller understanding of the

issues and processes involved in competency -based education and
training and in particular the processes of standards and curriculum
development.
This will include
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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Why is this package needed?
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.
The program is designed to give hands -on experience in the central

procedures of skills analysis, competency standards development and
curriculum development.
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.
What learning strategies will be used?
The emphasis of the program is on processes and on learning through

participation.
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.
The content of the program is equally relevant to analysis at the industry

or enterprise level.
How will the program be presented?
The program consists of four inter connecting sessions. These are
Overview of Competency -Based Education and Training

Skills Analysis
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From Skills to Standards

From Standards to Curriculum.
The primary focus of the program will be on interactive workshop sessions

that will provide you with the opportunity to work through the
components of competency -based education and training.
What is the structure of the program?
The program is structured around
introductory sessions where an overview of a program component is

given to the whole group
small -group sessions of about 6 -8 participants who work through the
processes of developing standards and curricula
whole -group sessions where problems are discussed, ideas
exchanged and key issues highlighted.
How is the information presented?
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
1.1 Why is this a time of change both in the Australian workplace

and in the area of training and education?
Under the broad banner of award restructuring, the Australian workplace

is being reformed to meet the demands of competitive world markets at a
time of rapid technological change.
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.
1.2 What is different about competency -based education and

training?
Competency -based education and training is concerned with recognising

and developing skills in the most efficient way.
Competency comprises the specification of the knowledge and skill and

the application of that knowledge and skill, within an occupation or
industry level to the standard of performance required in employment.
The development of national competency standards will enable
national consistency
the creation of an education and training system based on these
standards as agreed benchmarks.
Key features include the following:
Education and training programs based on nationally recognised

standards provide for portability of credentials across Australia.
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As employer bodies have worked with unions, government and

education and training providers in the development of standards, it
is likely that the standards required in the workplace will be met.
Individual enterprises can adapt the standards to meet their own
operational requirements.
Competency -based curricula can be customised to allow individual
enterprise operating requirements to be included while still
maintaining transferability of education and training and portability
of credentials.
1.3 Where do the standards come from?
Industry competency standards have been developed by Competency

Standards Bodies consisting of representatives of government, industry
and unions.
Some competency standards bodies (CSBs) develop standards that are

generic and go across industry and occupational sectors. For example, a
CSB has developed standards for workplace trainers.
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.
1.4 What authority oversees the development of standards?
The National Training Board co- ordinates the development of standards,

recognising CSBs and endorsing standards once they are developed.
Formed by agreement of the Commonwealth, State and Territory

governments, the NTB has a tripartite Board of Directors. Working in co-
operation with industry, and in conjunction with the CSBs, the NTB
provides guidance in defining national competency standards

establishes and promotes nationally consistent methods of describing
competency standards
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maintains and publishes a register of competency standards

ensures there is consistency in the implementation of national
competency standards.
1.5 What was the situation before the introduction of competency -

based education and training?
Until fairly recently
education and training curricula and the attached credentials in the

various States and Territories often bore little relationship to each
other
qualifications could be awarded on the basis of time served, rather
than on proven capacity to perform a job role successfully
there were barriers to training for lots of people because of age,
gender, family obligations, lack of formal qualifications and so on
there was no consistent framework for recognising skills acquired
informally
while it was true that curriculum development was based on skills
analyses, these were often long lists of separate skills presented in a
variety of formats; there was no overall consistency and no
comprehensive benchmarks on which to base curricula.
The introduction of a nationally cohesive competency -based training

system will ensure a consistent approach to training throughout Australia.
1.6 What are ASF levels and how do they relate to standards and
curricula?
The Australian Standards Framework (ASF) has been developed to

provide reference points for the development of competency standards
and vocational qualifications and training.
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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developed around the standards will then be designed at the appropriate

level.
Depending on the size, range and complexity of an industry or industry

sector, competency standards may apply through all levels of the ASF, to .
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.
1.7 What is the structure of a competency -based education and

training system?
See the diagram on the next page.
This program will concentrate on key aspects of the first three steps and
give you practice in carrying these out.
Although few people will be involved in all three initial steps, it is

important that everybody involved in competency based education and
training understands the development issues involved in each step to
properly interpret information at the next step.
People performing skills analyses or developing competency standards can

benefit from understanding how the product is to be used by curriculum
writers and training deliverers.
It's equally important that managers, trainers, teachers and curriculum

writers understand the content of competency standards and how they are
determined in order to properly interpret the documents.
1.8 What part does assessment play in a competency -based

education and training system?
Assessment is a vital part of competency -based curricula, as it is in all

curricula.
It is through assessment that judgements are made about the extent to

which participants have achieved the desired outcomes of the training
program or course. In competency -based education and training, these
outcomes are related to the achievement of the industry- specified
competency standards upon which the course is based.
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The actual assessment methods chosen must be appropriate to the

information sought and the setting and must enable valid and reliable
assessment. For example, knowledge -based learning outcomes may be
assessed using pencil and paper tests. But manual skills may be best
assessed via workplace projects or skills tests off-the-job.
The major difference with competency -based assessment is that it is

criterion- referenced rather than norm referenced. This means that
assessment is against a pre - determined standard or criterion rather than
against the performance of other candidates.
Assessment will be discussed in greater detail in Section 4, From Standards

to Curriculum.
In our next section, we begin the process shown in our diagram by

identifying industry skill requirements in a particular work area.
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Section 2: Skills Analysis
PART I: Background information
2.1 What is a skills analysis?
A skills analysis identifies the skills and required level of performance of

those skills to perform a work role.
A carefully conducted skills analysis is the necessary basis for useful,
realistic competency standards and for sound curriculum development.
The analysis should encompass all the skills required of a person
performing a work role. The NTB defines the broad categories of skills
required for effective performance in the workplace as
the requirement to perform individual tasks (task skills)
the requirement to manage a number of different tasks within the job
(task management skills)
the requirement to respond to irregularities and breakdowns in
routine (contingency management skills)
the requirement to deal with the responsibilities and expectations of
the work environment (job /role environment skills).
2.2 How can we identify the skills an industry needs?
A number of different methods have been developed to determine the

present and future skill needs of an industry. The analysis involves
examining current and future jobs in the industry and the skills, duties,
roles and responsibilities associated with each job.
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Common techniques include

interviews
surveys
brainstorming
group techniques
workplace observation.
NOTE: The glossary provides more information on some of the common

techniques used. If interested, see CODAP, Critical Incident Technique,
DACUM, DELPHI, Functional Job Analysis,Nominal Group Technique.
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.
2.3 What methods were used in a particular instance of skills

analysis?
Si
In conducting a skills analysis for taxi drivers, the methods used were
observation of taxi drivers at work
observation of taxi driver training courses in operation
interviews with relevant people about needed /relevant changes in
the training courses
critical incident interviews with taxi drivers
structured interviews with taxi drivers.
2.4 What are basic principles of skills analysis?

It
Whatever techniques are used, it's important to make sure that the analysis
examines the organisation of work, together with the knowledge,
skills and applications required for effective performance
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e does not discriminate against any group within the workforce

e is not limited to current work practices and processes but also
e identifies future skill requirements and likely technological change
recognises that work is an interactive process involving inter- related
tasks, activities and people; therefore an occupation or job should not
be considered in isolation but rather as part of a complex network
does not reduce a job or occupation to a set of narrowly defined tasks
or routine activities, but rather takes a holistic approach to work
performance, incorporating generic skills which are an intrinsic part
of effective work performance for example, communication,
organisational and problem - solving skills.
2.5 What is the function of the skills analysis in the workplace?
A skills analysis should be conducted as part of an industry or enterprise

workplace plan and should be linked to workplace efficiency and
productivity.
In order to avoid the fragmentation of work and training that has occurred
in the past, it's important that the skills analysis should examine whole
networks of occupations rather than simply one isolated job role within a
network. This will enable it to encompass the full range of the levels of the
Australian Standards Framework that apply to the work.
This ensures that
the full range of responsibilities attached to each level of work is
properly identified
curriculum and training delivery are oriented to an identified training
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PART II: The Process
2.6 What are the steps to be taken in conducting a skills analysis?
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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Step One: Defining the job or job structure
What are the points to consider?

In this step we ask:
What are the boundaries of the analysis? Are we looking at a whole
industry, a whole enterprise, or a major section of itor at an
individual job role?
How does the analysis tie in with an organisational strategic plan, or
an award restructuring exercise?
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.
Step Two: Defining the work role

Our next step is to define the work role or function. (For a gardener,
this might be: To cultivate and maintain gardens. For the production line
manager in a factory it might be: To manage the production of the factory
to ensure maximum output, efficiency and quality.)
The identification of the work role will define the output of the work
in relation to organisational goals (where appropriate). .
This is a reference point for checking our skills analysis.

There may be significant disagreement at first. This disagreement will
reflect different values and perceptions of participants and
demonstrates the importance of workplace consultation and
participation to ensure the focus is correct.
The work role statement may be significantly altered as a result of the
analysis, but the purpose statement always provides an important
reference point.
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StepThree: Identifying the major activities

The major skills groupings or activity analysis will
identify the major skill groups required to achieve the purpose
. often be defined as the major activities or functions of the work
role, but thinking in terms of skill groups helps avoid purely
task -based information.
® ensure that all key skills and activities are covered, not just
major tasks
® provide a focus and starting point to prevent the exercise from
generating long indistinguishable lists of skills and tasks.
Arrive at the major activities or skill groups by asking: "Why ?"

"What is the purpose ?" "What is the outcome ?" of each skill or
activity suggested.
For each activity, list the range of contexts which may significantly
affect performance. We need to indicate just the broad range of
contexts rather than giving an exhaustive list.
Step Four: Skills analysis of each activity

This step is the core of the skills analysis. The skills analysis must
cover
® task skills
® task management skills
® contingency management skills
® job /role environment skills.
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.
2.7 Where do we go from here?
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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Section 3: From Skills

to Standards
PART I: Background information
3.1 What is the relationship between competency standards and

skills analysis?
Competency standards are derived from skills analysis so it's

important that the method used in the skills analysis should be
structured to provide outputs which can be readily transformed into
The method we used to conduct our skills analysis was designed to
make it a relatively easy step to develop competency standards. We
were careful not to come up with a random list of separate tasks, but
to have a structured and cohesive grouping which can be transformed
with little effort into competency standards.
Experience has shown that many previous skills analysis models
lacked a coherent and consistent format or reporting structure and
resulted in confusion and conflict over the interpretation and use of
results.
Typical outcomes were very detailed unstructured lists of skills and

tasks, or very task oriented job descriptions.
The National Training Board requires that competency standards be

set out in a specified format. This format the NTB competency
framework, provides a consistent structure to describe the role and
skill requirements of work classifications.
It provides a structure for reporting the outcomes of a skills analysis

that focuses on what is expected of an employee in terms of
performance, rather than on the learning process.
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3.2 What is the importance of standards?
. , . . 11 11
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.
3.3 How are standards structured?
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The standards are structured into
e units of competence
elements of competence
performance criteria
range statements (or range of variables).
(See the diagram on the next page.)
3.4 What are units of competence?
The format is based on units of competence. These reflect the major

functions, activities or skill groups for the job. 11
3.5 What are elements of competence?
Elements of competence are the basic building blocks of the unit of

competence and as such, continue the description of the key purpose of the
unit itself.
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UNIT OF
COMPETENCY
/
FORMAT OF STANDARDS
1.1 ELEMENT OF COMPETENCY

