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TLIA2012Pick and process ordersRelease 1Trainer’s and assessor’s guideAspire Version 1.1Intellectual property statementAspire Training & Consulting (ABN 51 054 306 428).The intellectual property of this Trainer’s and assessor’s guide remains with Aspire Training & Consulting.Purchasers may customise, contextualise or adapt the Trainer’s and assessor’s guide, and copy it as required. Purchasers may make the Trainer’s and assessor’s guide available to staff members within their organisation or campus, and may provide relevant parts of the guide to students.The following statement must accompany any instance of a customised, contextualised or adapted Trainer’s and assessor’s guide or part thereof:“The information provided here is based on the Trainer’s and assessor’s guide for [unit code and title] provided by Aspire Training & Consulting. The intellectual property of this Trainer’s and assessor’s guide remains with Aspire Training & Consulting.”Purchasers must not on-sell the Trainer’s and assessor’s guide, or make it available to other organisations.Aspire Training & Consulting invests significant time and resources in creating its original products, and reserves its legal rights to claim its loss and damage or an account of profits made resulting from infringements of its intellectual property.Every effort has been made to ensure the information in this resource is accurate; however, the author and publisher accept no responsibility for any loss, damage or injury arising from such information.Except where an information source is acknowledged, the names and details of individuals and organisations used in examples are fictitious and have been devised for learning purposes only. Any similarity to actual people or organisations is unintentional.All websites referred to in this resource were accessed and deemed appropriate at time of publication.Aspire Training & Consulting apologises unreservedly for any copyright infringement that may have occurred and invites copyright owners to contact Aspire so any violation may be rectified.TLIA2012 Pick and process orders, Release 1 – Trainer’s and assessor’s guide? 2017 Aspire Training & ConsultingLevel 8, 409 St Kilda Road MELBOURNE VIC 3004 AUSTRALIAPhone: (03) 9820 1300 First published February 2017ISBN 978-1-76059-059-8Contents TOC \o "1-2" \h \z \u About this guide PAGEREF _Toc475356156 \h 5Section 1: Meeting VET sector requirements PAGEREF _Toc475356157 \h 71.1How Aspire’s resources assist in meeting requirements PAGEREF _Toc475356158 \h 7Section 2: Unit of competency information PAGEREF _Toc475356159 \h 172.1Unit of competency PAGEREF _Toc475356160 \h 172.2Unit of competency assessment requirements PAGEREF _Toc475356161 \h 202.3Aspire resources available for this unit PAGEREF _Toc475356162 \h 222.4Target groups PAGEREF _Toc475356163 \h 24Section 3: Training requirements PAGEREF _Toc475356164 \h 253.1Delivery approach PAGEREF _Toc475356165 \h 253.2Learning mapping PAGEREF _Toc475356166 \h 263.3Solutions – general guidance PAGEREF _Toc475356167 \h 343.4Solutions to activities PAGEREF _Toc475356168 \h 35Section 4: Assessment PAGEREF _Toc475356169 \h 404.1Assessment approach PAGEREF _Toc475356170 \h 404.2Assessment procedures PAGEREF _Toc475356171 \h 414.3Assessment mapping PAGEREF _Toc475356172 \h 464.4Assessment solutions and marking guidance PAGEREF _Toc475356173 \h 534.5Completing the record of outcome PAGEREF _Toc475356174 \h 71Section 5: Forms PAGEREF _Toc475356175 \h 73Section 6: Glossary of VET terminology PAGEREF _Toc475356176 \h 74About this guideThis guide is for trainers and assessors of unit TLIA2012 Pick and process orders, Release 1. It complements the corresponding Aspire learner guide.As a trainer, you must develop and use training and assessment strategies that embrace the learner’s needs, educational background and preferred learning style and that meet the requirements of the training package.This guide provides ideas on how you can encourage and support learners through the training and assessment process using Aspire resources. It is designed to help you optimise the learner’s experience of TLIA2012 Pick and process orders and record details of their competency.The guide is divided into six sections:Section 1:Meeting VET sector requirementsSection 2: Unit of competency informationSection 3:Training requirementsSection 4:Assessment Section 5:Forms Section 6: Glossary (VET sector terminology)Section 1: Meeting VET sector requirementsTraining organisations have a range of requirements that they must meet in developing and implementing quality training and assessment strategies and practices for course programs. As a trainer, you also have a range of requirements that must be considered when implementing programs for your specific group of learners.1.1How Aspire’s resources assist in meeting requirementsThe following section outlines a range of VET sector requirements and how Aspire’s resources may assist you and your training organisation in implementing a quality learning experience.VET sector requirementAspire’s approachAustralian Qualifications FrameworkThe Australian Qualifications Framework is the national policy for regulated qualifications in the Australian education and training system. The AQF incorporates the quality assured qualifications from each education and training sector into a single comprehensive national qualifications framework.You and your training organisation must be aware of the requirements of the relevant AQF qualification or course requirements, from the endorsed training package, as you implement course delivery.Aspire’s learning resources, activities and assessment have been pitched at a level suitable for the unit of competency and the qualifications for which it is relevant, based on the specifications in the Australian Qualifications Framework (AQF) (Second edition, January 2013). For more information regarding these specifications, and to download the Australian Qualifications Framework, visit the AQF website at:aqf.edu.au.Volume of learningWhen developing training and assessment strategies for this unit and the qualification for which it is relevant, you and your training organisation must take into account the volume of learning requirements as defined by the Australian Qualifications Framework. An explanation of volume of learning can be accessed at:aqf.edu.au/wp-content/uploads/2013/06/Volume-of-Learning-Explanation.pdfAspire ensures that each unit of competency is covered completely and in depth in both the learning content and the assessment. This approach will help you meet volume of learning requirements as you develop your training and assessment strategies.Training packagesTraining packages are developed and endorsed in accordance with the national Standards for Training Packages. The endorsed components of a Training Package are: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. These endorsed components document a range of requirements that your training organisation must meet.Unit of competency key components include modification history, application, elements, performance criteria, foundation skills, range of conditions, unit mapping information and links.Assessment requirements key components include modification history, performance evidence, knowledge evidence, assessment conditions and links.Further information on training package formats and requirements is available at: resources have been developed with full coverage of unit of competency and assessment requirements in mind.Unit of competency and assessment requirements are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspire’s resources.Foundation skillsUnderpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees. These skills are identified as: learningreadingwritingoral communicationnumeracyteam-workplanning and organisingmaking decisionsproblem-solvinginnovation and creationtechnology and digital literacy.These foundation skills are embedded in the unit of competency (and sometimes explicitly identified). You will need to take time to analyse the unit of competency to identify where particular foundation skills are evident. Foundation skills are discussed in each topic of Aspire’s learner guides. They are included in the content, the activities and the final assessments. Foundation skills are included in the mapping of both learning content and assessments, so that you can clearly identify where these skills are overtly covered within Aspire’s petency Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.Aspire’s resources help learners to have a basic understanding of how they can adapt their competence if they take up a similar role in a different context. This assistance is provided in the learning content by showing learners how to recognise and learn about the similarities and differences between, for example, policies, procedures, equipment, site layout and organisation and types of problems that vary from context to context.Dimensions of competencyThe dimensions of competency relate to all aspects of work performance. Task skills: the candidate must perform the individual skills required to complete a work activity to the required standard.Task management skills: the candidate must manage a number of different tasks to complete a whole work activity, such as working to meet deadlines.Contingency management skills: the candidate must use their problem-solving skills to resolve issues that arise when performing a work activity.Job/role environment skills: the candidate must perform effectively in the workplace when undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.Aspire’s resources have been designed to ensure that the dimensions of competency are addressed at both the learning and assessment stages of course delivery.Dimensions of competency are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspire’s resources.Workplace environmentsNote that observation and assessment in the workplace is mandatory for some qualifications and units of competency. Refer to section 2.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.Aspire’s resources have been designed to support the implementation and performance of knowledge and skills within a workplace context where appropriate. Training and assessment strategyTraining organisations must develop a training and assessment strategy for each training program they deliver. The training and assessment strategies developed and implemented must take into account and be contextualised to:the needs of the learner or learner groupthe learning contextthe requirements of the training package. Aspire’s resources have been developed with a variety of learners and contexts in mind, to ensure that a varied range of learners’ needs may be met.In developing formal training and assessment strategies, training organisations may consider the following in structuring course programs and practices, and in considering what Aspire resources may best suit learners’ needs:Specific target groupsOrganisational policiesStandard operating proceduresSafety management strategiesRegulatory requirementsEquipment operating manualsQuality and customer service standardsPertinent key performance indicators Other variable factorsMeeting learner and industry needsIt is part of your role as a trainer to select the most appropriate way to train to meet the needs of the learners. Remember to be flexible and adapt your training to:the learner’s learning environmentthe learner’s level of skill and knowledgeyour own training style.If the learner is currently in the workplace, you should always incorporate as much training and practice using their workplace situation. This will make their learning experience more meaningful. Ask learners to use authentic workplace documents wherever possible. Remind them to seek permission to use these documents. It is important for learners to be