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TLIA2013Receive goodsRelease 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.TLIA2013 Receive goods, 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 March 2017ISBN 978-1-76059-063-5Contents TOC \o "1-2" \h \z \u About this guide PAGEREF _Toc475969766 \h 5Section 1: Meeting VET sector requirements PAGEREF _Toc475969767 \h 71.1How Aspire’s resources assist in meeting requirements PAGEREF _Toc475969768 \h 7Section 2: Unit of competency information PAGEREF _Toc475969769 \h 172.1Unit of competency PAGEREF _Toc475969770 \h 172.2Unit of competency assessment requirements PAGEREF _Toc475969771 \h 192.3Aspire resources available for this unit PAGEREF _Toc475969772 \h 212.4Target groups PAGEREF _Toc475969773 \h 23Section 3: Training requirements PAGEREF _Toc475969774 \h 243.1Delivery approach PAGEREF _Toc475969775 \h 243.2Learning mapping PAGEREF _Toc475969776 \h 253.3Solutions – general guidance PAGEREF _Toc475969777 \h 333.4Solutions to activities PAGEREF _Toc475969778 \h 34Section 4: Assessment PAGEREF _Toc475969779 \h 404.1Assessment approach PAGEREF _Toc475969780 \h 404.2Assessment procedures PAGEREF _Toc475969781 \h 414.3Assessment mapping PAGEREF _Toc475969782 \h 464.4Assessment solutions and marking guidance PAGEREF _Toc475969783 \h 534.5Completing the record of outcome PAGEREF _Toc475969784 \h 73Section 5: Forms PAGEREF _Toc475969785 \h 75Section 6: Glossary of VET terminology PAGEREF _Toc475969786 \h 76About this guideThis guide is for trainers and assessors of unit TLIA2013 Receive goods, 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 TLIA2013 Receive goods 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 competencyTLIA2013 Receive goodsModification 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 receive goods in accordance with regulatory and workplace requirements as part of work activities undertaken within the transport and logistics industry. It includes identifying workplace procedures and documentation requirements for receiving goods; checking and inspecting goods on arrival and completing workplace documentation; and unloading, unpacking and storing stock.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 procedures and documentation requirements for receiving goods1.1 Workplace procedures for receiving goods are identified1.2 Purpose of documents associated with receiving goods is interpreted1.3 Workplace documentation requirements for receiving goods and reporting damage are identified2. Check and inspect goods on arrival and complete workplace documentation2.1 Procedures for checking goods against orders or manifests are identified and followed 2.2 Discrepancies and/or damaged goods are reported2.3 Non-conforming goods are appropriately documented and despatched or stored in accordance with company procedures3. Unload, unpack and store stock3.1 Appropriate manual handling techniques and equipment are identified3.2 Safe work procedures are used when unloading, unpacking and storing stock3.3 Advice is sought on appropriate storage locations and requirements for particular products3.4 Goods are unloaded and unpacked in accordance with workplace procedures3.5 Assistance is sought from others as required to maintain safe and effective work3.6 Directions are followed to store stock in appropriate areasFoundation 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 TLIA2013A Receive goods.LinksTLI Transport and Logistics Training Package Companion Volume Implementation Guide at: - of competency assessment requirementsAssessment Requirements for TLIA2013 Receive goodsModification 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 receiving goodsapplying relevant legislation and workplace procedurescommunicating and working effectively with others when receiving goodscompleting documentation related to receiving goodsestimating the size, shape and special requirements of goods and loadsidentifying containers and goods coding, Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings and where applicable, emergency information panelsimplementing contingency plans when receiving goodsmodifying activities depending on operational contingencies, risk situations and environmentsoperating and adapting to differences in equipment in accordance with standard operating proceduresreading, interpreting and following instructions, procedures, information, labels and signs relevant to receiving goodsreporting and/or rectifying identified problems promptly, in accordance with regulatory requirements and workplace proceduresselecting and using relevant load handling equipment when receiving goodsselecting 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:Australian and international codes and regulations relevant to receiving goods including the ADG Code and relevant bond, quarantine or other legislative requirementsdocumentation requirements for receiving goodsfocus of operation of work systems, equipment, management and site operating systems for receiving goodshousekeeping standards and procedures problems that may occur when receiving goods and appropriate action that can be taken to resolve these problemsrelevant WHS/OHS and environmental protection procedures and guidelinessite layout and obstaclesspecifications and standards for checking and inspecting received goodsworkplace procedures and policies for receiving goods.