& PERFORMANCE CRITERIA
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1.2 ELEMENT OF COMPETENCY O
& PERFORMANCE CRITERIA W
W
f 1.3 ELEMENT OF COMPETENCY

& PERFORMANCE CRITERIA
J
J J / 1
ASF
LEVEL
UNIT OF
COMPETENCY
-2 etc
J
UNIT OF
COMPETENCY
-3 etc
Diagram: National Training Board

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They describe in output terms things that an employee who works in a

particular area is able to do, that is, an action or outcome that is
demonstrable and assessable.
Elements of competence, in relation to units, describe the lowest logical

identifiable and discrete subgroupings of actions and knowledge which
contribute to and build a unit.
The following example shows a breakdown of a unit of competency into

elements of competency in the cross- industry workplace trainer standards:
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
3.6 What is meant by: "Expressing standards as outputs "?
Suppose an element of competence were written as follows:

Operate an X Ray Machine
Condition /context
of staff.
Such an element of competence would be called an 'input' statement

because it reflects the input (of the operator in this case) to the process of
producing X -ray images.
An alternative 'output' form could be:

Produce diagnostic images on X -ray films
However, if an 'output' statement was sought the example above could be

improved further as follows:
Produce diagnostic images
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.
3.7 What are performance criteria?
Performance criteria are evaluative statements which specify the required

level of performance.
The performance criteria for the element of competence discussed above

(Produce diagnostic images) would in all probability be concerned with
features of the output, for example, the diagnostic quality of the X -Ray
image, rather than the process by which that output was produced - for
example, positioning the patient, choice of film etc.
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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.
(An evidence guide may provide guidance in the interpretation of

standards and in evidence required for assessment purposes. See the
NTB National Competency Standards Policy and Guidelines 1992 for a
more detailed explanation.)
3.8 What is the format of performance criteria statements?
The format of performance criteria statements is as follows:

Noun Verb in the passive voice Condition /context
Strategies are employed to encourage
communication.
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3.9 How are performance criteria different from elements of

competence?
The difference between performance criteria and elements of competence

is a common cause of confusion.
To gain an understanding of the concept of performance criteria, it is
sometimes helpful to consider performance criteria to be a special type of
reference 'checklist' setting out the critical aspects of performance within
each element of competence.
In using this analogy of a 'checklist', it's important to recognise the
limitations of the analogy.
Performance criteria should not be considered as items that can simply be
'checked off' in the mechanical way that some checklists are used. A
performance criterion of only a few words may imply quite an elaborate
process of observation and assessment.
For example, one of the performance criteria for veterinary surgery is:
Contingencies are anticipated.
This is not a trivial aspect of routine performance to be 'ticked off'. It

clearly represents a range of capacities that typify much of professional
work, including the exercise of professional judgement.
A properly constructed assessment technique would be necessary to
establish this aspect of competence validly.
Similarly, a list of performance criteria should not necessarily imply

observation of aspects of performance in isolation as, for example, a
mechanic might do in checking off the items on a roadworthiness
certificate or a pilot might do when completing a pre - landing checklist.
The list of performance criteria is better thought of as a whole. It is a
continuum of evidence of competent performance in a particular element
of competence.
The example overpage from a complex aspect of veterinary practice

illustrates this point.
29
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ELEMENT OF COMPETENCE
5 Provide first aid and implement emergency veterinary care;
1-I
PERFORMANCE CRITERIA
5.1 problems requiring urgent attention are identified and

ranked in order of performance
5.2 options for care and treatment are identified and evaluated;
5.3 emergency treatment is tenable and timely
5.4 suffering is alleviated in a manner consistent with the
circumstances
5.5 veterinary care is consistent with prevailing ethical and
legal constraints.
Most professionals will have been exposed to a situation

requiring first aid, whether for people or animals. In reflecting
on such a situation, it should be possible to envisage how the
performance criteria listed here would provide evidence of
competent performance. Note how Performance Criterion 5.5
reflects a clear set of contextual factors that would not be
expected of a layperson.
3.10 What are range of variables statements?
A range of variables statement indicates the variables or conditions under

which the performance criteria may be applied.
Range statements may specify
equipment to be used
manuals
operating procedures
likely client groups
30
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legal /regulatory considerations

the environment in which performance usually occurs.
In our earlier example of an element of competence, Produce diagnostic

images, the performance criteria would ideally be accompanied by a range
statement referring to X- Rays, ultrasound, NMR, image intensification, CT,
Video enhancement etc. This would mean that the standard itself was
general and largely independent of any particular type of technology.
A range statement is useful in a number of ways. It
(i) defines the context indicating the boundaries within which a given
unit of competence and its associated performance criteria apply
(ii) provides a link between industry, cross - industry and enterprise level
applications (This aids consistency of assessment.)
(iii) provides a link to specific requirements, such as enterprise operating
procedures
(iv) provides a focus (along with performance criteria) for both
assessment and the development of education and training programs
based on the standards
(v) simplifies the updating of standards as such changes as technological
advances or work reorganisation occur.
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.
3.11 Should underpinning knowledge be included in the

standards?
A key aspect of competence is the application of knowledge. Performance

of a task commonly draws upon a body of knowledge. Moreover, the
transfer of competence to new situations may not be fully achievable
without knowledge.
31
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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.
Knowledge which is simply a pre - requisite for undertaking formal

training at the next level should not be included. However, there is a need
to include and /or link broader areas of knowledge which underpin a
particular group of units or the whole group of units at an ASF level in a
standard.
3.12 Should values and attitudes be included in standards?
Values and attitudes influence the achievement and exercise of

competence. But it's not always possible or appropriate to reflect this in the
performance outcomes at an industry or cross - industry level. These factors
will often be best or only able to be incorporated at the enterprise level
rather than in industry standards.
Nonetheless, values and attitudes can be included in standards, provided
proper regard is paid to the requirement that standards should be
outcomes - based. A similar approach to incorporating values and attitudes
in performance criteria, range of variables statements, and evidence guides
to that for the treatment of knowledge is appropriate.
Some employment calls on technically and professionally qualified people
to work in situations where they need to relate effectively with people
from other cultural backgrounds. This need is most evident for those
working in non -urban Aboriginal communities, international tourist
32
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activity, and community services and health activities with different

communities.
Care should be taken that the inclusion of values and attitudes in
standards is not discriminatory, and that they reflect outcomes, not inputs.
Attitudes and values can often be used as a shorthand for underlying
competencies such as problem - solving or the ability to transfer
competencies to new situations. These competencies should be dealt with
as such in industry standards.
33
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PART II: THE PROCESS
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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.
Step One: Determining the units of competence
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.
Step Two: How are the elements of competence established?
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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Elements are statements of applications of skills and knowledge that

are required to complete a unit.
Elements are usually written at the level of task management or
contingency management skills.
Again, it is desirable to aggregate elements as far as possible.
As well as manual /technical skills required, organisation and co-
ordinating skills and communication and interpersonal skills must be
included.
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?
Step Three: Determining performance criteria
These are outcome statements which indicate that the element is

effectively and safely achieved.
The key question to guide definition of performance criteria is "What
are the outcomes of the performance of the element of competence ?"
35
IISSOS111111_11_
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They are not instructions, technical specifications or lists of tasks or

underlying knowledge which 'make up' an element. Nor are they a
curriculum document.
They are the evaluative statements of performance on which
assessment of work performance can be based, curriculum content
can be inferred and responsibility /accountability is allocated in the
work role in the organisation.
Performance criteria should include key skills and critical incidents
and define relevant attitudes (for example, accountability,
responsibility, OHS, EEO) which define satisfactory performance of
the element.
Where performance criteria refer to standard operating procedures,
industry standards or technical manuals, ensure that these exist in a
written form and are relevant, up -to -date and accessible.
Aggregate performance criteria as far as possible.
Ask the following questions during determination of the performance
criteria:
® Are the performance criteria specified as outcome statements?
This is critical to having useful standards.
® Is each performance criterion separate and discrete from the
others?
® Do the performance criteria include instructions, detail that is in
manuals, operating procedures, or specifications of knowledge
as inputs rather than outputs? If so, re -write and re- specify them
as outputs or transfer to range statements.
® Are critical incidents captured in the performance criteria?
® Are the performance criteria clearly understandable in the
workplace?
® Do the performance criteria as a whole capture the full range of
skill performance specifications to effectively and safely perform
the element?
® Do the performance criteria as a whole for each unit make
sense?
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Step Four: Determining range of variables statements
In determining range of variables statements, ask the following questions:

Do they locate the element in the specific workplace environment?
Do they cover, for example, the range of processes and procedures
undertaken, the types of client groups or any other variables which
will affect performance?
Do they indicate occupational levels :(if appropriate)?
Step Five: Check your standards.
The following checklist is useful in determining that the competency

standards are complete:
Is the document internally consistent?
Are the units roughly equivalent in size and coverage?
Is the format in which the standards are presented cönsistent
throughout the document?
Are all four types of skills captured in the document?
Are any documents, procedures or applications specified in the
range statements available in written form, up -to -date,
consistent and readily accessible?
37
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Examples of Standards
Example 1: Australian Fire Services
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).
Example 2: Australian Veterinary Profession

In this example of professional standards,
1 some initial explanation is provided, then
2 two of the units of competence, broken down into elements,
performance criteria and range of variables.
Note the slightly different format of these standards. The basic NTB
format has been adapted and extended to encompass the diversity of
roles and functions that characterise professional work in veterinary
science. Development of standards for the professions is discussed
further in Heywood, Gonczi & Hager (1992): A Guide to Development
of Competency Standards for Professions, AGPS Canberra.
We thank the Australian Veterinary Association for permission to

reproduce this material from their standards. Note that these standards at
the time of writing (December 1992) are still in working draft form.
38
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Example 1:
Segments of the Australian Fire Services Competency Standards
39
AUSTRALIAN FIRE SERVICES - "UNIT TITLES"
STREAMS LEVEL L LEVEL 2 I LEVEL J LEVEL 4 I 'LEVEL 3 I LEVEL 6 I

I I
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
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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
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41
AUSTRALIAN FIRE SERVICES
LEVEL TWO UNITS