fully aware of all issues relating to confidentiality and their legal and ethical responsibilities in this regard. As a trainer, you can also collect examples of documentation from different organisations to use in training sessions.Aspire’s resources have been developed with a variety of learners and contexts in mind, to ensure that a varied range of learners’ needs may be met. If the learner is in a training institution, use the case studies and examples provided in the Aspire learner guide. If you need to, adjust the case studies or examples so they are more appropriate to individual learners’ needs.If you are delivering training for more than one unit, integrate the learning so the learner does not have to repeat content. Basic information about topics such as communication skills or work health and safety may be covered in more than one unit and, therefore, in more than one Aspire learner guide.The activities included in Aspire’s learner guides are formative assessment instruments. They are designed to indicate the progress of the learner through the unit and to assist in reviewing and evaluating learning.AssessmentAssessment refers to the process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.Assessment must occur within your training organisation’s assessment system, with a coordinated set of documented policies and procedures (including assessment materials and tools) designed and implemented to increase the likelihood that assessments of learners, using many different assessors, in varying situations, are consistent and are based on assessment evidence that meets assessment requirements.Aspire’s resources have been developed with full coverage of unit of competency and assessment requirements in mind.Unit of competency and assessment requirements are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspire’s resources.Aspire’s resources refer to learners commencing assessment processes as ‘candidates’.Readiness for assessmentEach learner’s readiness for assessment must be confirmed before assessment commences.Aspire’s learner guides include a ‘Ready for assessment’ checklist to assist in determining that the learner is ready to commence the assessment process.Developing assessment toolsTo meet auditing requirements, your organisation must develop comprehensive assessment tools for the unit being delivered. An assessment tool includes the following:The learning or unit(s) of competency to be assessedThe target group, context and conditions for the assessmentThe tasks to be administered to the candidateAn outline of the evidence to be gathered from the candidateThe evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)The administration, recording and reporting requirementsAspire’s final assessment format has been designed to support you and your training organisation in developing and implementing tools that meet modern assessment tool expectations.Formative assessmentFormative assessment generally takes place at regular intervals before and during training with progressive feedback to improve competence. Formative assessment is assessment for learning: it focuses on the gap between where learners are in their learning and where they need to be to achieve the requirements of the unit under study. The activities included in Aspire’s learner guides are formative assessment instruments. They are designed to indicate the progress of the learner through the unit and to assist in reviewing and evaluating learning.The activities have not been designed to be used for the collection of evidence for the purposes of making a judgment of competency.Summative assessmentSummative assessment is assessment of learning. Summative assessment is used after the instruction period. It is the process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course. Aspire’s learner guides include final assessment tasks that have been designed to support the summative assessment process. Assessment contextThe assessment context is the environment in which the assessment of competency will be carried out.This may be the environment where the work is performed ‘in situ’, a simulated environment that replicates the work environment, or a range of contexts that address different aspects of the competency.Aspire’s resources have been developed with a variety of learners and contexts in mind, to ensure that a varied range of learners’ needs may be met.In considering and using Aspire resources with your specific learner group, you must consider a variety of requirements including:physical and operational factorsthe assessment system within which assessment is carried outthe range of opportunities for gathering evidence in a number of situationsthe purpose of the assessmentwho carries out the assessment the period of time during which the assessment takes place.Aspire learner guides include final assessment tasks that provide the ability for you to record the specific assessment context for each component of the assessment tool. Purchasing Aspire’s customisable assessment resources allows you to customise and tailor the assessment tasks for specific contexts.Principles of assessmentQuality outcomes require that assessments must be:fair – assessments are not discriminatory and do not disadvantage the candidateflexible – assessments meet the candidate’s needs and include an appropriate range of assessment methodsvalid – assessments assess the unit/s of competency performance evidence and knowledge evidencereliable – there is a common interpretation of the assessments.Aspire’s learner guides include final assessment tasks that have been designed:to ensure individual candidate’s needs are considered in the assessment processwith reasonable adjustment options for individual candidate’s needsto support you in informing the candidate about the assessment processto reflect individual candidate’s needsto recognise performance by the candidate in varied assessment method optionsto draw from a range of assessment methods, using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual candidateto support assessment decisions that are justifiable, based on the evidence of performance of the individual candidateto meet requirements of the unit of competency and the associated assessment requirements, covering the broad range of skills and knowledge that are essential to competent performanceto ensure unit knowledge and skills are integrated with practical applicationto provide evidence that a candidate could demonstrate these skills and knowledge in other similar situations to support judgment of competence based on evidence of learner performance that is aligned to the unit of competency and associated assessment requirementsto support evidence for assessment that is able to be consistently interpreted and comparable irrespective of the assessor conducting the assessment.EvidenceEvidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.Aspire’s learner guides include final assessment tasks that have been designed to support the use of multiple assessment method types, as may be most appropriate to the unit being undertaken and the characteristics of a varied range of learners and assessment contexts, to support the collection of quality evidence. Rules of evidenceThere are four rules of evidence that guide the collection of evidence. Evidence must be:valid – it must cover the assessment requirements of the unit of competencysufficient – it must be enough to satisfy the assessment requirements of the unit of competencycurrent – skills and knowledge must be up to date (from the present or the very recent past)authentic – it must be the learner’s own work and supporting documents must be genuine.Aspire’s learner guides include final assessment tasks that have been designed to support the collection of evidence that will assure you that the:learner has the skills, knowledge and attributes as described in the unit of competency and associated assessment requirements quality, quantity and relevance of the assessment evidence enables a judgment to be made of a learner’s competencyevidence presented for assessment is the learner’s own workassessment evidence demonstrates current competency.Third-party evidenceEvidence is often collected by the assessor. However, other people (third parties), such as supervisors, trainers, team members, clients or consumers, can report what they see or hear to the assessor. Evidence collected in this manner is called ‘third-party evidence’. Involving a third party in the collection of evidence allows assessors to gather authentic and valid evidence in difficult circumstances in a cost-effective way. It is common to use a third party for evidence-gathering in cases where workplace evidence is required, but where it is not possible for the assessor to directly observe the learner at work. For example, in cases where: the presence of an observer may compromise workplace safety work activities involve issues of patient confidentiality and privacy. The use of third-party evidence is also a valuable strategy for collecting evidence of ‘everyday performance’ rather than performance carried out as part of the formal assessment process. Aspire’s final assessment tasks allow for quality-based third-party reports as a means of collecting evidence while on work placement.Reasonable adjustmentReasonable adjustment approaches must be provided where appropriate to meet individual learner’s needs.Aspire’s learner guides include final assessment tasks that provide guidelines for making reasonable adjustments to the way in which evidence of performance is gathered (for example, in terms of the information to be provided to the candidate and the type of evidence to be collected from the candidate) without altering the expected performance standards.JudgmentJudgment refers to a qualified assessor exercising their thinking skills to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent or not competent based on the evaluated evidence.It is the quality of all evidence collected (including any third-party evidence) that is important in making a sound judgment about competence, rather than the quantity, type and form of evidence, where it was collected or who collected it.Aspire’s learner guides include final assessment tasks that incorporate decision-making rules to assist you to evaluate whether the evidence provided meets the principles of assessment and rules of evidence, and whether the candidate is competent or not competent based on the evaluated evidence.Section 2: Unit of competency information2.1Unit of competencyTLIA2012 Pick and process ordersModification historyReleaseCommentsRelease 1This is the first release of this unit of competency in the TLI Transport and Logistics Training Package.ApplicationThis unit involves the skills and knowledge required to pick and process orders in accordance with relevant codes, regulations and workplace requirements within the transport and logistics industry.It includes identifying workplace order picking processes, policies and procedures; picking and despatching orders; and recording stock levels. Work is performed under some supervision generally within a team environment. No licensing, legislative or certification requirements apply to this unit at the time of publication.Pre-requisite UnitNot petency FieldA ? Handling Cargo/StockUnit SectorNot applicable.Elements and Performance CriteriaELEMENT?PERFORMANCE CRITERIA?Elements define the essential outcomesPerformance criteria describe the performance needed to demonstrate achievement of the element.1. Identify workplace order picking processes, policies and procedures1.1 Workplace procedures for order picking and related workplace documentation are interpreted1.2 Stock allocation and location systems are identified and located1.3 Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace procedures2. Pick and despatch an order2.1 Work requirements are planned