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 mappingTLIA2013, Receive goods, release number 1Unit of competencyContentActivityElement 1: Identify workplace procedures and documentation requirements for receiving goodsn/an/a1.1Workplace procedures for receiving goods are identified1A Workplace procedures for receiving goodsActivity 1: Q11.2Purpose of documents associated with receiving goods is interpreted1B Documentation requirements for receiving goodsInformation in receival documentsActivity 2: Q11.3Workplace documentation requirements for receiving goods and reporting damage are identified1B Documentation requirements for receiving goodsInformation in receival documents Damaged goodsNon-conforming goodsActivity 2: Q2Element 2: Check and inspect goods on arrival and complete workplace documentationn/an/a2.1Procedures for checking goods against orders or manifests are identified and followed2A Check and inspect goodsCheck goods against orders or manifestsCheck for potential dangersManage non-conforming goodsActivity 3: Q42.2Discrepancies and/or damaged goods are reported1B Documentation requirements for receiving goodsDamaged goods2A Check and inspect goodsReport damage and discrepanciesActivity 2: Q32.3Non-conforming goods are appropriately documented and despatched or stored in accordance with company procedures1B Documentation requirements for receiving goodsNon-conforming goodsActivity 2: Q3Element 3: Unload, unpack and store stockn/an/a3.1Appropriate manual handling techniques and equipment are identified2B Unload, unpack and store goodsManual-handling and load-shifting proceduresApply manual-handling procedures and regulationsActivity 4: Q23.2Safe work procedures are used when unloading, unpacking and storing stock1A Workplace procedures for receiving goodsPrecautions and procedures when unloading, unpacking and storing stockActivity 1: Q1, Q43.3Advice is sought on appropriate storage locations and requirements for particular products 2B Unload, unpack and store goodsSeek advice about location and requirementsActivity 4: Q13.4Goods are unloaded and unpacked in accordance with workplace procedures2B Unload, unpack and store goodsUnload and unpack stock safelyActivity 4: Q23.5Assistance is sought from others as required to maintain safe and effective work2B Unload, unpack and store goodsSeek advice about location and requirementsActivity 4: Q13.6Directions are followed to store stock in appropriate areas2B Unload, unpack and store goodsStore stock safelyStore hazardous or quarantined goodsActivity 4: Q1Performance evidenceContentActivityPE1Applying precautions and required action to minimise, control or eliminate hazards that may exist when receiving goods2A Check and inspect goodsApply relevant legislation and workplace proceduresIdentify hazardsMinimise, control and eliminate hazardsActivity 3: Q1PE2Applying relevant legislation and workplace procedures2A Check and inspect goodsCheck goods against orders or manifestsCheck for potential dangersManage non-conforming goodsActivity 3: Q1PE3Communicating and working effectively with others when receiving goods2A Check and inspect goodsCommunicate and work effectivelyPE4Completing documentation related to receiving goods2ACheck and inspect goodsReport damage and discrepanciesActivity 4: Q3PE5Estimating the size, shape and special requirements of goods and loads2A Check and inspect goodsEstimate the size, shape and special requirements of goodsActivity 3: Q3PE6Identifying containers and goods coding, Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings and where applicable, emergency information panels2A Check and inspect goodsIdentify relevant labellingIdentify dangerous goods codeActivity 3: Q2PE7Implementing contingency plans when receiving goods2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3PE8Modifying activities depending on operational contingencies, risk situations and environments2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3PE9Operating and adapting to differences in equipment in accordance with standard operating procedures2B Unload, unpack and store goodsOperate and adapt to changes in equipmentActivity 4: Q3PE 10Reading, interpreting and following instructions, procedures, information, labels and signs relevant to receiving goods2A Check and inspect goodsIdentify relevant labellingIdentify dangerous goods codeActivity 3: Q2PE 11Reporting and/or rectifying identified problems promptly, in accordance with regulatory requirements and workplace procedures2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3PE 12Selecting and using relevant load handling equipment when receiving goods2B Unload, unpack and store goodsManual-handling and load-shifting proceduresPrecautions and procedures when using equipmentSelect and