UNIT 1 INSPECT FIREFIGHTING EQUIPMENT
UNIT 2 TEST FIREFIGHTING EQUIPMENT
UNIT 3 CLEAN AND MAINTAIN FIREFIGHTING EQUIPMENT
UNIT 4 DRIVE AND MANOEUVRE VEHICLES
UNIT 5 OPERATE PUMPS
UNIT 6 PROVIDE BASIC LIFE SUPPORT
UNIT 7 EMPLOY PERSONAL PROTECTION
UNIT 8 OPERATE INSTALLED LIFE SUPPRESSION SYSTEMS
UNIT 9 SUPPRESS FIRES
UNIT 10 ENGAGE IN SALVAGE, OVERHAUL AND VENTILATION
OPERATIONS
UNIT 11 RESPOND TO DANGEROUS SUBSTANCES INCIDENTS
UNIT 12 OPERATE SPECIALISED RESCUE EQUIPMENT
UNIT 13 PROVIDE SPECIAL SERVICES
UNIT 14 OPERATE AERIAL AND SPECIAL APPLIANCES
UNIT 15 UNDERTAKE FIRE PREVENTION DUTIES
UNIT 16 PERFORM ROUTINE ADMINISTRATION FUNCTIONS
UNIT 17 PARTICIPATE IN ON- THE -JOB AND FORMAL TRAINING
UNIT 18 LIAISE AND ADVISE PUBLIC
42
s$s..s.s..s..,..sss.
AUSTRALIAN FIRE SERVICES COMPETENCY STANDARDS
LEVEL 2
UNIT: 5 - OPERATE PUMPS
ELEMENT PERFORMANCE CRITERIA
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
Fire Service procedures may include:

training manuals
manufacturer's specifications
fireground procedures
Pumps may include:
portable
multi -stage
self - contained units.
ELEMENT PERFORMANCE CRITERIA
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
Fire Service procedures may Include:

training manuals
manufacturer's specifications
t fireground procedures
Pumps may include:
portable
multi -stage
self - contained units.
11 f SS
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ELEMENT
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
Fire Service procedures include:

pumping practices
service guidelines
Operation includes observance of:
warning devices
pumping practices
service guidelines
gauges
11 @BT
Example 2:
Segments of the Australian Veterinary Profession Competency
Standards
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Section of Australian Veterinary Profession
Competency Standards
2. Overview of Units and Elements of Competency
2.1 Occupational Purpose

The Australian veterinary profession provides veterinary care and expertise in
veterinary science to animals, their custodians and the community generally
throughout Australia and its Territories. (This statement of Occupational Purpose
is a concise working draft which is currently under review.)
2.2 Units of Competency

The following eight Units of Competency set out the major roles and activities of
veterinarians in the workplace in fulfilling the Occupational Purpose of the
profession. Units 1, 2, 3, 7 and 8 apply to all levels of the profession, Unit 4
applies only to Entry Level and Units 5 and 6 only to higher levels.
1. ANALYSIS AND PLANNING

2. PROFESSIONAL INTERACTIONS
3. PROFESSIONAL CONDUCT
4. PRIMARY VETERINARY CARE AND EXPERTISE
5. ADVANCED VETERINARY CARE AND EXPERTISE
6. SPECIALIST VETERINARY CARE AND EXPERTISE
7. ADAPTABILITY AND PROFESSIONAL DEVELOPMENT
8. MANAGEMENT OF VETERINARY ACTIVITIES
2.3 Summary of the Scope of Units of Competency

1. ANALYSIS AND PLANNING
This Unit is concerned with the role of veterinarians in determining the

nature of the veterinary input required in particular circumstances and
how that input might best be provided, whether by the initial attending
veterinarian or in some other way. This involves an analysis of the overall
veterinary requirements of particular situations and development of a plan
for provision of an appropriate level of veterinary expertise consistent with
the expectations of the profession and community. Competent
performance involves an appreciation of the capacities of the profession as
a whole and of individuals within it. The planning role is concerned with
effective deployment of professional services. It is not concerned with the
detailed aspects of how particular procedures might be undertaken in the
course of delivery of veterinary care. (These are province of the
veterinarian(s) who actually deliver the required attention and are dealt
with in other Units related to the type of work involved (see e.g. Units 4, 5
and 6). All veterinarians are involved in this type of analysis and planning
in the course of their professional work.
48
ss
2. PROFESSIONAL INTERACTIONS
2.1 Communicate with clients, colleagues and others in English during the
course of professional veterinary activity
Communications achieve intended results.
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.
Communicate: orally and in writing.
2.2 Consult, collaborate or refer as necessary to provide appropriate veterinary

attention in particular contexts
A practicable plan for joint activity is implemented.
a. Tenable criteria for undertaking joint activity are

formulated.
b. Situations in which joint action is likely to be beneficial are
recognised.
c. A desired outcome is identified.
d. Sources of relevant expertise are employed.
e. The individual roles of participants in joint activity are
recognised.
f. Proposed courses of action are communicated clearly to all
interested parties.
Consult /collaborate /refer: within and beyond the profession.
2.3 Establish effective working relationships in the course of professional

veterinary activities
Productive interactions in the workplace are facilitated.
a. The roles and responsibilities of veterinarians in the

workplace are recognised.
b. The roles of other contributors in the workplace are also
recognised.
c. The intended outcomes of working relationships are
recognised.
d. Initiative is exercised.
e. Team work is effective.
f. Sensitive aspects of veterinary work are recognised and
dealt with empathetically.
7 i11P
g. Means to resolve differences in the workplace are
identified.
2.4 Offer professional veterinary opinions and advice
Tenable practicable opinions and advice are given.
a. Professional opinions /advice are backed by reasoned

argument.
b. Areas of uncertainty or ambiguity are identified.
c. Opinions /advice are practicable and given in a form suited
to the context.
d. The nature and implications of veterinary approaches,
policies and procedures are explained clearly.
e. Written professional reports are clear and comprehensive
and given in a specific format when required.
f. Recommendations are given clearly in an appropriate form.
Opinions /advice: written and oral.
2.5 Give instruction and direction for the delivery of veterinary care and
implementation of veterinary policies
Valid practicable instructions /directions are offered.
a. Professional responsibilities to instruct or direct others are

observed.
b. Instructions /directions are valid, practicable and consistent
with the aims of policies they are intended to support.
c. Instructions /directions are given clearly in a form
consistent with the needs of the situation.
d. Training is provided when warranted.
e. Information /training given is relevant, sufficient and
supported by reasoned argument.
f. Outcomes are monitored and instructions /directions
revised when necessary.
Instruction /direction: written and oral; including statutory

responsibilities.
8. MANAGEMENT OF VETERINARY ACTIVITIES
8.1 Manage regular veterinary work within the scope of the veterinarian's
responsibility
Managerial responsibilities are fulfilled.
a. Managerial responsibilities are identified.

b. Means to meet those responsibilities are implemented.
50
siMs 8.2
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.
Recognise and manage contingencies in the course of veterinary activity
A practicable
implemented.
plan for management of contingencies is
a. Unexpected trends are recognised and their significance

interpreted.
b. Probable causes are identified.
c. Untoward sequelae are anticipated.
d. Situations requiring urgent intervention are recognised.
e. Tenable actions are initiated.
f. The outcome is consistent with prevailing needs and
circumstances.
g. The implications of contingencies for future veterinary
activity and continuing professional development are
recognised.
h. Measures to deal with similar contingencies in the future
are formulated.
51
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Section 4: From
Standards to
Curriculum
PART I: Background Information
Course design /curriculum development generally occurs in two

stages. Course coverage, structure, broad content and
module descriptors are determined in the first stage. The detailed
student /teacher resource notes and teaching materials are then developed.
The material in this document concentrates on issues relating to the first
stage only.
A curriculum is a plan incorporating a structured series of intended

learning outcomes and associated learning experiences.
In designing a competency -based education and training curriculum the
starting point is the relevant competency standards.
4.1 Why start with the standards?

s
The competency standards are the most up -to -date statements on
workplace requirements. Decisions on course structure and content should
therefore take the standards as the reference points for the output of the
courses.
Learners will eventually need to perform to the competency standards

required in industry or the community. So accredited courses and training
O
53
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programs must be based on these standards. The emphasis in competency-

based education and training is on helping learners meet the competency
standards as quickly and efficiently is possible.
There is no one simple way to design courses to enable learners to meet a
set of standards. Different learners may need different numbers and
combinations of training programs and /or accredited courses in addition
to some work experience in order to eventually perform to the standard
required in the workplace.
4.2 What is an Accredited Course?
An Accredited Course leads to the issuing of credentials such as a

Certificate, Advanced Certificate or Associate Diploma.
A Training Program is a sequence of training which is not an Accredited
Course but which contains a component or components of an accredited
course, and which leads to a Statement of Attainment.
Courses and Training Programs should be
competency -based
flexible in their delivery and assessment mechanisms
flexible in their entry and exit arrangements.
4.3 Do the depth, breadth and comprehensiveness of standards

affect the way a curriculum is designed?
Clearly, the depth, breadth and comprehensiveness of standards must be

considered in designing curricula.
In large industry sectors, the development of curricula may result in a
"common core" that provides broad -based training to all occupations
and levels in the sector. Specialisation may be introduced either in the
later stages of the course or as appropriate at any stage.
In some industry sectors the diversity of occupations and work roles
will require the development of a curriculum that recognises this
diversity. Structured training in these sectors may be delivered
through appropriate "streams" or a number of courses.
54
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At the enterprise level the development of curricula may at times

require very company - specific outcomes and standards but these
need to be balanced with the broader, generic skills required to work
elsewhere in the industry or in related industries.
4.4 Is the learning outcome of a Course or Program always a

competency standard?
While Courses and Training Programs are based on standards, any

individual Course or Training Program may be designed to take a learner
just part of the way towards meeting an industry /community competency
standard. This must be determined at the start.
Moreover, in developing curricula, standards are examined to extract skills
and bodies of knowledge that underlie them. It is possible that common
skills, knowledge and attributes may underpin several different units or
elements of competence.
For example, standards in the hospitality industry would cover the
preparation of a range of dishes many of which would entail the
preparation of sauces. The underlying skills and bodies of knowledge for
sauce preparation would be the same for many sauces.
It is often likely, then, that the organisation and structure of the curriculum
would not mirror the organisation and structure of the standards.
Training Programs and Courses would be designed, however, to ensure
that learners who proceeded through the curriculum could eventually be
assessed directly against the standards.
4.5 Are there any special points to consider in designing modular

curricula?
A danger with modular curricula is that learning can become fragmented.