and appropriate equipment and documentation is assembled2.2 Warehouse zones where required products are stored, are identified and located2.3 Pick path is established2.4 Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as required2.5 Products are selected and consolidated2.6 Products/pallets are located in despatch areas2.7 Products are assembled to meet workplace schedules2.8 Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedules3. Record stock levels3.1 Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures3.2 Workplace records are completed in accordance with workplace requirementsFoundation SkillsFoundation skills essential to performance are explicit in the performance criteria of this unit of competency.Range of ConditionsRange is restricted to essential operating conditions and any other variables essential to the work environment. Non-essential conditions can be found in the Companion Volume Implementation Guide. Unit Mapping InformationThis unit replaces and is equivalent to TLIA2012A Pick and process orders.LinksTLI Transport and Logistics Training Package Companion Volume Implementation Guide at: - of competency assessment requirementsAssessment Requirements for TLIA2012 Pick and process ordersModification HistoryRelease?Comments?Release 1This is the first release of this unit of competency in the TLI Transport and Logistics Training Package.Performance EvidenceEvidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing ordersapplying relevant legislation and workplace procedurescommunicating and working effectively with others when picking and processing orderscompleting documentation related to picking and processing ordersestimating the size, shape and special requirements of goods/loadsidentifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markingsmonitoring work activities in terms of planned scheduleoperating and adapting to differences in equipment in accordance with standard operating proceduresreading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing ordersselecting and using relevant equipment and communications technology when picking and processing ordersselecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standardsworking systematically with required attention to detail without injury to self or others, or damage to goods or equipment.Knowledge EvidenceEvidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:documentation and record requirements when picking and processing an orderequipment used during picking and processing operations and the precautions and procedures to be followed in its usehousekeeping standards and procedures operational work systems, equipment, management and site operating systems for picking and processing ordersproblems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problemsregulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirementsrelevant WHS/OHS and environmental protection procedures and guidelinessite layout and obstaclesworkplace procedures and policies for picking and processing orders.Assessment ConditionsAs a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment. As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.Assessment must occur in workplace operational situations where it is appropriate to do so; where this is not appropriate, assessment must occur in simulated workplace operational situations that replicate workplace conditions. Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.Resources for assessment include:a range of relevant exercises, case studies and/or other simulationsrelevant and appropriate materials, tools, equipment and personal protective equipment currently used in industry applicable documentation including workplace procedures, regulations, codes of practice and operation manuals.LinksTLI Transport and Logistics Training Package Companion Volume Implementation Guide at: resources available for this unitAspire’s resources are structured to meet the requirements of the unit of competency. They are designed to complement, not replace, the learning and assessment strategies you or your training organisation have put in place. As the trainer, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your training organisation’s broader training and assessment strategy.The following Aspire resources are available to support delivery in this unit.ResourceGeneral overview/how to useLearner guideThe learner guide’s preliminary pages include information on:how to work through the learner guidefoundation skills.The preliminary pages also include a checklist the learner can use to identify the topics they may already know.The learner guide content is presented in plain English so it is easy for the learner to understand. It describes procedures and current industry practice, and includes examples, links to industry documents, images and videos. There are also illustrations or diagrams to add interest and aid learning.The topic summaries provide an opportunity to review the topic content.The learner guide activities can be used to consolidate and evaluate learning. It is up to you and the learner to decide which ones are necessary. Remember, these activities are not finite. You can add to them, change them or substitute your own tasks according to the interest level, the experience of the learners and the specific situation. A final assessment is included in the learner guide, which is designed to assess the learner’s competency across the whole unit. Features of the final assessment include:information about the assessment and its scopean ‘Are you ready for assessment?’ checklist that the candidate can use to confirm they hold the skills and knowledge required to undertake the final assessmentan overview of the final assessment tasks, outlining task optionsan assessment plan that the assessor and candidate can use to determine the tasks to be undertakenthe final assessment tasks themselves, which cover questioning, case studies and observation methods of assessmenta record of outcome for the assessor to use to confirm competency. eBookAn eBook version of the learner guide is also available from Aspire.Online resourceThe online resource provides all the learning content, activities and final assessment tasks in an online format that can be accessed by learners through a training organisation’s learning management system. It includes the following features:Interactive learning objects to display contentVideos and/or animations to further engage the learnerTranscripts of audio/video content to support the learning contentBenchmark responses to activities so online learners can check their progressInteractive final assessment tasksThe facility to upload other materials/documents for assessment where requiredTrainer’s and assessor’s guideThe trainer’s and assessor’s guide is designed to complement the learner guide (either print or online). It contains the following:Information about how Aspire’s resources support the requirements of the VET sectorDetails of the relevant unit of competencyMapping of the learning content to the unit of competencyInformation about training organisations’ responsibilities regarding assessmentBenchmark solutions to the activitiesInformation about how to use the final assessment in the learner guideMapping of the final assessment to the unit of competency Benchmark solutions to the final assessmentReference documents required for the final assessmentUseful templates and formsGlossary of VET terminologyAssessment resourceThe assessment resource contains all the activities and the final assessment tasks from the learner guide in a fully customisable Word format. Training organisations can use the resource to contextualise activities to suit the specific needs of their organisation and learners.2.4Target groupsAspire resources for this unit have been developed for a diverse range of learners. The target group undertaking the assessment are learners in a wide range of warehousing training or workplace environments. Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace may be mandatory for some units of competency. Section 3: Training requirements3.1Delivery approachTo comply with the requirements of the VET Quality Framework (VQF) and the Standards for Registered Training Organisations/Australian Quality Training Framework (AQTF), RTOs must develop a training and assessment strategy for the training programs they deliver. The training and assessment approach adopted by an RTO must accord with the need of their learners, current industry requirements and the requirements of the training package.Trainers and assessors must make judgments about the most appropriate way to meet these requirements. These judgments should form part of the organisation’s overall training and assessment strategy.3.2Learning mappingTLIA2012, Pick and process orders, release number 1Unit of competencyContentActivityElement 1: Identify workplace order picking processes, policies and proceduresn/an/a1.1Workplace procedures for order picking and related workplace documentation are interpreted2A Plan the picking orderWorkplace procedures for picking ordersFollow precautions and procedures when using equipmentInterpret documents for order picking processesDocumentation and record requirementsActivity 3: Q11.2Stock allocation and location systems are identified and located2A Plan the picking orderIdentify stock allocation and location systems1.3Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace procedures2B Select and use equipmentPrecautions and procedures when using equipmentActivity 4: Q3Element 2: Pick and despatch an ordern/an/a2.1Work requirements are planned and appropriate equipment and documentation is assembled2A Plan the picking orderPlan work requirements Assemble equipment and resources2.2Warehouse zones where required products are stored, are identified and located2A Plan the picking orderLocate warehouse zones2.3Pick path is established2A Plan the picking orderPlan the pick path2.4Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as required2B Select and use equipmentSelect and stack pallets safelyActivity 4: Q12.5Products are selected and consolidated2C Pick and despatch ordersSelect and consolidate products2.6Products/pallets are located in despatch areas2C Pick and despatch ordersLocate products and pallets in the despatch areaActivity 5: Q22.7Products are assembled to meet workplace schedules2C Pick and despatch ordersAssemble products to meet workplace schedulesActivity 5: Q12.8Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedules2C Pick and despatch ordersConsolidate, secure, arrange and place orders in storage zonesActivity 5: Q2Element 3: Record stock levelsn/an/a3.1Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures2C Pick and despatch ordersCheck stock in storage Replenish stockActivity 5: Q33.2Workplace records are completed in accordance with workplace requirements2C Pick and despatch ordersComplete workplace recordsPerformance evidenceContentActivityPE1Applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing orders2A Plan the picking orderIdentify hazardsMinimise, control and eliminate hazardsPE2Applying relevant legislation and workplace procedures2A Plan the picking orderApply relevant legislation and workplace procedures Activity 3: Q4PE3Communicating and working effectively with others when picking and processing orders2A Plan the picking orderCommunicate and work effectivelyActivity 3: Q4PE4Completing documentation related to picking and processing orders2A Plan the picking orderComplete documentation and recordsPE5Estimating the size, shape and special requirements of goods/loads2A Plan the picking orderEstimate load size, shape and requirementsActivity 3: Q3PE6Identifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings2A Plan the picking orderIdentify relevant labellingIdentify dangerous goods Activity 3: Q2PE7Monitoring work activities in terms of planned