use personal protective equipment (PPE)Activity 4: Q2PE 13Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standards2B Unload, unpack and store goodsSelect and use personal protective equipment (PPE)Activity 4: Q2PE 14Working systematically with required attention to detail without injury to self or others, or damage to goods or equipment2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3Knowledge evidenceContentActivityKE1Australian and international codes and regulations relevant to receiving goods including the ADG Code and relevant bond, quarantine or other legislative requirements1A Workplace procedures for receiving goodsLegislative requirements for receiving goodsRegulations for receiving goodsActivity 1: Q3KE2Documentation requirements for receiving goods1B Documentation requirements for receiving goodsInformation in receival documentsActivity 2: Q4KE3Focus of operation of work systems, equipment, management and site operating systems for receiving goods1A Workplace procedures for receiving goodsOperational work systems and equipmentManagement and site operating systemsEquipment used for receiving goodsActivity 1: Q2KE4Housekeeping standards and procedures 1A Workplace procedures for receiving goodsHousekeeping standards and proceduresActivity 1: Q1KE5Problems that may occur when receiving goods and appropriate action that can be taken to resolve these problems1A Workplace procedures for receiving goodsProblems when receiving goodsActivity 1: Q4KE6Relevant WHS/OHS and environmental protection procedures and guidelines1A Workplace procedures for receiving goodsEnvironmental protection procedures and guidelinesWHS and environmental procedures and guidelinesActivity 1: Q3KE7Site layout and obstacles1A Workplace procedures for receiving goodsSite layoutSite obstaclesActivity 1: Q3KE8Specifications and standards for checking and inspecting received goods1A Workplace procedures for receiving goodsSpecifications and standards for checking and inspectionActivity 1: Q1KE9Workplace procedures and policies for receiving goods1A Workplace procedures for receiving goodsActivity 1: Q1Foundation skillsContentActivityFS1Learning1A Workplace procedures for receiving goodsActivity 1: Q3FS2Reading2A Check and inspect goodsIdentify relevant labellingIdentify dangerous goods codeActivity 3: Q2FS3Writing2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3FS4Oral communication2A Check and inspect goodsCommunicate and work effectivelyFS5Numeracy2A Check and inspect goodsEstimate the size, shape and special requirements of goodsActivity 3: Q3FS6Teamwork2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3FS7Planning and organising1A Workplace procedures for receiving goodsActivity 1: Q3FS8Making decisions2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3FS9Problem-solving1A Workplace procedures for receiving goodsProblems when receiving goods2A Check and inspect goodsMinimise, control and eliminate hazardsActivity 1: Q4, Activity 3: Q1FS10Innovation and creation2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3FS11Technology and digital literacy2A Check and inspect goodsEstimate the size, shape and special requirements of goodsActivity 3: Q3Dimensions of competency*ContentActivityTask skillsThroughoutThroughoutTask management skills1A Workplace procedures for receiving goodsActivity 1: Q3Contingency management skills1A Workplace procedures for receiving goodsProblems when receiving goodsActivity 1: Q4 Activity 3: Q1Job role/environment skills2B Unload, unpack and store goodsRespond to problemsActivity 4: Q3*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 1Solution to Question 1Minimise and clean spillsUse signage to mark spillsAvoid washing handsCheck that every item is correctEvacuate the buildingCheck that quantities are correctWear and use PPEExample response to Question 2Operational systems are used for:planningorganising staffingdirectionallocating the use of resources and finances movement of stock.Solution to Question 3Relevant legislation includes Environment Protection Act 1993 (Cth).Hazardous substances and dangerous goods must be labelled correctly so they can be easily identified for storage, handling and transport.Importers, exporters and businesses involved in receiving or despatching must comply with all quarantine and bond requirements.Good site layout will ensure the effective and efficient processing of orders.Codes of practice are practical guides to achieving the standards of health, safety and welfare.Solution to Question 4If damage to packaging or goods is identified, you should report it immediately.Solution to Question 5If PPE is damaged or unavailable, you must not handle goods.Activity 2Example responses to Question 1They tell you how to transport and store the stock safely. They outline how to handle and package the stock safely.They outline what can be packed, transported or stored together. They give you manual-handling information.Solution to Question 2True. Reporting damage helps identify procedural changes that need to be made to minimise future damage.Solution to