Care needs to be taken to ensure the integration of learning. Relevant
questions to consider are:
What can we do to ensure integration of learning? How can we

ensure there are parts of the program where everything comes
together?
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What opportunities can be found for reinforcement of previous

learning? If there are no opportunities for reinforcement of learning in
a learner's workplace, will a previously acquired competency be lost?
To what extent can a module be regarded as a free - standing
component and to what extent does it build upon (and lead to) other
modules? Issues to be addressed include a consideration of the
material to be contained in pre - requisite modules, and the extent to
which, (and the ways in which) later modules build on these to
develop higher level skills.
4.6 How do we decide on the content of a competency -based

curriculum?
In deciding on the content of the course or of a training program, there is a

need to examine the competency standards carefully. A careful reading of
the unit of competence, the elements, the performance criteria and the
range of variables should enable us to determine what skills, knowledge
and attitudes the course or program should be designed to develop.
We need to remember that the content should not focus too narrowly on
separate tasks. Competent workers must, of course, have task skills. But
they must also be able to
manage the total range of tasks they have to perform
cope with unexpected situations
cope with their total job role in their particular workplace.
Competency standards will indicate this range of required skills. Care

must be taken to ensure that the content of the curriculum reflects this.
In assisting learners to achieve the standards, the expertise of the
curriculum developer is called upon to create curricula that take into
consideration (among other things)
learning theory
the needs of particular learners
organisational policy with regard to access and equity issues
the range of courses required including the need for bridging
courses or courses /modules on basic literacy and numeracy
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the place of each learning program /course in the whole continuum of

courses, and the need for articulation
accreditation requirements.
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.
There are many combinations which may be appropriate in different

situations.
Clearly, the amount of underpinning knowledge, the nature of the learners
and the general context of the course all have to be considered in making
decisions on matters like these.
It's necessary to examine the performance criteria and underpinning skills
and knowledge to arrive at a suitable structure and sequence of modules
and learning outcomes.
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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Planning and organising activities

Working with others and in teams
Using mathematical ideas and techniques
Solving problems
Using technology.
At the time of writing (November 1992) validation of the competencies is

proceeding, but they present issues for curriculum writers to grapple with
in the near future.
In the meantime, generic skills are still an important component of a
curriculum.
Questions to be posed include:
Should a separate module be developed round each (or all) of these
skills? (If so, how can opportunities for reinforcement be incorporated
into other modules ?)
Or are these skills best learnt in conjunction with technical skills?
And if so, when should they be introduced?
Answers to questions like these which relate to the sequencing and

clustering of skills, knowledge and attitudes can be arrived at by
considering such requirements as
encouraging a holistic approach to the attainment of competency (We
need to remember that competency is all about bringing together
knowledge, skills and attitudes to perform to the required standards.
Our learning program should enable the learner to do this.)
developing the most efficient program of learning
maintaining the interest of learners
catering to the differing learning styles and needs of the full range of
learners for whom the course /program is designed
enabling learners to understand the significance and relevance of
skills they are acquiring
developing the most effective learning strategies.
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4.8 Is there a preferred model for course structure?
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.
"Like skills" approach
A curriculum designer could, for example, identify from a set of standards

"like skills ". Common or complementary skills could then be grouped
skills such as
financial management
customer service
care and maintenance
which appear across units of competence. Modules could be developed

round these groupings with the applications being defined by the context
found in the relevant units.
The problem -based approach
In Australia, there is a growing emphasis on problem -based learning as

incorporating many of the best principles of competency -based education
and training. This approach focuses on particular problems, with learners
developing and integrating appropriate generic and industry- specific
knowledge, skills and attitudes as they search for solutions.
Medical students at the University of Newcastle, for example, have their
learning structured around a number of "Domains" such as
Critical reasoning
Identification, Prevention and Management of Disease
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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
In determining the appropriate structuring of curricula to incorporate

generic skills or Key Competencies, curriculum developers need to keep
abreast of cognitive theory and innovative curriculum models. Generic
skills may provide a focus for making sense of the many separate skills
that are required to perform tasks that go to make up performance. These
skills can change to suit a changing environment.
Being innovative
A curriculum designer may make use of a range of ideas and approaches

to come up with an innovative structure that works in a particular subject
area with a particular target audience.
For example, a farm management course might be designed with a central
learning strategy requiring learners to be allotted a segment of land to
manage for a year. Each module could be designed to develop learning
outcomes round a particular season of the year, with elements from
different units incorporated into each module.
The development of appropriate knowledge and skills is then clustered
according to the month and season, rather than round different aspects of
farm management. However, it's likely that in the standards on which the
course is based, units of competence would indicate major aspects of farm
management and would have such titles as
Manage soil quality
Maintain health of farm animals
Maintain farm equipment
...and so on.
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By incorporating into a curriculum a learning strategy based on seasonal

activities, skills in a range of areas may be developed within the one
strategy for example, aspects of communication and financial
management may be developed in a role playing situation, with the
learner negotiating a loan from a bank manager.
The effectiveness of experiential learning and role play in developing
attitudes /attributes would enable appropriate attitudes /attributes such as
courtesy, determination and sound judgement to be developed
concurrently.
Note: On occasion, there may be a move directly from standards to the
development of module descriptors - but even if this is the case, the
curriculum developer needs to be making decisions about course design
right from the start. For example:
How is /are the module(s) linked to the standards, or what is the
relationship between the standards and the modules?
Does each module cover a sequence or cluster of skills across the
elements /units?
Does each module cover some underpinning knowledge across a
number of units?
...and so on.
Where this procedure is adopted, the process of course design incorporates

the appropriate selection and sequencing of modules to suit the needs of
particular groups of learners.
4.9 Is there a special format for competency -based curriculum

documentation?
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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4.10 How are course levels decided?
In some cases the level of a course will be determined as a consequence of

industrial decisions taken on award restructuring and job classification.
The role of the curriculum developer is likely to focus on the identification,
sequencing and development of modules to satisfy pre-determined levels
of difficulty /requirements for accredited courses or training programs.
For credential courses, curriculum developers may need to establish the
number of modules in a course or training program and as such will need
to follow the Register of Australian Tertiary Education (RATE) guidelines.
(Credentialled courses are those for which a Certificate, Associate Diploma
etc. are awarded.)
Reference should also be made to the Australian Standards Framework
(ASF) which provides a set of benchmark descriptors indicating skill levels
required at each ASF level.
Course lengths are nominal and student progression is dependent on the
demonstration of competence. Entry to courses is dependent on factors
such as prior learning and experience, secondary school performance and
so on.
The nominal duration of a module suggests the amount of time a student

with average ability and the pre -requisite skills will take to demonstrate
competence.
The nominal duration of the modules should be established when
preparing the course outline.
4.11 When should decisions be made about assessment?
Decisions on assessment should be made at the start of the curriculum

development, not left to the end. Assessment structures need to be
incorporated into the development of the learning process.
The traditional approach to curriculum development has often produced
documentation where the course content has been determined in isolation
from appropriate assessment methods.
It is no longer appropriate to decide after the content has been written that
assessment will be, for example, by examination and assignments.
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4.12 What is different about competency -based assessment?
In many ways, competency -based assessment is similar to assessment of

performance in traditional Courses /Training Programs.
The obvious difference however, is that a competency -based approach
provides clear guidelines in the form of agreed performance criteria.
It's essential therefore that the curriculum developer examines the
performance criteria carefully in order to determine the level of
performance required.
4.13 How will assessment methods be selected?
Competency -based assessment is a process involving a selection of ways of

amassing adequate evidence about a candidate's performance and
evaluating the evidence against pre determined criteria.
Designing appropriate assessment schemes and assessment items is a
highly specialised skill. The expertise of the curriculum designer will be
called on to indicate the most suitable method for assessing each learning
outcome in the curriculum document.
Methods of assessment should be selected so as to ensure valid assessment,
that is, the assessment must measure what it's supposed to measure and
not something else, such as literacy skills.
Assessment must also be reliable. This means that the assessment item
should be designed so that if the assessment were to be conducted at some
other time or by some other assessor, the result would be the same.
The methods used to collect the evidence will vary. But we can be
confident that reasonable evidence will be collected from which to infer
competence if the assessment criteria and contexts in which learning and
assessment are to take place are well defined and if there is expertise in the
design of the assessment items, methods and procedures.
Assessment methods must be appropriate to the situation, the conditions
and the expected performance.
Some methods of assessment are
observation (A trainer and /or assessor may observe a learner

carrying out a particular task. The observation may be complemented
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by questions. For example, in assessing a hairdressing student's

performance in colour rinsing and blow- drying hair, an assessor
could observe both the process and the finished product. Oral
questions as to why certain procedures were carried out could test
underpinning knowledge.)
pen and paper tests and essays measuring the extent of knowledge
(These may also be used to assess deductive powers or as a
complement to practical demonstration. Of course, care needs to be
taken to ascertain that the level of literacy skills of all candidates make
this form of assessment valid or that literacy skills are part of what
is being assessed.)
oral tests which may be used, for example, to test speed and accuracy
or recall when these are essential to the development of particular
elements of competence
projects (This method is used on a largely unsupervised basis, though
it may in some instances, involve working with groups. The
completed project is used as a measure of competency by the
assessor.)
simulations, including computer simulations and role playing
where actual tasks and conditions are similar to real life situations
portfolios (This method is useful for assessing the achievement of
skills acquired in the past. Work samples also provide a source of
evidence for skills and knowledge acquired in the past.)
4.14 Does each learning outcome need to be assessed

separately?
Within a module, learning outcomes are the lowest logical identifiable

groupings of skills, knowledge and attitudes which contribute to the
overall outcome of that module.
e
Learning outcome statements specify
e
what a learner is expected to be able to do (performance) as a result e
of a learning experience e
the facilities and constraints under which the assessments are to be
e
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the level of performance in terms of time, accuracy and completeness

of the tasks involved.
It is often appropriate to assess a number of learning outcomes together.

Holistic assessment, where a range of learning outcomes may be assessed
in one assessment event, may give a more accurate indication of future
performance as well as being more economical of time and money. It may
also provide a good opportunity for incorporating the assessment of
generic skills, such as the Mayer Key Competencies. For example, the
capacity to work with other people could be assessed in a range of
situations where people work together.
However, there may be times when we want to assess separate learning
outcomes individually. For example, a learning outcome might specify that
learners should be able to identify the hazards in a particular operation. It
would be appropriate to assess knowledge of these hazards in isolation,
and before the learner actually engaged in the operation.
Or a learner may have achieved every learning outcome but one in a
holistic, performance -based assessment. An assessment item could then be
used to assess the one learning outcome not achieved.
4.15 Can assessment form part of the learning process?
Yes. Added educational value together with economies of time and cost
can, on occasion, be achieved by making assessment part of the learning
process.
For example, learners may be given a long job /project of substantial

educational value to be done in class time. Components of this job /project
may form part of the formal assessment process, with learners being
clearly informed beforehand of the sections which are to be formally
assessed and the level of performance required.
Incorporating assessment into the learning process in this or similar ways
can provide opportunities for assessment to be conducted in a situation
that has meaning and relevance to learners and that enables them to bring
together the knowledge, skills and attitudes required.
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4.16 Do individual learning outcomes need to be recorded and

reported?
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.
4.17 Can a system of grading be incorporated into competency-

based assessment?
This issue is as yet unresolved, and in different organisations /areas,

different approaches are taken.
In many cases, it is sufficient to assess the performance as being competent
or not competent.
The grading of assessment results may add to the time and cost involved
in designing assessment items and schemes, and in the assessment process.
On the other hand it meets the need seen by many teachers, students and
employers that there should be a means of recognising excellence.
With increased articulation of courses, it also provides information which
may be requested from tertiary or other educational institutions where
competition for entry selection requires that marks or grades be provided.
4.18 Should credit be given for previously acquired

competencies?
Many people have acquired competencies through life or workplace

experience, but have no.formal qualifications to show for this.
The developer of a curriculum or training program should consider such
issues as the recognition of prior learning (RPL). Assessment procedures
should be incorporated into the program, to allow entry or credit for
.
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people who have appropriate skills but no formal credentials or

qualifications.
4.19 What decisions need to be taken about delivery strategies in

the design of Courses/Training Programs?
Delivery in a competency -based education and training system is the

vehicle by which skills, knowledge and their application are conveyed in a
way that ensures learners acquire the competencies specified for their
industry, occupation or profession.
There is no prescriptive process for the delivery of competency -based
education and training. However, delivery methods should
aim to achieve the learning outcomes or competency standards
meet individual learner requirements
be in keeping with the National Framework for the Recognition of
Training (NFROT)
be flexible.
Delivery processes and methods should ideally allow learners to make

informed choices about their preferred method of learning and provide
guidance on how to manage their own learning experiences.
4.20 What is the relationship of on- and off- components?
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
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 coordination 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.
4.21 Will successful completion of a Course always meet the full

requirements for competence?
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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PART II: The Process
4.22 What are the steps to be taken in designing a Course or

Training Program?
Designing a Course or Training Program is a process demanding

considerable rigour, time and expertise.
In the following pages we present one model of Course design, presented
as a series of steps. These steps indicate the major issues to be addressed
and the major processes to be worked through. It's important to bear in
mind that these processes are both complex and closely inter- related.
Note that
the procedure refers to developing one Course based on a particular
set of standards
the order in which issues are addressed in the process of Course
development is not always the same as the order in which they are
presented in the Course documentation.
Step One
Identify the terms of reference.