schedule2A Plan the picking orderMonitor work activitiesPE8Operating and adapting to differences in equipment in accordance with standard operating procedures2B Select and use equipmentOperate and adapt to changes in equipmentActivity 4: Q4PE9Reading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing orders2A Plan the picking orderInterpret documents for order picking processesDocumentation and record requirementsPE10Selecting and using relevant equipment and communications technology when picking and processing orders2B Select and use equipmentSelect and use relevant communication technologyPE11Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standards2B Select and use equipmentSelect and use PPEActivity 4: Q2PE12Working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.2C Pick and despatch ordersConsolidate, secure, arrange and place orders in storage zonesActivity 5: Q2Knowledge evidenceContentActivityKE1Documentation and record requirements when picking and processing an order1A Workplace rules for order pickingLegal requirements in the warehouse Activity 5; Q4KE2Equipment used during picking and processing operations and the precautions and procedures to be followed in its use1A Workplace rules for order pickingLegal requirements in the warehouseActivity 2: Q3KE3Housekeeping standards and procedures 1A Workplace rules for order pickingHousekeeping standards and proceduresActivity 1: Q3KE4Operational work systems, equipment, management and site operating systems for picking and processing orders1B Systems and equipment for order pickingEquipment used for picking and processing operationsFollow precautions and procedures when using equipmentActivity 2: Q2KE5Problems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problems1B Systems and equipment for order pickingResolve problems when picking and processing ordersActivity 2: Q3KE6Regulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirements1A Workplace rules for order picking Regulations for picking and processing ordersPicking and processing regulationsLegal requirements in the warehouseActivity 1: Q4KE7Relevant WHS/OHS and environmental protection procedures and guidelines1A Workplace rules for order pickingWHS procedures and guidelinesEnvironmental protection procedures and guidelinesExamples of WHS procedures1B Systems and equipment for order pickingGuidelines and techniques for manual handlingActivity 1: Q2KE8Site layout and obstacles1B Systems and equipment for order pickingSite layoutWarehouse obstaclesActivity 2: Q3KE9Workplace procedures and policies for picking and processing orders.1A Workplace rules for order pickingExamples of WHS proceduresHousekeeping standards and proceduresActivity 1: Q2Activity 2: Q1Foundation skillsContentActivityFS1Learning1A Workplace rules for order picking Regulations for picking and processing ordersLegal requirements in the warehouseActivity 3: Q4FS2Reading1A Workplace rules for order picking Regulations for picking and processing ordersPicking and processing regulationsLegal requirements in the warehouse2A Plan the picking orderInterpret documentation for order picking and related processesDocumentation and record requirements Activity 3: Q4FS3Writing2C Pick and despatch ordersComplete workplace recordsActivity 2: Q2FS4Oral communication2B Select and use equipmentSelect and use relevant communication technologyFS5Numeracy2A Plan the picking orderEstimate load size, shape and requirementsActivity 3: Q3FS6Teamwork1A Workplace rules for order pickingHousekeeping standards and proceduresFS7Planning and organising1A Workplace rules for order pickingWHS procedures and guidelinesExamples of WHS proceduresEnvironmental protection procedures and guidelinesActivity 3: Q4FS8Making decisions2B Select and use equipmentSelect and use PPEActivity 4: Q2FS9Problem-solving1B Systems and equipment for order pickingResolve problems when picking and processing an orderActivity 2: Q3FS10Innovation and creation2B Select and use equipmentOperate and adapt to changes in equipmentActivity 4: Q4FS11Technology and digital literacy2B Select and use equipmentSelect and use relevant communication technologyActivity 2: Q2Dimensions of competency*ContentActivityTask skillsThroughoutThroughoutTask management skills2B Select and use equipmentSelect and use PPEThroughoutContingency management skills1B Systems and equipment for order pickingResolve problems when picking and processing an orderThroughoutJob role/environment skills2A Plan the picking orderIdentify hazardsMinimise, control and eliminate hazardsThroughout*NB: For the purposes of mapping, Aspire has here indicated the most relevant instances where each dimension of competency has been covered. Each dimension of competency may be covered in other parts of the content.3.3Solutions – general guidanceActivities within Aspire’s learner guides are designed for formative assessment only; that is, for the purpose of determining how well a learner is progressing in their learning. These activities are not designed for use in summative (final) assessments.The solutions to activities presented in section 3.4 should serve as a reliable guide to the type of information that should be included in the learner’s response. Refer to the activities when evaluating learner responses. The answers provided by the learner will vary due to a number of factors, including the:learner’s own experienceslearner’s workplace experiencestraining situations and strategies presented by the trainerinterpretation of the activity by the learner/trainertype of organisation, work practices, processes and systems encountered by the learner.The nature and variety of the tasks presented means that, in some cases, there will be numerous correct responses and the solutions provided cannot cater for all contexts and eventualities.In general terms:For questions with a single answer, Aspire has provided the correct answer.For questions that do not have a single answer, it is understood that answers will vary within certain parameters.For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and trainers should account for other possible correct responses.For activities that involve responding to a case study, Aspire has provided an example of how the learner may respond. Depending on the question, the terminology used will indicate either what the learner should have included in their response, or may have included. However, trainers should take into account different phrasing used by the learner, or different responses that may be equally correct.For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Trainers should consider whether the learner has achieved the intent of the activity, taking into account the learner’s workplace context.For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Trainers should again consider whether the learner’s response is appropriate to the task within the context of the learner’s training and/or workplace.3.4Solutions to activitiesActivity 1Example response to Question 1To ensure all work complies with legislation, including storage, handling and labelling of specialised products such as dangerous goods or temperature-controlled goods. To meet quarantine/bond requirements To meet safety requirements.Solution to Question 2True. Organisations are required to submit information before they take action that could harm the natural environment or a person’s health.Solution to Question 3A housekeeping standard and procedure that relates to safety is removing tripping hazards.Solution to Question 4True. Companies that import or export goods need to ensure that relevant quarantine, bond and legislative requirements are met.Activity 2Solution to Question 1Be alert to the possibility of collisions.Do not move forklifts unexpectedly.Check seat comfort.Access firefighting equipment if you have been trained to use it.Ensure brakes are serviced.Example response to Question 2An operational management system is used to coordinate all parts of an operation to avoid waste and promote efficiency.Solution to Question 3Barcoding systems are used to locate items.Lifting devices such as forklifts, cranes or loaders are used for picking.Good site design layout will ensure the effective and efficient processing of orders, while minimising confusion and reducing the number of workplace injuries.Documenting the change will reduce the chance of the customer receiving the wrong order.Solution to Question 4An example of an appropriate handling procedure is to not overload pallets.Activity 3Solution to Question 1Receive customer order.Send order for processing.Inspect items for quality.Pick and process order.Transport goods to despatch area.Update stock records. Despatch goods to customer.Solution to Question 2Class 2 – Flammable GasesIncludes:petroleum gasliquefied chlorinenatural gas.Class 4 – Flammable solidsIncludes:sulphurcarbon.Class 5 – Oxidising substancesIncludes:petrolkerosenevegetable oilengine oilbrake fluidgreasepaintammonium nitrateorganic peroxides.Class 1 – ExplosivesIncludes:ammonium chloridechlorine oxidesmercury nitrite.Class 6 – Toxic substancesIncludes:veterinary chemicalsliquid and liquefied polyfunctional isocyanates.Solution to Question 3True. If the weight of a wooden pallet is 5 kg, and each package weighs 2 kg, the estimated total weight of one pallet load containing 30 packages is 65 kg.Example response to Question 4Special care and accurate communication is required when the shipment involves dangerous or hazardous goods.Activity 4Example response to Question 1The characteristics of the goods, such as the size, shape, height and bulkiness of the product.Solution to Question 2Select PPE to minimise WHS risk.Remove PPE before use.Select PPE that is suited to the nature of work.Select a suitable size and fit so the PPE is comfortable.Leave PPE with the biohazard.Maintain, repair and replace PPE to minimise risk.Avoid washing hands after using PPE.Use and wear PPE as much as possible.Solution to Question 3Equipment must be properly stored and maintained (there should be a maintenance procedure for each type of equipment).Equipment may need to operate in restricted or confined spaces.People need to be protected from hazards caused by warehouse equipment.Always use equipment according to the manufacturer’s instructions.Solution to Question 4True. Having contingency plans in place means you can respond to problems faster and minimise risk.Activity 5Example response to Question 1Follow organisational procedures for assembling products to maximise productivity and meet deadlines.Solution to Question 2Pay attention to detail.Move products alone.Remove goods without instruction.Avoid damage to goods.Report issues.Use manual-handling equipment to avoid injury.Use operational systems.Minimise use of equipment.Check goods for quarantine requirements.Solution to Question 3Physical checks are required to look for damage and gaps in stock.Ensure new stock is correctly labelled and stored.Store stock in an appropriate storage location.Check for damaged or unreadable labels.Solution to Question 4False. Environmental, WHS and dangerous goods legislation requires records to be completed.Section 4: Assessment 4.1Assessment approachAssessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.This section contains marking guidance for the final assessment tasks in the corresponding Aspire learner guide. It is an important responsibility of trainers and assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate, outside those in the Aspire learner guide, are included in these records.All assessment activities should be undertaken in conjunction with your training organisation’s relevant course training and assessment strategy, policies and procedures. 