Question 3Generally, workplaces require non-conforming goods to be fully documented to assist in the return of the goods.Solution to Question 4Always check the description of goods matches packaging and labels.Identify any handling, WHS or environmental protection instructions.Use receival documents to check quarantine and bond documentation for accuracy.Observe the Privacy Act 1988 (Cth) when completing and storing documentation.Activity 3Solution to Question 1Find a way to avoid doing the hazardous task or redesign the job to control the riskClose all the doorsReplace hazardous substances or tasks with ones that are less hazardousClean items with a scrubbing brushSeparate the hazard or hazardous work process from people and other work areasCreate new equipment or technology to reduce or control the riskRemove PPE before conducting a hazardous taskSolution 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 3False. The estimated total weight of one pallet load is 58 kg.Example response to Question 4All unacceptable materials or goods are reported to the appropriate person.Activity 4Example responses to Question 1Safety data sheets (SDSs)Workplace policies and proceduresSolution to Question 2Don't overload palletsMove goods without instructionEnsure loads are stabilisedUse appropriate PPEUse manual-handling equipment to avoid injuryMove with careFollow relevant codes of practiceMove goods as high as possible when unloadingSolution to Question 3Develop a contingency plan to respond quickly to problems. When responding to problems work systematically and with attention to detail.To ensure the safety of yourself and others follow workplace procedures and always comply with legislation.To complete all relevant documentation, you may need to make adjustments to SDSs, location records and WHS reports.Solution to Question 4False. If you do not have protective headwear when using equipment, do not use equipment.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 competencyTLIA2013 Receive goods, 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 mappingTLIA2013 Receive goods, Release 1Unit of competencyPart A –QuestionsPart B – Case studyPart C – Observation(Assessor)Part D – Observation(Third-party report)Element 1: Identify workplace procedures and documentation requirements for receiving goodsn/an/an/an/a1.1Workplace procedures for receiving goods are identifiedQ4CS1O1O11.2Purpose of documents associated with receiving goods is interpretedO2O21.3Workplace documentation requirements for receiving goods and reporting damage are identifiedO3O3Element 2: Check and inspect goods on arrival and complete workplace documentationn/an/an/an/a2.1Procedures for checking goods against orders or manifests are identified and followedQ13CS1O4O42.2Discrepancies and/or damaged goods are reportedQ14CS8O14O142.3Non-conforming goods are appropriately documented and despatched or stored in accordance with company proceduresQ14O15O15Element 3: Unload, unpack and store stockn/an/an/an/a3.1Appropriate manual handling techniques and equipment are identifiedCS11, CS18O21O213.2Safe work procedures are used when unloading, unpacking and storing stockCS3, CS11, CS18, CS19O19O193.3Advice is sought on appropriate storage locations and requirements for particular products CS16O24O243.4Goods are unloaded and unpacked in accordance with workplace procedures CS17O23O233.5Assistance is sought from others as required to maintain safe and effective workCS15, CS16O20O203.6Directions are followed to store stock in appropriate areasCS20O25O25Performance evidencePart A –QuestionsPart B – Case studyPart C – Observation(Assessor)Part D – Observation(Third-party report)PE1Applying precautions and required action to minimise, control or eliminate hazards that may exist when receiving goodsCS3, CS18O22O22PE2Applying relevant legislation and workplace proceduresCS4, CS5O5O5PE3Communicating and working effectively with others when receiving goodsCS8O9O9PE4Completing documentation related to receiving goodsCS9O26O26PE5Estimating the size, shape and special requirements of goods and loadsCS10O11O11PE6Identifying containers and goods coding, Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings and where applicable, emergency information panelsCS6, CS7O6O6PE7Implementing contingency plans when receiving goodsCS12O16O16PE8Modifying activities depending on operational contingencies, risk situations and environmentsCS3, CS13O17O17PE9Operating and adapting to differences in equipment in accordance with standard operating proceduresCS14O18O18PE10Reading, interpreting and following instructions, procedures, information, labels and signs relevant to receiving goodsCS1, CS7O4O4PE11Reporting and/or rectifying identified problems promptly, in accordance with regulatory requirements and workplace proceduresCS8, CS9, CS15O13O13PE12Selecting and using relevant load handling equipment when receiving goodsCS11, CS18O7O7PE13Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standardsCS3, CS18O8O8PE14Working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.CS19O10O10Knowledge