1 How does the Course relate to the standards? (Does it take learners
just part of the way to meet the standards ?) What is the Course trying
to achieve?
2 Give a brief statement of the overall aim of the Course as a whole,
with the emphasis on vocational outcomes including certification or
licensing.
3 Has the ASF level been determined, and if so what is it?
4 How does this Course /Program fit into the overall training path?
5 Who are the target learners and what is their range of educational
background, work experience, likely locations etc.? How will these
and any other identified characteristics affect curriculum
development?
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6 What groups /sectors will take part in the curriculum development

process (for example, content experts)?
Step Two
Extract knowledge, skills and attitudes to be covered in the course.
1 What knowledge, skills and attitudes (including underpinning

knowledge and skills) are critical to the ability of learners to achieve
the learning outcomes in a variety of situations? (For example, with a
wide range of clients /customers, in a range of locations, in different
emergency situations and so on.)
2 What knowledge, skills and attitudes (including underpinning
knowledge and skills) are necessary to enable learners to adapt to
changing circumstances in the future?
3 What are the appropriate parameters for determining the level /depth
of the underpinning knowledge to enable competent performance of
task skills?
task management skills?
contingency management skills?
job /role environment skills?
These parameters need to take account of pre - requisite training and

subsequent training for higher classifications.
-
4 Check carefully are there any 'hidden' skills you have missed?
(Such as being able to access appropriate information ?)
5 What are entry requirements?
6 What are the methods for recognising prior learning?
7 . What delivery modes will be included?
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Step Three
Determine Course structure.
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?
1 How should we group and structure the knowledge, skills and

attitudes arrived at in Step 2 within the curriculum? Will it be
most efficient and effective if (for example) we group them
according to
common, similar or complementary material

context particular situations or problems
type (generic /industry specific)
the integration of skills and knowledge
or some other grouping method?
2 On the basis of your decision, what are the
titles of modules?
number of modules?
nominal duration of modules?
3 How should modules be clustered and sequenced? Do groups of

modules flow on from each other? If modules cover generic skills
separately, where should these modules occur?
4 Check
(a) Does your module structure enable
integration of learning?
reinforcement of learning?
sufficient practice for practical skills?
(b) Will your structure enable links to be achieved between
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Step Four
2
3
7
theory and practice?
knowledge and elements of competence?
the general and the specific?
Write module descriptors.

What is the overall purpose of the module and how does this relate to
the rest of the Course and the competency standards?
What are the learning outcomes?
What are the assessment criteria, that is, what will the learners need
to do in the learning environment to show they have achieved the
learning outcomes? (You will need to look at the performance criteria
in the standards and relate these to the learning outcomes to get a
guide to the level of performance required.)
Under what conditions will learning and assessment take place?
(Facilities, equipment, range of contexts.)
What is the best method of assessing each learning outcome? (Will
several learning outcomes be assessed together ?)
What are the topics covered in the module?
What is an appropriate delivery strategy?
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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 - .
Provides learning and assessment of underpinning\

knowledge and skills required to develop competence `t
1
Workplace Assessment
Assessment scheme that is
reliable, valid, equitable and
\\ l cost effective
. \t
.
\ '
\
Competencies
not demonstrated
;
i
On- the -iob training

Training through structured work
Workplace / Skill centre experience of normal workplace
Skill development to activities to develop:
supplement on- the -job Task skills
training where deemed Task management skills
necessary Contingency management skills
Job/role environment skills
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
Input: Competency Standards

What assures the quality? Factors include: Subject matter
expertise, educational expertise; procedures; schedule; costs
Output: List of all knowledge, skills and attitudes including

underpinning knowledge and skills required for performance to
the learning outcomes which are based on the standards
Input: List of all knowledge, skills and attitudes including

underpinning knowledge and skills required for performance to
the learning outcomes which are based on the standards
What assures the quality? Factors include: Educational exper-

tise; curriculum and assessment design; subject matter exper-
tise; existing comparable curriculum; industry's capacity to
provide on the job training; level of skills identified; level of
theoretical knowledge identified; complexity of tasks; critical
value of tasks; degree of autonomy inferred by the standards;
procedures; schedule; costs
Output: Modules with educationally related knowledge, skills

and attitudes as basic outcomes for delivery on-the-job training,
off-the-job education and training, off-the-job training, inte-
grated on -and off-the-job education and training
Input: Modules with educationally related knowledge, skills

and attitudes as basic outcomes for on-the-job training, off -the-
job education and training, off-the-job training, integrated on-
and off-the-job education and training
What assures the quality? Factors include: Curriculum exper-

tise; descriptor structure; specifications; procedures; schedules;
costs
Output: Curriculum descriptor stating outcomes, outline of

content; assessment criteria; method of assessment; on -and off-
a Curriculum the-job components; suggested delivery modes; minimum re-
sources; minimum teaching skills
Flowchart:: Ian Neeson
75
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The Development Of Delivery Material
From Module Descriptors
Module Input: Descriptors stating outcomes; outline of content; assess-

descriptors within ment criteria; method of assessment; suggested delivery modes
a curriculum and minimum resources
i i What assures the quality? Factors include: Instructional
design expertise; teaching expertise; existing resources; proce-
dures; schedule; costs
1 Output: Delivery material specification which includes: Sections
Develop in preferred learning sequence; objectives for each section; a table
specifications for of specifications for the assessment instrument; suggested learn-
ing activities; resources required. Items must relate to all
delivery material descriptor learning outcomes and performance criteria
Input: Table of specifications for the assessment instrument

2 What assures the quality? Factors include: Instructional
Write design expertise; teaching expertise; assessment design expertise;
assessment existing resources; procedures; schedule; costs
Output: Assessment instrument that complies with specifications
Input: Writer's draft

3 What assures the quality? Factors include: Specifications;
Review instructional design expertise; assessment design expertise;
existing resources; procedures; schedule; costs
Output: Material that complies with specifications
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
Flowchart: Ian Neeson

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Example of course description and module

descriptor
1. Course description National Information Technology Traineeship
2. Module descriptor: Computer Administration I
3. Module descriptor: Accounting Standards and Financial Statements

(given as an example of Best Practice in the VEETAC: User's Guide to Course
Design for Competency -Based Curriculum . 1992).
_
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Example l
Course Description
7 s
National Information Technology Traineeship
111111111111111111111161111111111
National Information Technology Tralneeship Course Description (Revision 1)
iona ormaj notogy Traineeship
..............
..............
Course sCriì
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.
2 Entry Requ: s....... ....:. .........

There are no formal entry requirements for this course. When it is offered as a traineeship,
participants must be employed in an occupation regarded as being encompassed by the term
information technology.
Prior learning can be recognised where appropriate. The course is modular and competency based.
3 Total m na Hours
400 hours
CRSEDESC.DOC 24 December, 1992
80
National Information Technology Traineeship Course Description (Revision 1)
........................................................
.......................................................
4 urse>Structure:::> ;
........................................................
The modules which comprise the course are identified as follows:
Module Nom On- / Off- Core / Other

Identifier Module Title Dur the -job Elect
NITT -CL1 Communications and LANs I 20 Off Core
NITT -CL2 Communications and LANs II 20 Off Elect
NITT -CL3 Communications and LANs Ill 40 Off Elect
NITT -HW1 Hardware Support I 20 Off / on Core
NITT -HW2 Hardware Support II 20 Off / on Elect
NITT -CAI Computer Administration I 20 Off / on Core
NITT -CA2 Computer Administration II 20 Off / on Elect
NITT -CA3 Computer Administration Ill 40 Off / on Elect
NITT -SW1 Software Support I 20 Off Core
NITT -SW2 Software Support II 40 Off Elect
NITT -GU1 Graphical User Interfaces 20 Off Core
NITT -PR1 Programming I 20 Off Core
NITT -OS1 Operating Systems I 20 Off Core
NITT -OS2 Operating Systems II 20 Off Elect
NITT -MB1 Programming Macros and Batch Files 20 Off Elect
NITT -CC1 Computing Careers 20 Off Core
NITT -WE1 Work Environment 20 Off Core NOSP
Database I 20 Off Core NOSP
Database II 20 Off Core NOSP
Spreadsheets I 20 Off Core NOSP
Spreadsheets II 20 Off Elect NOSP
Keyboarding 20 Off Core NOSP
Word Processing I 10 Off Core NOSP
Word Processing II 10 Off Elect NOSP
Word Processing Ill 20 Off Elect NOSP
Desktop Publishing I 20 Off Elect NOSP
Workplace Communication 20 Off Core NCP
Work Team Communication 20 Off Core NCP
Client Interaction 20 Off Elect NCP
Team Building Communication 20 Off Elect NCP
Course Structure:
The structure of the course is expressed diagrammatically as follows:
Core (compulsory) Elective Band I Elective Band II

<Ki3vi:oardlri Desktop Publishing I
(2 points) NOS.. (2 credit points)
rïf Rrocessing;
........:....................... WordProcessing Ill
(1 iredit: päìiïf):::NQ' . (2 credit points)
rct; rq:cesetiïg:
.......................... 11 .
(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)
CRSEDESC.DOC NITT-CD-2 of 4 24 December, 1992
81
111191111111111111111111111111111111111911111111111111611116111111111111111111111181111
Computer Administration 1 Computer Administration II Computer Administration III

(2 creditpóinis) (2 credit points) (4 credit points)
Programming) Batch File and Macro Programming
(2 credit points) (2 credit points)
Working 1]Slill<Ii
(2 L points)
Computing Careers
(2 credit points)
lacg<Gitr;lïïúriicatloii Presenting Information Client Interaction
(4 credit points) (NCP) : : (2 credit points) (NCP) (2 credit points) (NCP)
Work Team Dealing With Conflict Team Building Communication
(4 t päiïïts (NCP) (2 credit points) (NCP) (2 credit points) (NCP)
Graphical User Interfaces
(2 credit points)
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.
5 . Requirements f lr the eFtt. 1 ...............:. :..........