4.2Assessment proceduresContextualisation Final assessment tasks provided to candidates may need to be contextualised to include such requirements as organisational policies and procedures, work health and safety management strategies, state/territory regulatory requirements and organisational resources or equipment. If contextualising any resources, assessors must:meet with key personnel within the organisation such as supervisors, human resources personnel and team leaders to identify sources of information and establish how performance and knowledge are demonstrated within the workplacere-map the resources in the relevant mapping documentation to ensure the integrity of the assessment tool is unaffectedforward contextualised resources to your training organisation’s compliance manager for approval.Assessor responsibilities As an assessor, you need to ensure that you are completely familiar with the unit of competency you are assessing, where it fits within the course structure being delivered and where it fits within the relevant national training package. Each assessor must be competent for the functions they perform. The new Standards for RTOs (2015) have determined that assessors must: have vocational competencies at least to the level being assessed have current industry skills directly relevant to the assessment being undertakenhave current knowledge and skills in vocational training and learning that informs their assessmenthold one of the following qualifications:TAE40110 Certificate IV in Training and Assessment or its successora diploma or higher level qualification in adult educationTAESS00001 Assessor Skill Set or its successor (if undertaking assessment only). It is both your responsibility as an assessor and your training organisation’s responsibility to ensure that your qualifications are up to date and you have the knowledge required to assess in the unit areas you are assessing.Identifying your candidates When planning and confirming the assessment approach, it is important to consider the variety of candidates and their different backgrounds. For example, candidates may: come from different organisations come from a range of educational backgrounds be an Aboriginal or Torres Strait Islander personnot speak English as their first language have disabilitieshave limited literacy and numeracy capabilitiesnot have undertaken assessment for a long time. Reasonable adjustment It is important that you take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for candidates with disabilities or other individual needs. Where candidates have disabilities, you should spend time with them learning about what modifications may need to be made to the assessment resources or approach to make them more accessible for the individual needs of each candidate.Candidates may also typically have the option of a verbal interview with their assessor or a written assessment (written questions) to demonstrate their knowledge of the unit being assessed. It should be noted that, even where only a written assessment option is provided, assessors may undertake this assessment in a verbal interview mode if suitable for the unit content, as a reasonable adjustment strategy. Information for candidatesBefore candidates commence their final assessment tasks, they should have been directed to review the information on assessment provided by your training organisation. Information that must be provided to candidates includes important information on the following:What is competency?The assessment processWhat is your assessor looking for?Workplace requirementsCan I adjust the assessment?What is RPL?Third-party reportsAppeals and re-assessments.Candidates should not commence final assessment tasks until they have read and understood this information.Ensuring readiness for assessment completeBefore candidates begin to undertake final assessment tasks for the unit, it is important to ensure that they are comfortable and ready to begin the assessment process. The final assessment provided contains a self-assessment checklist that candidates should complete to confirm that they feel they hold the skills and knowledge required for the unit, and that they feel ready to undertake a successful assessment process.Once the candidate has completed and is comfortable with their self-assessment, they are then ready to proceed to the final assessment tasks.Final assessment tasks The final assessment provided in Aspire’s print learner guide or online resource includes an overview that is laid out as follows (or similar):To demonstrate your competency using this final assessment you must successfully complete four assessment plete the following taskPart A – Questions You will demonstrate a sound knowledge of the unit requirements in your responses. Part B – Case study questionsYou will demonstrate a sound knowledge of the unit requirements in your responses.Part C – Observation (Assessor)Your performance will be documented while being observed by an assessor.ORPart D – Observation (Third-party report)Your performance will be documented using a third-party report completed by a relevant supervisor.How to use the assessment planOnce assessment tasks and options have been discussed with the candidate, required and preferred tasks should be selected and documented in the assessment plan. An example of the assessment plan is provided here.Training organisation nameCandidate namePhone numberEmailAssessor nameUnit/s of competencyTLIA2012, Pick and process orders, Release 1Assessment parts selected?Part A – Questions?Part B – Case study questions?Part C – Observation (Assessor) OR?Part D – Observation (Third-party report)Ready for assessment declarationI agree that the purpose and steps for this assessment have been explained to me.I have discussed with my assessor (or trainer) any special needs that I have for this assessment.How the assessment decision will be made has been discussed with me.How the assessment decision will affect me has been discussed, including choices to re-do the assessment if needed.I have accessed and understand general information on assessment that has been provided.I have been given enough notice of the date, time and place for the assessment.I have completed a self-assessment to decide if I am ready for this final assessment.Candidate signature:Date:This confirmation ensures that the candidate is fully aware of all expectations and has been engaged in negotiating an assessment plan that best fits their particular needs and situation.4.3Assessment mappingTLIA2012, Pick and process orders, Release number 1Unit of competencyPart A –QuestionsPart B – Observations(by Assessor)Part C – Observations(by 3rd Party)Part D – Case studyElement 1: Identify workplace order picking processes, policies and proceduresn/an/an/an/a1.1Workplace procedures for order picking and related workplace documentation are interpretedPart A: Q1, Q2Part B: Q2O2O21.2Stock allocation and location systems are identified and locatedPart B: Q7O13O131.3Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace proceduresPart B: Q13, Q14, Q16Element 2: Pick and despatch an ordern/an/an/an/a2.1Work requirements are planned and appropriate equipment and documentation is assembledPart B: Q1O4O4 2.2Warehouse zones where required products are stored, are identified and locatedPart B: O92.3Pick path is establishedPart B: Q102.4Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as requiredPart B: Q162.5Products are selected and consolidatedPart B: Q172.6Products/pallets are located in despatch areasPart B: Q202.7Products are assembled to meet workplace schedulesPart B: Q182.8Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedulesPart B: Q19Element 3: Record stock levelsn/an/an/an/a3.1Storage areas are checked and stocks are noted for replenishment in accordance with workplace proceduresPart B: Q22, Q233.2Workplace records are completed in accordance with workplace requirementsPart B: Q24O15O15Performance evidencePart A –QuestionsPart B – Case study questions Part C – Simulated practical assessmentPractical placementPE1Applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing ordersPart A: Q3, Q4, Q12Part B: Q6O8O8PE2Applying relevant legislation and workplace proceduresPart B: Q5O5O5PE3Communicating and working effectively with others when picking and processing ordersPart B: Q11O11O11PE4Completing documentation related to picking and processing ordersPart A: Q7Part B: Q7O15O15PE5Estimating the size, shape and special requirements of goods/loadsPart B: Q8O6O6PE6Identifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markingsPart B: Q4O3O3PE7Monitoring work activities in terms of planned schedulePart B: Q12O14O14PE8Operating and adapting to differences in equipment in accordance with standard operating proceduresPart B: Q6O9O9PE9Reading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing ordersPart B: Q3, Q4O1O1PE10Selecting and using relevant equipment and communications technology when picking and processing ordersPart B: Q11O10O10PE11Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standardsPart B: Q15O7O7PE12Working systematically with required attention to detail without injury to self or others, or damage to goods or equipmentPart B: Q21O12O12Knowledge evidencePart A –QuestionsPart B – Case study questions Part C – Simulated practical assessmentPractical placementKE1Documentation and record requirements when picking and processing an orderPart A: Q7O15O15KE2Equipment used during picking and processing operations and the precautions and procedures to be followed in its usePart A: Q9, Q12O8, O9O8, O9KE3Housekeeping standards and procedures Part A: Q5KE4Operational work systems, equipment, management and site operating systems for picking and processing ordersPart A: Q8, Q9, Q10, Q12, Q14KE5Problems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problemsPart A: Q11, Q13KE6Regulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirementsPart A: Q1, Q2, Q3, Q4Part B; Q9KE7Relevant WHS/OHS and environmental protection procedures and guidelinesPart A: Q3KE8Site layout and obstaclesPart A: Q10, Q11KE9Workplace procedures and policies for picking and processing orders.Part A: Q6O1, O2O1, O2Foundation skillsPart A –QuestionsPart B – Case study questions Part C – Simulated practical assessmentPractical placementFS1LearningPart A: Q1, Q2O1O1FS2ReadingPart B: Q3, Q4O1O1FS3WritingPart B: Q6O14O14FS4Oral communicationPart B: Q12O11O11FS5NumeracyPart B: Q2, Q6, Q8O6O6FS6TeamworkPart B: Q12O11O11FS7Planning and organisingPart B: Q1O4O4FS8Making decisionsPart A: Q11Part B: Q11O4, O6O4, O6FS9Problem-solvingPart A: Q11Part B: Q5, Q10O8O8FS10Innovation and creationFS11Technology and digital literacyPart B: Q12O10, O15O10, O15Dimensions of competency* Part A –QuestionsPart B – Case study questions Part C – Simulated practical assessmentPractical placementTask skillsThroughoutThroughoutTask management skillsO4O4Contingency management skillsPart A: Q11O8O8Job/role environment skillsO11O11Assessment conditionsPart A –QuestionsPart B – Case study questions Part C – Simulated practical assessmentPractical placementAC1As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment. AC2As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.AC3Assessment must occur in workplace operational situations where it is appropriate to do so; where this is not appropriate, assessment must occur in simulated workplace operational situations that replicate workplace conditions. AC4Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.AC5Resources for assessment include:a range of relevant exercises, case studies and/or other simulationsrelevant and appropriate materials, tools, equipment and personal protective equipment currently used in industry applicable documentation including workplace procedures, regulations, codes of practice and operation manuals.ThroughoutO7, O14O7, O14*NB: For the purposes of mapping, Aspire has here indicated the most relevant instances where each dimension of competency has been covered. Each dimension of competency may be covered in other