evidencePart A –QuestionsPart B – Case studyPart C – Observation(Assessor)Part D – Observation(Third-party report)KE1Australian and international codes and regulations relevant to receiving goods including the ADG Code and relevant bond, quarantine or other legislative requirementsQ1KE2Documentation requirements for receiving goodsQ12, Q13KE3Focus of operation of work systems, equipment, management and site operating systems for receiving goodsQ3?Q5KE4Housekeeping standards and procedures Q6KE5Problems that may occur when receiving goods and appropriate action that can be taken to resolve these problemsQ11KE6Relevant WHS/OHS and environmental protection procedures and guidelinesQ7KE7Site layout and obstaclesQ9, Q10KE8Specifications and standards for checking and inspecting received goodsQ8KE9Workplace procedures and policies for receiving goods.Q2Foundation skillsPart A –QuestionsPart B – Case studyPart C – Observation(Assessor)Part D – Observation(Third-party report)FS1LearningQ1O2O2FS2ReadingCS6O4, O6O4, O6FS3WritingCS9O26O26FS4Oral communicationCS8O9, O20, O24O9, O20, O24FS5NumeracyCS10O11O11FS6TeamworkCS8O9, O20, O24O9, O20, O24FS7Planning and organisingQ11CS4, CS5O16?O18O16?O18FS8Making decisionsCS16O16?O18O16?O18FS9Problem-solvingQ11CS3, CS12, CS13O16?O18O16?O18FS10Innovation and creationCS12O17, O18O17, O18FS11Technology and digital literacyCS12O8, O26O8, O26Dimensions of competency* Part A –QuestionsPart B – Case studyPart C – Observation(Assessor)Part D – Observation(Third-party report)Task skillsThroughoutThroughoutThroughoutThroughoutTask management skillsQ11Q4, Q5O12, O19, O23O12, O19, O23Contingency management skillsQ11, Q13, Q14CS12, CS13, CS18, CS19O16?O18O16?O18Job/role environment skillsCS8O9, O20, O24, O26O9, O20, O24, O26Assessment conditionsAC1As a minimum, assessors and assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.AC2Assessment 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. AC3Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.AC4Resources 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.For more information about conditions relating to assessor requirements, see your RTO’s policies and procedures.*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 1Answers may include two of the following:Codes of practice:Australian Dangerous Goods (ADG) CodeInternational Maritime Dangerous Goods (IMDG) CodeNational Logistics Safety Code of PracticeCodes of practice linked to the Environment Protection (Water Quality) Policy 2015Labelling of Workplace Hazardous Chemicals Code of PracticeManaging Risks of Hazardous Chemicals in the Workplace Code of PracticePreparation of Safety Data Sheets for Hazardous Chemicals Code of PracticeAustralia New Zealand Food Standards CodeConfined Spaces Code of PracticeFirst Aid in the Workplace Code of PracticeManaging the Risk of Falls at Workplaces Code of PracticeRegulations:Work Health and Safety (WHS) RegulationsAustralian and international regulations for handling and transporting dangerous goods and hazardous substancesInternational Air Transport Association (IATA) Dangerous Goods Regulations (DGR)Biosecurity (Consequential Amendments and Transitional Provisions) Regulations 2016)National standards and regulations for manual handlingAssessor comments:Solution 2Answers may include two of the following:Order assembly procedureDespatch operations procedureRecord management procedureEmergency evacuation procedureEnvironmental protection procedures and guidelinesNotification of pollution incidents to the EPAHousekeeping proceduresReporting and documentation proceduresAssessor comments:Solution 3Answers may include two of the following:PlanningOrganisationStaffingDirectionUse of resourcesFinancesMovement of stockAssessor comments:Solution 4Answers may include two of the following:Stock keeping unitsWarehouse storage locationApproximate productivity ratiosPlanningOrganisationStandardisationControlAssessor comments:Solution 5Answers may include two of the following:Lifting devices such as forklifts, cranes or loadersTrolleys or carts for moving itemsConveyor (belt or roller) systems for shifting loadsPallet loaders or other stacking devicesSortation devices, telecommunication devices, softwarePersonal protective equipment appropriate to the workplace and materials being handledAssessor comments:Solution 6Answers may include two of the following:Remove tripping hazardsKeeping surfaces cleanMinimising and cleaning spillsUsing signage to mark spillsStacking products correctlyAvoid over stackingUsing PPE (personal protective equipment)Remove fire hazardsMaintaining fire safety equipmentDaily clean-upSafe waste disposalAssessor comments:Solution 7Answers may include two of the following:Procedures:Following safety regulations and workplace hazard control practicesWearing and using personal protective clothing and equipmentBeing qualified to work in a confined work spaceFollowing emergency and contingency plansDisposing of waste and chemicals safelyNotifying the EPA of pollution incidentsManaging chemical, air, noise and radiation