Participants must complete all core modules (32 credit points) and sufficient elective modules to
comprise a total of 8 credit points.
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.
On successful completion of the course, participants will receive a Certificate in Information

Technology.
6 ::...RecognitiQn. >Prior. Leartt

The course acknowledges skills and knowledge obtained through:
formal training (conducted by industry or educational institutions in Australia or overseas)
work experience
life experience
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.
CRSEDESC.DOC NITT -CD -3 of 4 24 December, 1992
82
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.
CRSEDESC.DOC NITT -CD -4 of 4 24 December, 1992
83
National Information Technology Traineeship Summary of Learning Outcomes
Summarÿof Learning Outcomes a

..:...: .::....:..9.....: ..::....:...:...:..:::::...:.. .:: ..
»:
:..:::..
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
titer:Ad mi n i s00oni (40 nominal hours)

LO 1: Display awareness of future trends in the IT industry.
LO 2: Maintain appropriate log books.
LO 3: Assist in the production of user and operational support documentation.
LO 4: Operate a help desk.
LO 5: Assist in managing the security of the system.
LO 6: Maintain stocks of spare parts.
LO 7: Apply appropriate procedures for the handling and care of magnetic media
....
... ...............................
....
.... ...............................
...............................
..... ...............................
H'arc Support I (20 nominal hours)
LO 1: Describe the hardware components of a typical computer system
LO 2: Identify and state the functions of common computer equipment and associated
consumables.
LO 3: Install a range of microcomputer hardware under supervision.
LO 4: Record and store hardware and consumable deliveries.
LO 5: Employ techniques to monitor consumables.
LO 6: Apply appropriate procedures for the handling and care of magnetic media
LO 7: Gather and record simple and routine equipment fault queries from end users.
LO 8: Apply appropriate ergonomic procedures for the microcomputer environment.
Hardware or II (20 nominal hours)

LO 1: Interpret the technical information relating to microcomputer hardware as presented in
computing literature.
LO 2: Operate microcomputer hardware.
LO 3: Set up hardware to carry out an application.
LO 4: Identify and respond to peripheral device problems.
LO 5: Employ peripheral cleaning and maintenance procedures
LO 6: Remove output and distribute.
ira'phicat User r: fntarfa' : (20 n: hours).

LO 1: Discuss the features of a graphical user interface.
LO 2: Use the file management facilities of a graphical user interface.
LO 3: Use the print management facilities of a graphical user interface.
LO 4: Use the tools and facilities supplied with a graphical user interface.
LO 5: Use the application management facilities of a graphical user interface.
LO 6: Transfer data between applications of a graphical user interface.
LO 7: Customise the graphical user interface environment.
LO 8: Configure a graphical user interface package to specifications.
LRN_OUTS.DOC 24 December, 1992
84
11111111111111111111111111811111111111111i
National Information Technology Tralneeship Summary of Learning Outcomes
ramt_.._... cr find 8441,1 is (20 nominal hours)

LO 1: Create macros for a word processing package to enhance end user productivity for that
package.
LO 2: Create macros for a spreadsheet package to enhance end user productivity for that package.
LO 3: Create batch /script/macro files to enhance productivity for a particular operating system.
ra ng e.!lá i (20 nom tritti r)

LO 1: Discuss the purpose and functions of operating systems.
LO 2: Use basic operating system commands to locate and run executable programs.
LO 3: Use basic operating system commands to manage a file system.
LO 4: Use basic commands to configure the system startup files for individual requirements.
LO 5: Develop procedures to maintain a low risk computing environment.
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.
............ ..............................................................
..........................................
.......................................... ...............................
à'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.
Communications and LANs nominal O'

S
LO 1: Describe the duties and responsibilities of a network administrator.
LO 2: Establish new users on a network.
LO 3: Execute and apply system and command line utilities.
LO 4: Create authorised login scripts, drive maps and batch files.
LO 5: Organise backup procedures for a file server and users networked PCs.
LO 6: Describe internetworking methods.
.......................... .....................:.:.
r:titñg
.....................: 1 (20 naí hours)
.:.;:.;
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
Software Support 1 (20 ia our

LO 1: Describe the terminology and conventions of an operating system.
LO 2: Monitor a system using available system utilities.
85
aosseessessessesseseseissesesesessessessessessessesseeseers
LO 3: Prepare a disk for use.

LO 4: Backup and restore disk files
LO 5: Perform elementary disk file maintenance activities.
LO 6: Perform complex maintenance tasks on disk files.
LO 7: Report on problems with software.
Software Support II ... t om rs);:

LO 1: Use system facilities to automate basic procedures.
LO 2: Configure the operating environment of a microcomputer system according to requirements.
LO 3: Install software as directed taking account of manufacturer's instructions.
LO 4: Customise and optimise installed software according to requirements.
LO 5: Enhance the performance of a GUI.
LO 6: Install and customise a menu system.
LO 7: Install an operating system for a single user microcomputer system.
LO 8: Install a GUI package.
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
..............................
.....
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
Database II :: >:::.<.;:;:::::.' : ....::.:.: :....:; ::::.:.: 2Q nominal

LO 2: Use the programming function to create a menu to automate database application.
LO 3: Use the function which links the two files by a common field.
LO 4: Design and use a data entry form.
LO 5: Import and export data files.
or:cl.Processing I f (20 nal hours):;

LO 1: Outline and adopt relevant occupatinal health and safety practices
LO 2: Define terminology specific to word processing
LO 3: Use manuals and on -line help to solve operational problems
LO 4: Produce and print documents
LO 5: Retrieve and edit documents
86
LO 6: Format documents
LO 7: Manage electronic and written files
Word Process, ng :1.., (20 nar 0

LO 1: Outline and adopt relevant occupational health and safety practices
LO 2: Discuss applications and advantages of work processing in an office
LO 3: Discuss terminology specific to word processing
LO 5: Produce and print documents
LO 6: Retrieve and edit documents
LO 7: Format documents
LO 8: Manipulate multi -page documents
LO 9: Mail -merge documents
LO10: Manage electronic and written files
Word :Processing .;::......... :.::::....:......::::>>> >: >:::::: nominal

>( 0..::.o
>::: » > >: >.::::;: > <:
hours))
LO 2: Create and print complex mail -merge documents
LO 3: Print single column address labels using a merge facility
LO 4: Create and use macros to increase efficiency and productivity for a range of tasks
LO 5: Use a variety of advanced display features to produce a range of documents
LO 6: Outline and adopt relevant occupatioal health and safety practices
.......................... ...............................
.......................... ...............................
Deekl p Its hing'''I (20 ¡ nominal hours)
LO 1: Discuss the applications and advantages of DTP in the workplace.
LO 2: Evaluate systems and hardware necessary to operate a DTP package.
LO 3: Identify software tools relevant to DTP.
LO 4: Define terminology specific to Desk Top Publishing.
LO 6: Discuss and use the principles of page layout and design.
LO 7: Produce and print a publication incorporating text and graphics.
eyboat (20 nominal hours)

LO 1: Outline and use relevant occupational health and safety practices.
LO 2: Key in data using appropriate techniques.
LO 3: Identify keyboarding errors.
Work Environment (20 nominal hours)

LO 1: Describe the function and structure of public and private organisations.
LO 2: Identify the reights and responsibilities of employers and employees, their reciprocal nature
and the importance of co- operation in the workplace
LO 3: Explain the priciples and implementation of equal opportunity and anti - discrimation as they
apply to the workplace, and duscuss how they are being implemented.
87
111111t1111111111111111
@BT
Example 2
National Information Technology Traineeship
Module Descriptor: Computer Administration
89
SIISSIIS11111111111111111111111111111111111111111111111MMIIIIIIIIMS1111111191111
National Information Technology Traineeship Computer Administration I (Revision 1)
................
................
MODULE: Computer nistrati' 1
Identifier NITT -CAI (Revision 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.
NOMINAL DURATION: 20 hours
PREREQUISITES: Nil
RECOGNITION OF PRIOR LEARNING:

Acknowledges skills and knowledge obtained through:
formal training (conducted by industry or educational institutions
in Australia or overseas)
work experience
life experience
States with existing RPL policy guidelines should refer to these

policies until the national policy is available.
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
.: ... .
!EARN OUTCOME 1 he and ethical. nS :of: COmpùt users.
Conditions:
Access to relevant documents including company policy statements.
Performance Criteria:
a The reasons for maintaining high ethical standards are
discussed
b The term copyright is described and understood
c Copyright laws for individuals as well as companies are outlined

and penalties for breaches of copyright are discussed
d Company policy on breaches of copyright is outlined and

discussed
e The term computer piracy is described
f Types of computer piracy are outlined
COMPADM1.DOC NITT -CA1 -1 of 3 24 December, 1992
90
g Ethical and legal arguments against computer piracy are

outlined
h The relationship between computer piracy and the spread of

computer viruses is discussed
i Intellectual property its importance is described
Assessment Method:
Participation in class discussions.
Written assignment.
LEARNING 0llTCQ 2: Describe the responsibilities of a m:mana er::
Conditions:
Access to relevant technical literature and information
a Key responsibilities of the system manager in both a PC -based
and a mini- or main -frame installation are described.
b Areas of responsibility that will directly relate to the trainee's

position in the organisation are identified.
Assessment Method:
Class discussion
Written test
LEARNING ÒUTCOME 3: Describe the >,itn maree of performing regular s'an

restores to site procedure;
Conditions:
Access to appropriate manuals, hardware and software
a Reasons for performing regular backups are listed.
b Key factors in determining whether files should be backed up

and how often these backups should occur are described.
c Major types of storage media used for data backups are

described.
d Situations requiring data to be restored from backup are

identified.
e Problems that may occur if data is restored from backup without

considering the implications of such a restore are identified and
described.
Assessment Method:
Assignment or project
Research report
Written test
COMPADM1.DOC NITT -CA1 -2 of 3 24 December, 1992
91
to
........ ......: ..: ..::::::::::: : ;:.;;;:<.:......: . . ...