parts of the assessment.4.4Assessment solutions and marking guidanceGeneral guidanceAssessors should review the solutions provided and adapt and/or contextualise them (and the final assessment tasks themselves where necessary) to suit the training and assessment context as part of their assessment planning activities. The solutions to final assessment tasks presented in this section should serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. The answers provided by the assessment candidate will vary due to a number of factors, including the:candidate’s own experiencescandidate’s workplace experiencesinterpretation of the assessment task by the assessment candidate/assessortype of organisation, work practices, processes and systems encountered by the candidate.The nature and variety of the tasks presented means that, in some cases, there will be numerous correct responses and the solutions provided cannot cater for all contexts and eventualities.In general terms:For questions with a single answer, Aspire has provided the correct answer.For questions that do not have a single answer, it is understood that answers will vary within certain parameters.For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses. For activities that involve responding to a scenario, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.For activities that take place in the workplace or involve workplace documentation, assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.Solutions to the final assessmentPart A – Questions Instructions to the assessorPlease refer to the assessment task as outlined in the Aspire learner guide.There is no restriction on the length of the question responses and no time restriction in completing the assessment.The candidate must complete all questions unassisted by you or other personnel, but may refer to reference material as needed.Please refer to the required answers below for marking purposes.Reasonable adjustmentIf the candidate is unable to undertake the written assessment as designed, an interview (verbal questioning) may be used as an alternative approach.Feedback/unsatisfactory outcomesAll questions must be answered satisfactorily for the written assessment to be completed satisfactorily. For any written assessment conducted that is incomplete, or without satisfactory performance, the assessment will need to be completed again after further training support. This may be simply to focus on question areas not achieved in the prior assessment.The written assessment may be re-attempted on two further occasions (maximum three attempts in total).As a further option, an alternative assessment task may be selected (for example, an interview assessment).Solution 1Responses may include:Imported luxury goods have a bond requirement. GST is payable on most goods imported into Australia. Luxury cars are subject to a luxury car tax.An imported animal must be kept in quarantine until it is cleared of disease.Assessor comments:Solution 2Goods are held in a warehouse until importers pay the duties and taxes owed.Animals and plants are held in quarantine until they have been cleared of pests and diseases. This is done to protect Australian flora and fauna.Assessor comments:Solution 3Responses may include two of the following:Notifiable chemical order (NCO) procedures for storing, handling, using or supplying a specific chemicalObtain permission and guidance from you environment protection authority (EPA) before disposing of hazardous wasteEnvironmental assessment guideline for consideration of environmental impacts from noise, developed by the WA Environmental Protection Authority.Codes of practice linked to the Environment Protection (Water Quality) Policy 2015WHS regulations provide guidance on working safelyHazardous Waste (Regulation of Exports and Imports) Act 1989 (Cth)Assessor comments:Solution 4Responses may include two of the following:Environment Protection Act 1993 (Cth)Heavy Vehicle National Law Act 2012 (HVNL) (Cth)Biosecurity (Consequential Amendments and Transitional Provisions) Regulation 2016Australian National Registry of Emissions Units Act 2011 (Cth)AS4084-2012 Australian Pallet Racking StandardsInternational Air Transport Association (IATA) Dangerous Goods Regulations (DGR)Assessor comments:Solution 5Responses may include three of the following:Removing tripping hazardsKeeping surfaces cleanMinimising and cleaning spillsUsing signage to mark spillsStacking products correctlyAvoid over-stackingUsing PPEAssessor comments:Solution 6Responses may include two of the following:To protect the safety of workers and customers.To ensure legislation is complied with.To promote efficiency.To encourage efficient teamwork and communication.To ensure that equipment is maintained and schedules are followed.Assessor comments:Solution 7Documentation must comply with relevant codes and standards, such as the Privacy Act 1988 (Cth), which applies to information contained in customer files. Assessor comments:Solution 8Responses may include:Operational work systems include manual systems such as written documentation requisitions, orders and picking lists.Electronic systems such as barcode or computer identification systems.A storage location system.Assessor comments:Solution 9Responses may include three of the following:ForkliftsCranesTrolleys or cartsConveyor beltsPallets PPEAssessor comments:Solution 10Responses may include:The design and layout of the warehouse is important to ensure stock items can be accessed easily. An effective site layout is logical and allows workers to pick orders in an efficient way.Assessor comments:Solution 11Responses may include two of the following:RampsSlippery areasNarrow storage aislesConfined spacesCold roomsAssessor comments:Solution 12Responses may include:Don’t overload pallets.Ensure loads are stabilised.Move with care.Assessor comments:Solution 13Responses may include:Changes in quantity can be addressed by modifying the order form.Cancellation of products can be addressed by notifying the customer.Lack of resources needed to fill an order can be addressed by talking to the supervisor and sourcing other equipment or resources.Assessor comments:Solution 14Here is an example response.WMS stands for Warehouse Management System. A WMS is an overarching software system that coordinates warehouse operations.Assessor comments:Part B – Case study questionsInstructions to the assessorPlease refer to the assessment task as outlined in the Aspire learner guide.There is no restriction on the length of the question responses and no time restriction in completing the assessment.The candidate must complete all questions unassisted by you or other personnel, but may refer to reference material as needed.Please refer to the required answers below for marking purposes.Reasonable adjustmentIf the candidate is unable to undertake the written assessment as designed, an interview (verbal questioning) may be used as an alternative approach.Feedback/unsatisfactory outcomesAll questions must be answered satisfactorily for the written assessment to be completed satisfactorily. For any written assessment conducted that is incomplete, or without satisfactory performance, the assessment will need to be completed again after further training support. This may be simply to focus on question areas not achieved in the prior assessment.The written assessment may be re-attempted on two further occasions (maximum three attempts in total).As a further option, an alternative assessment task may be selected (for example, an interview assessment).Solution 1Responses may include two of the following pieces of equipment:forklifttrolley PPEappropriate packaging or packing equipmentcartons of the correct size.Responses may include two of the following documents:SDSs for the spray cansload docketspacking slips.Assessor comments:Solution 2Tinned food: Located in Section 30 – Aisle D – Shelf 4 – Position 4Assessor comments:Solution 3Flammable liquid.Assessor comments:Solution 4Jill will need to follow manual-handling procedures, such as checking the weight of the item and planning its move.As she will have to use lifting equipment, she will have to follow load-shifting procedures, such as avoiding overloading pallets.Assessor comments:Solution 5As there is a warning light, Jill should not use the forklift. She should follow workplace procedures that may include putting a sign on it to warn other workers and report it to Sonja. She should organise to use another forklift.Assessor comments:Solution 6Weight: 23 kilogramsLocation: 30 – D – 4 – 4Assessor comments:Solution 7She will need training.Assessor comments:Solution 8Here is an example response.3 boxes of tinned food x 23 kg = 69 kg2 boxes of long-life milk x 10 kg = 20 kg69 kg + 20 kg + 10 kg = 99 kgAssessor comments:Solution 9Here is an example response.Dangerous or hazardous goods should be stored away from general goods and in line with legislation.Assessor comments:Solution 10They should collect the spray cans first as they are closest to the office. This means they will not have to double back.Assessor comments:Solution 11Responses may include two of the following:EDI and barcode readersFace-to-face communicationTwo-way radio and voice communication equipmentChecklists and notesEmail and instant messagingAssessor comments:Solution 12Responses may include:ChecklistObserveComplete documentationCheck product qualityAssessor comments:Solution 13Responses may include two of the following:ConveyorsRollersForkliftsPallet jacksLoad carriersAssessor comments:Solution 14Responses may include:Always use equipment according to the manufacturer’s instructions.Obtain training and/or licences as required. Follow workplace procedures for using and maintaining equipment. Store and maintain equipment properly.Follow an equipment maintenance procedure for each type of equipment. A maintenance schedule should be used to ensure all equipment is regularly checked and serviced.Assessor comments:Solution 15Responses may include two of the following:Select PPE to minimise WHS risk.Select PPE that is suited to the nature of working with the hazard.Select a suitable size and fit so PPE is comfortable.Maintain, repair and replace PPE to minimise risk.Promote and encourage the use of PPE as much as possible.Assessor comments:Solution 16Responses may include:The characteristics of the goods – size, shape, height, bulky, awkward, etc.The weight of the products – some pallets are designed to take more load weight than others.How the goods are to be transported – air freight generally uses lighter, synthetic pallets rather than heavy wood types.Quarantine requirements – pallets are subjected to the same quarantine inspections and requirements as the loads they carry.Manual-handling requirements for operators and staff.Legislative requirements for the transport and storage of goods.Environmental responsibilities – spills of liquid materials may be difficult to contain on pallets.Assessor comments:Solution 17Responses may include two of the following:Manual selectionBarcode-reading devicesElectronic data interface (EDI)LabellingConsignment or transfer informationAssessor comments:Solution 18Responses may include two of the following:Always read instructions.Follow the order precisely.Use telecommunications technology and record product location.Use checklist to check that order is correct.Refer to order to check that product meets order requirements.Double check quantity.Perform quality assurance check.Follow WHS and manual-handling procedures.Use manual-handling equipment.Seek assistance from others.Assessor comments:Solution 19Responses may include:Group orders by type, size and weight.Follow instructions.Do not place heavier items on top of lighter items. Ensure items are visible and accessible for transport operators.Place orders in storage zone in order of despatch – the last item in is the first