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Evidence Guide: PSPRAIL505A - Review training arrangements

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPRAIL505A - Review training arrangements

What evidence can you provide to prove your understanding of each of the following citeria?

Confirm planning and preparatory work for competency development of rail safety workers

  1. Alignment of units of competency to rail safety worker roles, through skills analysis or other methodologies, is verified and completion of occupational competency profiles confirmed.
  2. Identification of Training Packages, units of competency and/or qualifications applicable to rail safety worker roles is confirmed in accordance with occupational profiles.
  3. Where national units of competency are unavailable, identification of other training and assessment processes is confirmed in relation to rail safety worker roles.
  4. Identification of available registered training organisations or other suitable training providers to deliver required training and/or assessment services is confirmed in accordance with unit of competency or qualification requirements.
  5. Rail safety worker competency plans are assessed to determine the processes and priorities proposed for assessing competence and addressing training needs.
Alignment of units of competency to rail safety worker roles, through skills analysis or other methodologies, is verified and completion of occupational competency profiles confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identification of Training Packages, units of competency and/or qualifications applicable to rail safety worker roles is confirmed in accordance with occupational profiles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where national units of competency are unavailable, identification of other training and assessment processes is confirmed in relation to rail safety worker roles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identification of available registered training organisations or other suitable training providers to deliver required training and/or assessment services is confirmed in accordance with unit of competency or qualification requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rail safety worker competency plans are assessed to determine the processes and priorities proposed for assessing competence and addressing training needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm training and assessment arrangements

  1. Rail safety worker training and assessment arrangements are analysed to identify required elements and their alignment to legislative requirements.
  2. Arrangements with training providers to deliver training and/or assessment services are identified and confirmed as addressing required competency development or recognition.
  3. Communication and interpersonal skills are used to elicit information that confirms arrangements have been put in place.
Rail safety worker training and assessment arrangements are analysed to identify required elements and their alignment to legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrangements with training providers to deliver training and/or assessment services are identified and confirmed as addressing required competency development or recognition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication and interpersonal skills are used to elicit information that confirms arrangements have been put in place.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess training and assessment arrangements

  1. Training and assessment records are accessed and compared with the organisation's implementation plan and priorities.
  2. Expertise of trainers and organisations undertaking training and/or assessment for rail transport operators is inspected and confirmed as meeting criteria under the Australian Quality Training Framework.
  3. Training and assessment materials are sampled and their links to and likelihood of developing required competencies are confirmed.
  4. Where areas of concern are identified, further information is sought to clarify the situation or the need for a formal evaluation by an AQTF auditor is recommended to ensure legislative requirements are met.
  5. Feedback is provided to rail transport operators on the adequacy of training and assessment arrangements and any actions needed for improvement or compliance in accordance with policy and legislation.
Training and assessment records are accessed and compared with the organisation's implementation plan and priorities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Expertise of trainers and organisations undertaking training and/or assessment for rail transport operators is inspected and confirmed as meeting criteria under the Australian Quality Training Framework.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Training and assessment materials are sampled and their links to and likelihood of developing required competencies are confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where areas of concern are identified, further information is sought to clarify the situation or the need for a formal evaluation by an AQTF auditor is recommended to ensure legislative requirements are met.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is provided to rail transport operators on the adequacy of training and assessment arrangements and any actions needed for improvement or compliance in accordance with policy and legislation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the unit descriptor, performance criteria, The range statement and the Assessment Guidelines for the Public Sector Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of employability skills as they relate to this unit

review of rail safety worker training arrangements in a range of 3 or more contexts or occasions, over time.

Context of and specific resources for assessment

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when reviewing training arrangements, including coping with difficulties, irregularities and breakdowns in routine

Resources essential for assessment include:

legislation relating to rail safety competency requirements

organisational procedures/guidelines and protocols relating to review of training arrangements

AQTF standards and guidelines

scenarios and/or case studies to capture the range of situations likely to be encountered when reviewing training arrangements

access to relevant systems

Method of assessment

Assessment methods suitable for valid and reliable assessment of this unit must use authenticated evidence from the workplace and/or training courses and may include, but are not limited to, a combination of 2 or more of:

demonstration

observation

simulation or role plays

case studies/scenarios

workplace projects

portfolios

authenticated evidence from the workplace and/or training courses

The assessment environment should not disadvantage the candidate and where the person has a disability the principle of reasonable adjustment should be applied during assessment

Assessment methods should reflect but not exceed workplace demands, such as literacy demands and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Suggested units that may be co-assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC501B Promote the values and ethos of public service

PSPGOV504B Undertake research and analysis

PSPGOV512A Use complex workplace communication strategies

PSPLEGN501B Promote compliance with legislation in the public sector

PSPRAIL502A Assess and administer accreditation and registration applications

PSPRAIL503A Receive and act on industry safety information and intelligence

BSBAUD503B Lead a quality audit.

Guidance information for assessment

For consistency of assessment:

evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Assessing employability skills:

employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors

the way these skills are applied varies between occupations and qualifications due to the different work functions and contexts

employability skills embedded in this unit of competency should be assessed holistically with other relevant units that make up the skills set or qualification, and in the context of the job role

In practice, reviewing training arrangements overlaps with other generalist or specialist work activities, such as undertaking research and analysis, acting ethically, using complex communication strategies, leading quality audits, and assessing and administering accreditation and registration applications. Co-assessment with units of competency addressing these other activities could be considered.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

Look for evidence that confirms skills in:

researching information related to rail safety worker competency requirements

using scanning techniques to locate the key requirements in training and assessment materials

reading complex materials, such as legislation and competency standards

communicating with others regarding the examination of information relating to training and assessment

sampling to select sufficient records for analysis

problem solving to confirm training arrangements and identify actions needed for compliance

self-management to work ethically and in accordance with legislation

using technology to conduct research, access legislative requirements and record processes and outcomes

responding to diversity, including gender and disability

applying environmental and occupational health and safety procedures to administrative work and when in the field reviewing training arrangements

Required knowledge:

Look for evidence that confirms knowledge and understanding of:

legislative, regulatory and procedural requirements for rail safety worker competency development and assessment

Australian Quality Training Framework

format of and terminology used in competency standards and training materials

organisational policies, procedures and guidelines relating to the review of training and assessment arrangements

Range Statement

The range statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The range statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance criteria is explained here.

Rail safety worker competency plans may include:

arrangements to maintain the competency of personnel

identification of applicable Training Packages, qualifications and units of competency

competency profiles

skills audits

training needs analyses

assessment arrangements

arrangements for recognition of prior learning and recognition of current competencies

arrangements for gap training

record-keeping arrangements

Required elements of rail safety worker training and assessment systems may include:

occupational profiles aligned to competencies

skills analyses and skills matrices

competency assessment

gap analysis to identify training needs

arrangements for accredited training and assessment

record-keeping arrangements

Criteria under the Australian Quality Training Framework may include:

meeting the essential standards for registration as a registered training organisation

scope of registration of the registered training organisation

required competencies of trainers and assessors