LEARNING COME 4; Describe what
8SC14.b8::W;1t;:ViRlá9;;ar8;a:nd:;hOWah` affect c#?Co;;:.;:
.:f11
systems. :: :::W:>.::;..::.r::v;;<:; :::.............. : r;f.>:>::::::::::<>..;::z;:<;;;:,<:;.;:.;:
Conditions:
Access to appropriate literature, technical brochures, standard
personal computer environment, virus detection and recovery
software.
a A computer virus is described.
b Various types of viruses and their effects on a computer system

are described.
c Some possible sources of virus infection are described.
d Ways of preventing viruses from infecting a computer system

are described.
e The use of anti -viral software in removing viruses is described

and practised.
Assessment Method:
Assignment
Research report
Written test
Practical test and observation
_.. _.. _ ....... ....... ... .... _

...........................................................
_ .
,. : ... . ....... .: .:..:..:.
.. .. :: :::::
LEARNING.OUTCOME 5: .
and e5cl 8: ar.:: ware ::an..::':s0;>
....... ..................................................................... ware; packages in
common use in an otganfsa iion::
Conditions:
Access to a standard personal computer environment, appropriate
literature and manufacturers brochures, magazines and technical
jou mals.
a The types of computer equipment available to an organisation
are listed and described.
b The functions of some major software application packages are

listed and described.
Assessment Method:
Assignment
Report or project
COMPADM1.DOC NITT-CA1 -3 of 3 24 December, 1992
92
11t
@BT
Example 3
Module Descriptor: Accounting Standards and Financial

Statements
93
111
ACCOUNTING STANDARDS & FINANCIAL STATEMENTS
MODULE TITLE ACCOUNTING STANDARDS AND FINANCIAL

STATEMENTS
Nominal duration 54 -60 hours
Module code or number
Module purpose Provide the participant with a knowledge of accounting

standards procedures and concepts as they apply,
principally, to companies.
Relationship to skill Complies with Approved Accounting Standards (AAS)

standards and with Standards issued by the Australian Accounting
Standards Boards (AASB), as listed throughout this
module.
Prerequisites Accounting Applications
Summary of content Types of companies, formation, documentation

and statutory records
Share and debenture issues
Conversions to a company
Reserves, provisions, tax effect accounting
Company financial statements
Consolidated accounts
Delivery This module provides for delivery by off- the -job

training in a variety of modes.
Strategies should be selected to reflect the nature of the

learning outcomes and the needs of the participant.
Some areas of content may be common to more than

one learning outcome and therefore integration may be
appropriate. .
94
s
Learning outcomes
Learning outcome I
Assessment criteria
Conditions
Assessment method
Learning outcome 2
Assessment criteria
On completion of this module the learner will be able to:
describe the main types of companies, their formation,

documentation and statutory records.
1.1
1.2
1.3
Differentiate the main types of companies under
the Corporations Law, in particular:
Proprietary Limited Liability

Public Limited Liability
Public No Liability.
Detail the formation of companies

following formation documents:
Memorandum of Association
Articles of Association
Certificate of Incorporation.
company, and in particular the:
Minute books
Register of members
Share journals.
and the
Detail the main statutory records that establish a
Normally learning will take place in classroom and other

suitable study environments.
During assessment, learners will have access

Corporations Law and Corporations Regulations.
Written short answers

Multiple choice test
enter details of share issues into the general ledger.
2.1
2.2
Differentiate between nominal or authorised
capital and issued capital.
Differentiate between preference and ordinary

to
shares.
95
OS SO ssssssssssssssssssssssssssssssssssssss
2.3 Post share issues to the general ledger using the

direct method.
2.4 Correct for oversubscription of shares.
2.5 Post share issues at a premium to the general

ledger.
2.6 Post bonus shares to the general ledger.
2.7 Describe the concept of partly paid shares and

calls on unpaid capital.
Conditions Normally learning will take place in classroom or other

Assessment method Written short answers

Learning outcome 3 enter details of debenture issues into the general ledger. C
Assessment criteria 3.1 Define debentures.
3.2 Differentiate between debentures and shares.
3.3 Post debenture issues, at par, payable in full, to

the general ledger.


Particular test on debenture issue journal and ledger
entries.
Learning outcome 4 prepare accounting entries to convert a business to a

company structure.
Assessment criteria 4.1 Prepare journal and general ledger entries to

introduce the assets and liabilities taken over by
the company.
96
ssssssssssssssssssssssssssì
in
4.2 Calculate and record goodwill or write off

discount on acquisition.
AASB 1013 /AAS 18 Accounting for

Goodwill
AASB 1015 /AAS 21 Accounting for the
Acquisition of Assets.
4.3 Detail the entries to satisfy the purchase

consideration.

e suitable study environments.
a During assessment, learners will have access to:
Accounting Standards:
AASB 1013 /AÁ518
s AASB1015 /AAS21
II Assessment method Written short answers

Practical test on entries to record the conversion on a
business to a company structure.
Learning outcome 5 describe and prepare entries relating to accounting

e reserves and provisions, including the treatment of
income tax expense.
Assessment criteria 5.1 Describe how reserves are created.

e
5.2 Distinguish between revenue and capital reserves.
5.3 Prepare the retained profits account.
5.4 Describe the nature of provisions and contrast

them to reserves.
5.5 Detail the treatment of income tax expense in

accordance with AASB 1020.
97
.....t1111
5.6 Detail the treatment of income tax expense in

accordance with AASB 1020 /AA3 Accounting
for Income Tax, and including the following:
income tax expense

provision for income tax
provision for deferred tax
future tax benefit
permanent and timing differences.

During assessment, learners will have access to:
Accounting Standard AASB 1020 /AA3

Schedule 5 of the Regulations to the
Corporations Law.

Practical test on recording entries to reserves, provisions
and income tax accounts.
Learning outcome 6 prepare company financial statements that comply with

the Corporations Law and accounting standards.
Assessment criteria 6.1 Detail the provisions of the Corporations Law

that apply to company financial statements, and
in particular:
Corporation Law, Divisions 4A, 4B of part 3.6
Financial reports
Profit and Loss
Balance Sheet
Notes to the Accounts.
6.2 Prepare financial statements that comply with the

5th Schedule to the Corporations Law and with
accounting standards.
AASB 1001 /AA6 Accounting Policies

Disclosure
AASB 1004 /AAS15 Disclosure of
Revenue
AASB 1005 /AAS16 Financial Reporting
by Segments
98
!
Conditions
Assessment method
Learning outcome 7
Assessment criteria
AASB 1018 /AAS1

Statements
Written short answers

Profit
AASB 1226/AAS28 Statement of Cash

Flows
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
Normally learning will take place in classroom or other

to
Loss
Practical simulated financial statements that comply with

Corporations Law and accounting standards.
prepare a consolidated worksheet for a holding company

and its wholly owned subsidiary.
7.1
7.2
Describe the rationale for Consolidated Accounts.
Prepare a Consolidated
appropriate adjustments.
cost of investment
Worksheet
goodwill or discount on acquisition

intercompany sales
intercompany loans
unrealised profit on closing stock
unrealised profit or loss on intercompany
transfer of non current assets (no
depreciation adjustment)
the
with
dividends pre and post acquisition
99
sssssssssssssssssssssss

Accounting Standard AASB 1024/AAS24

Consolidated Financial Statements (treatment of
this standard is to be introductory only)
Assessment Practical test on the preparation of a consolidation

worksheet.
1 00
S
Suggested learning
resources
All references used should be latest editions.
Accounting and Auditing Handbook 1992. Prentice Hall

in association with The Institute of Chartered
Accountants in Australia and the Australian Society of
CPA's, Volume 1 Accounting Handbook. Prentice Hall,
1991.
Australian Company Secretary's Practice Manual. CCH

Australia Limited, N.S.W., 1992.
Clift, R. Corporate Accounting in Australia. Prentice

Hall of Australia Pty Ltd, 2nd edn, 1985.
Coopers & Lybrand. Koala Holdings Limited. Sample

financial statement (latest edition).
Corporations Law. Commonwealth, Canberra, 1992.
Gaffney, T.F., Gordon, D.P. & Graham, K.M.

Questions in Company Accounting. 5th edn,
Butterworths, Sydney, 1991.
Jager, M.O., Graham K. & Taylor, R. Company

Accounting Procedures. 5th edn, Butterworths, 1992.
Huggan, N. Company Accounting. VCTA Publishing,

Victoria, 1979.
Leo, KJ. & Hoggett, J.R. Company Accounting in

Australia. John Wiley and Sons, Brisbane, 1988.
Yates, L. Partnership and Company Accounting. rev.

edn, TAFE Publishing, 1983.
Yorston, K., Smyth, B. & Brown, S.R. Advanced

Accounting. 10th edn, The Law Book Company Lid,
Sydney, 1988.
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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.
Competency at this level involves the Application of knowledge and skills

to a limited range of tasks and roles. There is a specified range of contexts
where the choice of actions required is clear.
Competencies are normally used within established routines, methods and

procedures that are predictable, and within which judgement against
established criteria is also involved.
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.
Competency at this level involves the application of knowledge and skills

to a range of tasks and roles, There is a defined range of contexts where the
choice of actions required is usually clear, with limited complexity in the
choice.
Competencies are normally used within established routines, methods and

procedures, in some cases involving discretion and judgement about
possible actions.
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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.
Responsibility for the work of others may be involved, and team

coordination may be required.
Competency at this level involves the application of knowledge with depth

in some areas and a broad range of skills. There is a range of tasks and
roles in a variety of contexts, with some complexity in the extent and
choice of actions required. Competencies are normally used within
routines, methods and procedures where some discretion and judgement
is required in selection of equipment, work organisation, services, actions
and achieving outcomes within time constraints.
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.
Competency at this level involves the application of knowledge with depth

in some areas and a broad range of skills. There is a wide range of tasks
and roles in a variety of contexts, with complexity in the range and choice
of actions required.
Competencies are normally used within routines, methods and procedures

where discretion and judgement is required, for both self and others, in
planning and selection of equipment, work organisation, services, actions,
and achieving outcomes within time constraints.
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.
Competency at this level involves the self - directed application of

knowledge with substantial depth in some areas, and a range of technical
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and other skills to tasks, roles, and functions in both varied and highly
specific contexts.
Competencies are normally used independently and both routinely and

non - routinely. Judgement is required in planning and selecting appropriate
equipment, services, techniques and work organisation for self and others.
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.
Competency at this level involves the self directed development of

knowledge with substantial depth across a number of areas and /or
mastery of a specialised area with a range of skills. Application is to major
functions in either varied or highly specific contexts.
Competencies are normally used independently and are substantially non-

routine. Significant judgement is required in planning, design, technical or
supervisory functions related to products, services, operations or processes.
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.
Competency at this level involves the self - directed development and

mastery of broad and /or specialised areas of knowledge with a range of
skills. Application is to major, broad or specialised functions in highly
varied and /or highly specialised contexts.
Competencies are normally used independently and are non - routine.