item out.Assessor comments:Solution 20If Jill and Vivek have completed workplace documentation according to workplace procedures, paper or software systems should indicate where the goods are.Assessor comments:Solution 21Responses may include the following.They can work systematically by:following instructions and WHS proceduresobserving environmental safety proceduresreporting and documenting issues in line with the organisation’s policies and procedures.They can work with attention to detail by:counting the items to ensure the order is metchecking the items for damagetaking care when handling goods, particularly dangerous goods or fragile items.Assessor comments:Solution 22Responses may include the following:Stock on handDamaged stockDamaged or unreadable labelsMislabelled itemsItems that are out of date or close to their use-by dateAssessor comments:Solution 23Responses may include:He should notify his supervisor.He should order new stock.Assessor comments:Solution 24Responses may include three of the following:Quality assurance documentationSDSManufacturer’s specificationMerchandise transfer documentationStock request ordersNational standards for manual handling, WHS and dangerous goodsWHS emergency proceduresWorkplace policies and proceduresManifests and picking slipsGoods identification numbers and codesAssessor comments:Part C – Observation (Assessor)The observation checklist provided in the assessment task should be used to judge and record candidate observations. You should record your observations of the candidate’s performance directly onto the checklist. You are able to record your observations during and/or after the observation.3612515468630The observation checklist has a series of items related to the unit of competency, which form the evidence criteria. The checklist allows you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order to record a satisfactory performance.Instructions to the assessorPlease refer to the assessment task as outlined in the Aspire learner guide.The candidate must complete the observation unassisted by you or other personnel, except in cases where assistance is noted within the observation checklist. The candidate may refer to reference material as needed.Please use your judgment to decide whether the performance delivered by the candidate is satisfactory against the observation criteria.Reasonable adjustmentIf the candidate is unable to undertake the observation assessment as designed, a third-party report within a workplace environment may be used as an alternative approach if negotiated with the assessor.Feedback/unsatisfactory outcomesAll observation criteria must be satisfactorily demonstrated by the participant.For any observation assessment conducted that is incomplete, or without satisfactory performance, the observation will need to be completed again after further training support.The observation may be re-attempted on two further occasions (maximum three attempts in total).As a further option, an alternative assessment task may be selected (for example, a third-party report).Part D – Observation (Third-party report)See assessment task for third-party report.Instructions to the assessorPlease refer to the assessment task as outlined in the Aspire learner guide.Please collect the third-party report from the participant or their workplace representative.Reasonable adjustmentIf the candidate is unable to undertake the third-party report assessment as designed, as the candidate may consider undertaking an alternative assessment if negotiated with the assessor.Feedback/unsatisfactory outcomesAll third-party report criteria must be satisfactorily demonstrated by the participant.For any third-party report conducted that is incomplete, or without satisfactory performance, the report will need to be completed again after further training support.The report may be re-attempted on two further occasions (maximum three attempts in total).As a further option, an alternate assessment task may be selected (for example, an observation assessment).4.5Completing the record of outcomeOnce all required assessment tasks and options have been completed satisfactorily by the candidate, the final assessment record of outcome form must be completed. This must be submitted to your training organisation’s records administration as soon as possible after the final assessment tasks are completed and marked. An example is provided here. Record of outcomeTraining organisation name:Candidate name:Unit code and title:TLIA2012 Pick and process orders, Release 1Assessor name:Assessor email:Assessor phone number:Assessment tasksSatisfactorily completedPart A – QuestionsPart B – Case study questionsPart C – Observation (Assessor) ORPart D – Observation (Third-party report)Declaration:In completing this assessment, I confirm that the candidate has demonstrated all unit outcomes through consistent and repeated application of skills and knowledge with competent performance demonstrated in multiple instances over a period of time.Evidence collected has been confirmed as:ValidSufficientCurrentAuthenticFinal result:Result date:Assessor signature:Once this final record is complete, the candidate has officially completed the unit of competency.Final result codesAssessors are reminded that they should be entering one of the following final result codes in full on the record of outcome:CompetentThe unit has been completed by the candidate through training & assessment.Recognition of prior learning – grantedThe unit has been completed by the candidate by applying for, and achieving recognition of prior learning (RPL).Recognition of prior learning – not grantedThe candidate attempted assessment in the unit through RPL application but the assessment was deemed not satisfactory to meet unit requirements.WithdrawnThe candidate withdrew from the unit after commencing the unit – this may be after satisfactorily completing one or more assessment tasks, but not all assessment tasks required.Not competentThe candidate attempted full assessment in the unit (all assessment tasks) and, after multiple attempts to complete the assessment tasks satisfactorily, is to be deemed not competent (fail) as a final unit result.Section 5: Forms Supplied with this trainer’s and assessor’s guide are a number of forms that can be adapted by trainers or assessors:Validation plan – this sets out the requirements for assessment validation.Assessment validation report: assessment tool – this assessment validation report is designed to be completed as assessment tools are initially completed and trialled with participants to ensure they are validated to meet all assessment requirements.Assessment validation report: assessment judgment – this assessment validation report for assessment judgments is designed to be used in moderation sessions of assessment evidence and judgments made.Section 6: Glossary of VET terminologyThe following glossary is based on the glossary provided in the Standards for Registered Training Organisations (RTOs) 2015, and has been updated to reflect current information.Access and equity means policies and approaches aimed at ensuring that VET is responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes.Accredited short course means a course accredited by the VET Regulator in accordance with the Standards for VET Accredited Courses that leads to an AQF statement of attainment.AQF certification documentation is the set of official documents that confirms that an AQF qualification or statement of attainment has been issued to an individual.AQF qualification means an AQF qualification type endorsed in a training package or accredited in a VET accredited course.Assessment means the process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.Assessment system is a coordinated set of documented policies and procedures (including assessment materials and tools) that ensure assessments are consistent and are based on the Principles of Assessment and the Rules of Evidence.Assessment tools include the following components: context and conditions of assessment, tasks to be administered to the student, an outline of the evidence to be gathered from the candidate and evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). This term also takes in the administration, recording and reporting requirements, and may address a cluster of competencies as applicable for holistic assessment.Assessors are persons who assess a learner’s competence.Audit means an audit or compliance audit undertaken by the VET Regulator.Australian Industry and Skills Committee (AISC) was established by the COAG Industry and Skills Council in May 2015 to give industry a formal, expanded role in policy direction and decision-making for the vocational education and training sector.Australian Qualifications Framework (AQF) means the framework for regulated qualifications in the Australian education and training system, as agreed by the Commonwealth, State and Territory ministerial council with responsibility for higher education.Authenticated VET transcript has the meaning given in the Student Identifiers Act 2014 (Cth).Client means a learner, enterprise or organisation that uses or purchases the services provided by an RTO.Code means the unique identifier for units of competency, skill sets, VET accredited courses, modules, AQF qualifications or training packages as required by the Standards for Training Packages and Standards for VET Accredited petency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.Current industry skills are the knowledge, skills and experience required by VET trainers and assessors and those who provide training and assessment under supervision to ensure that their training and assessment is based on current industry practices and meets the needs of industry.Current industry skills may be informed by consultations with industry and may include, but is not limited to:having knowledge of and/or experience using the latest techniques and processespossessing a high level of product knowledgeunderstanding and knowledge of legislation relevant to the industry and to employment and workplacesbeing customer/client-orientedpossessing formal industry and training qualificationstraining content that reflects current industry practice.Data Provision Requirements are the requirements for data provision as outlined in the Standards for Registered Training Organisations (RTOs) 2015 and implemented by the VET Regulator as required by its governing legislation.Educational and support services may include, but are not limited to:pre-enrolment materialsstudy support and study skills programslanguage, literacy and numeracy (LLN) programs or referrals to these programsequipment, resources and/or programs to increase access for learners with disabilities and other learners in accordance with access and equitylearning resource centresmediation services or referrals to these servicesflexible scheduling and delivery of training and assessmentcounselling services or referrals to these servicesinformation and communications technology (ICT) supportlearning materials in alternative formats, for example, in large printlearning and assessment programs contextualised to the workplaceany other services that the RTO considers necessary to support learners to achieve competency.Executive officer means:a person, by whatever name called and whether or not a director of the organisation, who is concerned in or takes part in the management of the RTOan administrator, receiver and manager, or liquidator of the organisation (other than a receiver and manager, or liquidator, appointed by a court); orif the RTO is a body corporate:i.a person who, at any time during a period for which the organisation is registered, owns 15% or more of the organisation; orii.a person who, at any time during a period for which the organisation is registered, is entitled to receive 15% or more of dividends