hazardsTransporting dangerous goods Guidelines may include those relating to the storage, handling, use or supply of a specific chemical, which also outline the documentation that must be completed and stored.Assessor comments:Solution 8Answers may include two of the following:Is the item description correct?Are quantities correct?Is cost correct?Has GST been correctly calculated?Are there any breakages or damage to cartons?Is there any damage to stock?Are there any leakages or spills on packaging?Is stock quality correct?Are best-before or expiry dates within recommended range?Assessor comments:Solution 9Answers may include the following:Good site layout makes it easier to receive and store goods.Good site design layout and the correct use of handling equipment will ensure the effective and efficient processing of orders.Good site design layout minimises confusion and errors and risk of injury.Assessor comments:Solution 10Answers may include two of the following:RampsSlippery areasNarrow storage aislesConfined spacesCold roomsHazards, including spills or trip hazardsBiohazardsChemical spillsAssessor comments:Solution 11Answers may include two of the following:Incorrect quantityWhen checking the order, you may notice a discrepancy between the number of items ordered and the number of goods received. This can create a problem for the customer, and may also cause storage problems. After counting items, report any discrepancies to your supervisor and document.Damage to goodsItems must be checked for damage, both to the packaging and to the contents of the packaging. Damage may have occurred during transport, or may be caused by a spill or leak. Damage may include a breakage. Some damages are a WHS risk, especially if the item contains dangerous substances. Report damage immediately. If dangerous substances are involved, use PPE and remove the hazard safety, as soon as possible, in accordance with safety requirement.Goods require quarantineGoods containing dangerous substances, or matter that cannot be transported into a particular zone, they may need to be quarantined. Check consignment and delivery documentation, including quarantine requirements, and comply.Not authorised to receive goodsWhen checking a delivery, you may notice that the goods are outside of your workplace responsibility. For example, your workplace may not be equipped to quarantine certain goods. Speak with your supervisor, and ensure a solution is found as quickly as possible.Lack of equipmentWhen handling dangerous goods, or quarantined goods, you must use PPE. If PPE is damaged or unavailable, you must not handle goods. If goods are heavy, or have specific manual handling requirements, special equipment is needed, such as forklifts, or conveyor belts. Do not handle goods without required equipment.Issues with qualityIf inspected goods are out of date, or do not meet standards in anyway, report immediately. A reorder may need to be issued.Assessor comments:Solution 12Answers may include two of the following:Manifests – a goods manifest shows all the items on a vehiclePicking slips – could also be called product delivery advice; this is a list of the items that have been sent, not necessarily what was orderedStock requisition information – the order that was placed with the supplierBarcodes – information is stored in the bar codes of the stock; you need a reader to read the information stored in the barcodeGoods identification numbers – a unique identification number given to every parcelStock specifications – information about weight, height, chemical composition (where appropriate)Stock declarations – such as dangerous goods declarationsManufacturer’s specifications – information concerning storage, transport, use or chemical composition of goodsInstructions – where the customer wants the goods delivered or other instructionsQuality assurance documents – these will depend on the individual workplaceSafety data sheets – safety and emergency information about the load or productConsignment note – a document that describes the goods being sentAssessor comments:Solution 13Answers may include two of the following:Always check the description of goods matches packaging and labelsCheck the quantity of goodsIdentify any Dangerous Goods Code labels, and store accordinglyIdentify any other handling, WHS or environmental protection instructionsCheck quarantine and bond documentation for accuracyCheck compliance reportsEnsure all documentation is present and complete, matches the goods register and is filed in the appropriate register.Assessor comments:Solution to Question 14Identify why product is non-conforming.Obtain photographs or required evidence of non-conformance.Remove item to designated area; isolate.Notify your supervisor.Contact the supplier and explain reasons for non-conformance.Document the non-conformance in non-conformance register.Return item to supplier.Perform quality assurance.