Significant high level judgement is required in planning, design,
operational, technical and /or management functions.
105
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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.
Competency at this level involves self - directed development and mastery

of a range of knowledge and skills. Application is to major functions both
broad and /or specialised within highly varied and /or highly specialised
contexts.
Competencies are normally used with full independence and in contexts

and combinations of great variability. The highest level of complex
judgement is applied in planning, design, technical and /or management
functions.
*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.
Present Qualifications and ASF
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
Post Trade ASF

Certificate
4
1
ASF
3
Certificate/
Trade Certificate-
ASF ASF
1 2
106 .
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Resource List
The following brief reading list is suggested as an initial follow -up to the
workshop.
Much of the discussion in the NOOSR documents dealing with the

professions is relevant at different levels of employment.
National Training Board, National Competency Standards Policy and

Guidelines, ACT, 1992.
NOOSR (National Office of Overseas Skills Recognition), Establishing

Competency -Based Standards in the Professions, Canberra, 1990.
NOOSR (National Office of Overseas Skills Recognition), Competency -Based

Assessment in the Professions, Canberra, 1990.
VEETAC (Vocational Education, Employment and Training Advisory

Committee), National Framework for the Recognition of Training, 1991.
VEETAC (Vocational Education, Employment and Training Advisory

Committee), User's Guide to Course Design for Competency -Based Curriculum,
1992.
107
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Glossary of Terms
This glossary is based on the glossary provided with the National

Training Board's National Competency Standards Policy and
Guidelines (1992). Although the following definitions are not
exhaustive, in order to avoid confusion and debate, it is
necessary to agree on terminology.
Accreditation refers to the official recognition by

vocational education and training
recognition authorities that
the contents and standards of a course

are appropriate to the credential that is
received
the course and methods of delivering it
fulfill the purposes for which it was
introduced
the curriculum and assessment are
based on national competency
standards, where they exist.
Advanced standing refers to the amount of exemption granted

to a student or trainee from an accredited
course or training program on the basis of
previous study, experience or
competencies held.
Articulation refers to the formal linkage between

different levels or different fields of study,
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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.
refers to the process of collecting evidence

and making judgements on the extent and
nature of progress towards the
performance requirements set out in a
standard, or learning outcome, and at the
appropriate point making the judgement
whether competency has been achieved.
see multiskilling
refers to the sequence of jobs or

classifications in a work structure that an
individual can attain through progressive
achievement of competencies and other
requirements. Career paths can enable a
person to make a hierarchical progression
in a particular industry or sector of an
industry, or lateral movement and
progression into other related sectors of an
industry or another industry.
is a technique of job analysis based on the

concept of dividing a job into tasks. Based
on interviews with representative
members of an occupation, a questionnaire
is developed, tested and refined. Job
information is collected from workers and
supervisors by means of the questionnaire
after which a set of computer programs is
used to enter, rank, quantify, organise,
summarise and report on this information.
refer to those competencies that are used

in a number of industries with essentially
the same form of expression. Often they
would be the competencies used in cross
industry standards.
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Competency interview is a one- to-one interview carried out by a

person skilled in the technique. Its
purpose is to identify and list
competencies of workers in particular
positions. Only persons in the position
under investigation or their immediate
supervisors participate.
Competency standard refers to organisations formally recognised

bodies (CSBs) by the National Training Board to
develop, submit for endorsement and
maintain national competency standards
for specific industry or cross- industry
application. CSBs comprise the relevant
industry parties, are often Industry
Training Advisory Boards (ITABs), and
are partners with training providers and
recognition bodies in the implementation
of standards.
Contributory skilling see multiskilling
Core competencies refers to a group of units of competency

within a competency standard that an
industry has agreed are essential to be
achieved if a person is to be accepted as
competent at a particular level. All units
may be core, but in many cases
competency at a level will involve core
units plus optional or specialisation units
of competency. Core competencies are
normally those central to work in that
industry.
Course (accredited) refers to a sequence of vocational

education and training which is consistent
with the principles of accreditation under
NFROT, accredited by a recognition
authority and leads to a credential.
Critical incident technique is one - to-one interview carried out by a to

person skilled in the technique which
requires participants to focus on
significant work incidents from their past
110
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CBT
and the competencies which enabled them

to perform successfully. The technique
focuses on the underlying attributes and
individual characteristics of successful
performance rather than on routine duties
and tasks.
Cross- industry competency refers to a group of units of competency

standard that express common competencies across
a number of industries. The units of
competency may be grouped to relate to
certain functions of work common across
those industries. They are developed by
recognised CBSs.
Curriculum refers to a plan incorporating a structured

series of intended learning outcomes and
associated learning experiences.
DACUM is an information collection technique

using participation from a group which is
representative of the particular occupation
and a skilled facilitator which identifies:
the duties of the occupation
the component tasks of each duty
the knowledge, skills and

applications needed to perform each
task.
Delphi is a survey technique usually conducted

by mail which aims to reach consensus by
repeatedly summarising participants'
responses and incorporating these into
subsequent questionnaires. Participants
learn the opinions of others and can revise
their own position accordingly, but
discussion, debate and open conflict are
not possible.
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Endorsement refers to the formal recognition by the

National Training Board of a national
competency standard and its inclusion in
the National Register of Competency
Standards. Endorsed standards have been
agreed by Commonwealth, State and
Territory Ministers to be the bench marks
for accreditation of courses, curriculum
development and recognition of training
in the Vocational Education and Training
sector.
Functional job analysis is an information collection technique

using a group participation and a skilled
facilitator to establish the competency
standards for an occupation. It identifies:
.
the key purpose or function of the

occupation in terms of outcome.
the elements of competency which

allow the key purpose to be achieved
the performance criteria for each task

identified as necessary for competency.
General competencies refers to those that apply to work

generally rather than being specific to
work in particular occupations or
industries. They tend to underpin
performance in other more industry-
specific competencies. The Key
Competencies developed by the Mayer
Committee are an example. Also may be
called generic competencies.
Industry competency standard refers to a grouping of units of

competency that expresses at a minimum
the requirements to be competent at
particular ASF levels, and at a maximum
the requirements for all ASF levels linked IN
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together in a career path in that industry.

They are developed by recognised CSBs.
Key Competencies refers to general competencies defined by

the Mayer Committee as essential for all
young people's effective participation in
emerging patterns of work and work
organisation. They focus on the capacity to
apply knowledge and skills in an
integrated way in work situations and are
not restricted to narrow or specific
application. They are also essential for
effective participation in further education
and life, more generally.
Knowledge refers to two aspects:
1 cognitive skills involved in processes

such as judgement, thinking and under-
standing
2 information, which is the base of factual
and theoretical material that is accessed,
manipulated and used cognitively.
Monitoring or verification is the process of quality assurance

involving internal, local and external
validation of the integrity of the training
system. It should not be confused with
assessment.
Multiskilling refers to development of competencies

through training or other means that have
been associated with a number of formerly
discrete occupations or classification
levels. This equips a worker to perform a
variety of tasks or functions across
traditional boundaries. It includes
concepts such as broadskilling (the
expansion of competency into new areas at
the same level), upskilling (the expansion
of competency into new areas at higher
levels) and contributory skilling (the
expansion of competency into new areas at
113
the same or different levels drawn from
other industries).
Nationally recognised training refers to accredited courses and recognised

training programs under NFROT. They
relate to competency -based outcomes, and
lead to students gaining a credential or
credit transfer towards a credential.
Nominal group technique is an information collection technique

using group participation and skilled
facilitator which focuses on the generation
of answers to a specified question.
Participants work independently on the
question before the facilitator collects and
records information from each person in
turn.
Optional competencies refers to a group of units of competency

within a competency standard where a
certain number drawn from the overall
group must be achieved if a person is to be
accepted as competent at a particular level.
Normally combined with core
competencies to make up the overall
group of units to achieve competency at a
level. These are also sometimes called
elective units, or specialisation units.
Recognition authority refers to bodies authorised under State,

Territory or Commonwealth legislation
and designated as agencies under the
NFROT Agreement to accredit courses,
recognise training programs and register
providers of training. They may have
other functions in relation to the
recognition of training, including
determining credit transfer and
certification.
Registration of providers refers to formal recognition by a State/

of training Territory Recognition Authority that a
provider is competent to offer a particular
114 .
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accredited course or recognised training

program.
Search conference is an information collection technique

using group participation and a skilled
facilitator which moves from generating
ideas through synthesising and analysing
these ideas to action planning. It is
particularly useful in exploring desirable
environments and strategies for achieving
goals.
Skill may be perceptual, motor, manual

intellectual, social. The nature of tasks
usually requires a combination of these
and usually involves the application of
cognitive and psychomotor functions,
together with appropriate knowledge.
Skills audit refers to a systematic process which

identifies then compares the present stock
of skills held by an individual or a
workforce (at the enterprise, occupation or
industry level), whether or not they are
being actively used (ie. what is), with the
skills needed (ie. what should be),
including future skill needs.
Upskilling see multiskilling
Verification see monitoring
Vocational education and refers to post compulsory education or

training (VET) training which is directed to the
development of competencies or is
preparatory to or is directed to the
enhancement of opportunities for such
education and training up to and
including para- professional education and
training.
115
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to
Acronyms in
ACTRAC Australian Committee for Training Curriculum

ASCO Australian Standard Classification of Occupations
ASF Australian Standards Framework
ASIC Australian Standard Industrial Classification
CBT Competency -Based Training
CSB Competency Standards Body
DACUM Developing a Curriculum
DEET Department of Employment, Education and

Training
ITAB Industry Training Advisory Board
MOVEET Ministers of Vocational Education, Employment and

Training
NFROT National Framework for the Recognition of Training
NTB National Training Board
RATE Register of Australian Tertiary Education
ROT Recognition of Training
RPL Recognition of Prior Learning
TAFE Technical and Further Education
VEETAC Vocational Education, Employment and

Training Advisory Committee
VET . Vocational Education and Training
116

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o

Competency -Based Education and Training

What is CBT and what changes will it bring?

This is a question currently being asked by the many people whose

CBT competency -based education and training is central to a

Development and Production

The Educational Quality Assurance Division of TAFE NSW,

worked in co- operation with

the Human Resource Development Division of TAFE NSW

the Open Training and Education Network

Cartoons used in the overhead transparency masters were

Section 2: Skills Analysis . 15

Section 3: From Skills to Standards 23

Section 4: From Standards to Curriculum 53

Section 5: References 103

The Australian Standards Framework 103

8:30 am - 9:00 am Registration

9:00 am-10:00 am Section I: Overview and Introduction

10:00 am 10:45 am Section 2: Skills Analysis

10:45 am 11:00 am Morning Tea

11:00 am 12:00 pm Workshop

12:30 pm -1:30 pm Lunch

1:30 pm 2:45 pm Section 3: From Skills to Standards

2:45 pm 3:45 pm Workshop

3:45 pm 4:00 pm Afternoon Tea

4:00 pm 4:30 pm Whole Group Session

9:00 am 10:00 am Section 4: Curriculum Development

10:00 am 10:30 am Workshop

Identify terms of referecne

10:30 am 10:45 am Morning Tea

10:45 am - 12:15 pm Workshop

Extract knowledge, skills, attitudes

12:15 pm 12:45 pm Whole Group Discussion

12:45 pm 1:30 pm Lunch

1:30 pm 2:30 pm Workshop

Determine course structure

2:30 pm 4:00 pm Workshop

Write module descriptor(s)

During workshop Afternoon Tea

4:00 pm 4:30 pm Whole Group Session

Issues, summing up, evaluation

Provide information to colleagues on the processes of competency

This program has been designed to:

2 enable participants to experience the process of developing

Who is this package designed for?

This program is designed for anyone wanting a fuller understanding of the

This will include

Why is this package needed?

The program is designed to give hands -on experience in the central

What learning strategies will be used?

The emphasis of the program is on processes and on learning through

The content of the program is equally relevant to analysis at the industry

How will the program be presented?

The program consists of four inter connecting sessions. These are

Overview of Competency -Based Education and Training

From Skills to Standards

The primary focus of the program will be on interactive workshop sessions

What is the structure of the program?

The program is structured around

introductory sessions where an overview of a program component is

How is the information presented?

1.1 Why is this a time of change both in the Australian workplace

Under the broad banner of award restructuring, the Australian workplace

1.2 What is different about competency -based education and

CBT How's It Done

CBT How's It Done