paid by the organisation; oriii.the administrator of a deed of company arrangement executed by an organisation; oriv.a trustee or other person administering a compromise or arrangement made between the organisation and another person or other persons.Financial Viability Risk Assessment Requirements means the requirements made under section 158 of the National Vocational Education and Training Regulator Act 2011 (Cth) or equivalent requirements made or adopted by the VET Regulator of a non-referring State as the case ernment entity means:a)a Department of State of the Commonwealth; orb)a Department of the Parliament established under the Parliamentary Service Act 1999 of the Commonwealth;c)an Executive Agency, or Statutory Agency, within the meaning of the Public Service Act 1999 of the Commonwealth;d)a Department of State of a State or Territory; ore)an organisation that:(i)is not an entity; and(ii)is either established by the Commonwealth, a State or a Territory (whether under a law or not) to carry on an enterprise or established for a public purpose by an Australian law; and(iii)can be separately identified by reference to the nature of the activities carried on through the organisation or the location of the organisation whether or not the organisation is part of a department or branch described in paragraph (a), (b), (c) or (d) or of another organisation of the kind described in this paragraph.High managerial agent means an employee or agent of the organisation with duties of such responsibility that his or her conduct may fairly be assumed to represent the organisation in relation to the business of providing courses.Independent validation means, for the purposes of Clause 1.25 of the Standards for Registered Training Organisations (RTOs) 2015, that the validation is carried out by a validator or validators who:are not employed or subcontracted by the RTO to provide training and assessment; andhave no other involvement or interest in the operations of the RTO.Industry means the bodies that have a stake in the services provided by RTOs. These can include, but are not limited to:enterprise/industry clients, e.g. employers;group training organisations;industry organisations;industry regulators;industry skills councils or similar bodies;industry training advisory bodies; andunions.Industry and Skills Council means the Commonwealth, State and Territory ministerial council established by the Council of Australian Governments (COAG), or its successor.Industry engagement, for the purposes of Clauses 1.5 & 1.6 of the Standards for Registered Training Organisations (RTOs) 2015, may include, but is not limited to, strategies such as:partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs;involving employer nominees in industry advisory committees and/or reference groups;embedding staff within enterprises;networking in an ongoing way with industry networks, peak bodies and/or employers;developing networks of relevant employers and industry representatives to participate in assessment validation; andexchanging knowledge, staff, and/or resources with employers, networks and industry bodies.Industry Reference Committees (IRCs) drive the process of training package development and are made up of people with experience, skills and knowledge of their particular industry sector. IRCs are responsible for ensuring that training packages meet the needs of employers and they have a direct relationship with the Australian Industry and Skills Committee. IRCs are supported by independent and professional Skills Service Organisations (SSOs) to develop and review training packages, and to inform training package development priorities.Industry regulator means a body or organisation responsible for the regulation and/or licensing arrangements within a specific industry or occupation.Learner means a person being trained and/or assessed by the RTO for the purpose of issuing AQF certification documentation.Licensed or regulated outcome means compliance with an eligibility requirement for an occupational licence or a legislative requirement to hold a particular training product in order to carry out an activity.Mode of delivery means the method adopted to deliver training and assessment, including online, distance, or blended methods.Module means a group of learning outcomes in a VET accredited course where it can be established that it is not possible to develop an appropriate unit of competency.National Register means the register maintained by the Commonwealth Department responsible for VET and referred to in section 216 of the National Vocational Education and Training Regulator Act 2011 (Cth).Nationally Recognised Training (NRT) Logo means the logo used nationally to signify training packages and VET accredited courses.Operations of an RTO include training, assessment and administration and support services related to its registration, including those delivered across jurisdictions and offshore.Person includes a body politic or corporate as well as an individual.Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency based training and assessment. Examples of professional development activities include:participation in courses, workshops, seminars, conferences, or formal learning programs;participation in mentoring, professional associations or other learning networks;personal development through individual research or reading of publications or other relevant information;participation in moderation or validation activities; andparticipation in industry release schemes.Recognition of Prior Learning (RPL) means an assessment process that assesses the competency/s of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses.formal learning refers to learning that takes place through a structured program of instruction and is linked to the attainment of an AQF qualification or statement of attainment (for example, a certificate, diploma or university degree);non-formal learning refers to learning that takes place through a structured program of instruction, but does not lead to the attainment of an AQF qualification or statement of attainment (for example, in-house professional development programs conducted by a business); andinformal learning refers to learning that results through experience of work-related, social, family, hobby or leisure activities (for example the acquisition of interpersonal skills developed through several years as a sales representative).Record means a written, printed, or electronic document providing evidence that activities have been performed.Registrar has the meaning given in the Student Identifiers Act 2014 (Cth).Registration means registration as an RTO by the VET Regulator, where that registration is then entered on the National Register.RTO means a Registered Training Organisation.RTO code means the registration identifier given to the RTO on the National Register.Scope of registration means the training products for which an RTO is registered to issue AQF certification documentation. It allows the RTO to:both provide training delivery and assessment resulting in the issuance of AQF certification documentation by the RTO; orprovide assessment resulting in the issuance of AQF certification documentation by the RTO.Services mean training, assessment, related educational and support services and/or any activities related to the recruitment of prospective learners. It does not include services such as student counselling, mediation or ICT support.Skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement, or a defined industry need.Skills Service Organisations (SSOs) are directed by Industry Reference Committees to develop business cases for and request the commissioning of training package development work to meet the skills needs of industry.Standards for VET Accredited Courses are the standards made under subsection 188(1) of the National Vocational Education and Training Regulator Act 2011 (Cth) or the equivalent requirements adopted by a non-referring State.Statement of attainment means a statement issued to a person confirming that the person has satisfied the requirements of the unit/s of competency or accredited short course specified in the statement.Statistically valid means a random sample of appropriate size is selected to enable confidence that the result is sufficiently accurate to be accepted as representative of the total population of assessments being validated.Student Identifier has the meaning given in the Student Identifiers Act 2014 (Cth).Third party means any party that provides services on behalf of the RTO but does not include a contract of employment between an RTO and its employee.Trainers are persons who provide training in accordance with Clause 1.13, 1.14 and 1.16 of the Standards for Registered Training Organisations (RTOs) 2015.Training is the process used by an RTO or a third party delivering services on its behalf, to facilitate learning and the acquisition of competencies in relation to the training product on the RTO’s scope of registration. Training and assessment strategies and practices are the approach of, and method adopted by, an RTO with respect to training and assessment designed to enable learners to meet the requirements of the training package or accredited course.Training Package means the components of a training package endorsed by the Australian Industry and Skills Committee Council in accordance with the Standards for Training Packages. The endorsed components of a Training Package are units of competency, assessment requirements (associated with each unit of competency), qualifications and credit arrangements. The endorsed components form part of the requirements that an RTO must meet. A training package may also consist of a non-endorsed, quality assured companion volume/s that contains industry advice to RTOs on different aspects of implementation.Training Product means AQF qualification, skill set, unit of competency, accredited short course and module.Unit of competency means the specification of the standards of performance required in the workplace as defined in a training package.Validation is the quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgments to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations. VET means vocational education and training.VET accredited course means a course accredited by the VET regulator in accordance with the Standards for VET Accredited Courses.VET Quality Framework comprises:the Standards for Registered Training Organisationsthe Australian Qualifications Frameworkthe Fit and Proper Person Requirementsthe Financial Viability Risk Assessment Requirementsthe Data Provision RequirementsVET Regulator means:the National VET Regulator; anda body of a non-referring State that is responsible for the kinds of matters dealt with under the VET legislation for that State.Acronyms-109721650-10923333500AASNAustralian Apprenticeship Support NetworkACERAustralian Council of Educational ResearchAQFAustralian Qualifications FrameworkASQAAustralian Skills Quality AuthorityAVETMISSAustralian VET Management Information Statistical StandardCCompetentCBT&ACompetency based training and assessmentCRICOSCommonwealth Register of Institutions and Courses for Overseas ParticipantsCTCredit transferGTOGroup training organisationLLNLanguage, literacy and numeracy-106366945-10479532000LOTELanguage other than EnglishNCVERNational Centre for Vocational Education ResearchNCNot competentRPLRecognition of prior learningRPL-GRecognition of prior learning grantedRPL-NGRecognition of prior learning not grantedRTORegistered training organisationSMESubject matter expertSSOSkills Service OrganisationSTAState Training AuthorityTAETraining and educationTAFETechnical and further educationTASTraining and assessment strategyVETVocational education and trainingWHSWork health and safety ................
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