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 1Answers may include two of the following:Locate the shipping documentation, such as delivery advice and manifest.Inspect the goods and tick off the details such as item descriptions, code numbers, quantities, etc.Report all non-conforming materials or goods.Move the goods to the storage facility.Assessor comments:Solution 2One of the glass sheets has shattered and has the potential to cause injury to a person or goods.Assessor comments:Solution 3Answers may include two of the following:Elimination – they should find a way to avoid doing the hazardous task; for example, they should not manually handle broken glass.Isolation – they should safely move the broken glass away from other goods.Administrative procedures – they should refer to documents that provide information about handling broken glass.PPE – they should wear appropriate personal protective equipment if handling broken glass.Assessor comments:Solution 4Answers may include the following:Environment Protection Act 1993 (Cth)Heavy Vehicle National Law Act 2012 (HVNL) (Cth)Trade Practices Act 1974 (Cth)Assessor comments:Solution 5Answers may include the following:Hazard identification procedures.Risk assessment and risk management procedures.How to Manage Work Health and Safety Risks Code of Practice.Assessor comments:Solution 6The paint product. It is a Class 3 – Flammable Liquid product.Assessor comments:Solution 7Answers may include the following:FragileHandle with careAssessor comments:Solution 8Answers may include the following:Face-to-faceTwo-way radio and voice communication equipmentMake a reportChecklists and notesAssessor comments:Solution 9Answers may include four of the following:Exactly what is wrong; such as item damage, incorrect quantity, the quality is not acceptable.The product delivery number or identification.Where you have put the items being reported.Other organisation-specific requirements.Assessor comments:Solution 101 tonne (1000 kg) + 200kg = 1,200 kg.Assessor comments:Solution 11Answers may include two of the following:Techniques for lifting:Stand close to the object, facing it.Bend at the knees and keep your back straight.Check that the way is clear before you move.Keep the object close to you when you move.Equipment:Appropriate PPEForkliftsPallet jacksLoad carriersSpecially designed pallet racksConveyor belts or rollersAssessor comments:Solution 12Answers may include the following:Contact supervisor.Locate a suitable piece of equipment.Split the load if possible.Use fasteners to secure goods.Assessor comments:Solution 13By not starting the equipment or driving with an imbalanced load, Chen avoids the risk of damaging goods or causing injury to self or others.Assessor comments:Solution 14Answers may include two of the following:Undertake training to use equipment.Read manuals or standard operating procedures.Seek supervision.Assessor comments:Solution 15Answers may include the following:Undergo training.Use PPE.Follow manuals and workplace procedures.Report all changes and check all new procedures with his supervisor, Vicky.Assessor comments:Solution 16Answers may include the following:Labelling on productsStorage instructionsHandling instructionsAdvice or instructions from supervisorSafety data sheetsManifests, delivery advice sheets, checklistsManufacturer instructionsSupplier informationWorkplace policies and proceduresAustralian Dangerous Goods (ADG) legislationInternational Maritime Dangerous Goods (IMDG) codesEnvironmental policies and codesAssessor comments:Solution 17Answers may include two of the following:Read documentation.Know what is in the package.Follow workplace procedures.Follow correct manual handling procedures.Observe labels, such as the Dangerous Goods Code.Use the appropriate PPE.Move loads low to the ground.Never overload the machinery being used to unload the stock.Be aware of the load requirements.Ensure safety of all personnel in the area and never move machinery until it is safe to do so.Seek assistance from supervisor or co-workers.Assessor comments:Solution 18Answers may include two of the following:Standard PPE includes:safety headwear (hard hats)protective footwearhigh-visibility clothingsuitable protective gloves.And depending on specific handling and storage requirements:safety glassesrespiratory masks if necessaryprotective clothingtwo-way radios.Assessor comments:Solution 19Answers may include the following:Develop a contingency plan.Always follow instructions and workplace procedures.Always use correct manual handling techniques.Use appropriate PPE.Report all problems to the supervisor.Assessor comments:Solution 20Answers may include the following:Temperature control: refrigerated versus frozen goods.Moisture conditions: needs to be kept out of the rain.Light conditions: needs to be kept out of the sun.Space considerations: small or large item.Chemical conditions: legal storage requirements.Environmental conditions: open or enclosed areas.Safety conditions: overhead wires, pedestrians, uneven ground.Assessor 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:TLIA2013 Receive goods, 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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