Industry, Enterprise and RTO Partnerships Report - National Skills ...

Industry enterprise 

and RTO partnerships 

DECEMBER 2010 

Industry Enterprise and RTO Partnerships Page 1

Contact 

NQC Secretariat 

TVET Australia 

Level 21/390 St Kilda Road Melbourne Vic 3004 

Telephone: +61 3 9832 8100 

Email: nqc.secretariat@tvetaustralia.com.au 

Web: www.nqc.tvetaustralia.com.au 

Disclaimer 

This work has been produced by Mitch Cleary from Precision Consultancy and has been 

developed as part of a project commissioned by the National Quality Council in 2010 with 

funding through the Australian Government Department of Education Employment and 

Workplace Relations and state and territory governments. 

The Guide for RTOs, Enterprises and Industry Groups seeking to establish or maintain effective 

partnerships in the delivery and assessment of training at the workplace appears as an 

appendix to this report together with a PowerPoint presentation which was used in the 

interactive workshops conducted as part of this project. The guide may be downloaded at 

http://www.nqc.tvetaustralia.com.au/nqc_publications to enable modification by users. 

Acknowledgement 

Precision Consultancy gratefully acknowledges SkillsDMC Ltd for providing copyright 

permission to use the ideas that form the basis of the tool for contextualising units of 

competency. 

Industry and enterprise RTO partnerships

BACKGROUND AND METHODOLOGY 

In its earlier research, Industry/ Enterprise and RTO Partnerships (2009) the NQC 

sought to improve the responsiveness of training to industry and employer needs. 

Precision Consultancy was contracted to undertake this work on behalf of the 

NQC. 

Using a case study and action learning approach, the project identified, 

documented and disseminated good practice examples of industry/enterprise 

partnerships and new ways of working between RTOs and industry/enterprises to 

adopt more innovative, flexible approaches to training and skills development. 

The project described: 

• strategies for the development of an enterprise learning and assessment plan, 

and documentation of processes and procedures that were used in completing 

the plan; 

• examples that reflected RTOs and enterprises collaborating in the 

contextualising of units of competency; and 

• examples of collaboration between RTOs and enterprises, both in the 

identification of relevant sources of evidence guiding assessment decisions 

which reflected the enterprise context, and in the efficient and effective use of 

third party reports. 

The intention of the current project was to follow on from the earlier project and 

draw on material used from the action learning sites to develop a guide and 

associated resources for: 

• industry and enterprises working with RTOs (with a focus on industry and 

enterprises as the audience); and 

• RTOs working with industry associations and enterprises (with a focus on RTOs 

as the audience). 

This project was also to include a series of interactive information sessions in each 

State and Territory and with key industry groups to disseminate the guide and 

supporting resources. 

At the August meeting of the Quality Assurance Action Group the consultants 

sought advice from members of the Action Group about whether they saw benefit 

in combining enterprise and industry representatives and RTO representatives in 

the interactive workshops or wished separate workshops to be developed. Advice 

was also sought about whether two separate booklets should be developed, or 

one which combined advice and tools for each audience. The outcome of this 

meeting was a decision that the guide to be developed should be focussed on 

both audiences, and that individuals from industry groups, enterprises and RTOs 

should be invited together in the interactive information sessions. 

The draft booklet included nine tools for use by RTOs or enterprises or both. 

These are 

1. Conducting an RTO skills analysis 

2. Choosing an RTO 


3. Negotiating, establishing and maintaining the relationship 

4. Conducting a training needs analysis (TNA) and skills audit in the enterprise 

5. Developing a learning and assessment strategy 

6. Contextualising units of competency 

7. Identifying language, literacy and numeracy (LLN) needs in training 

specifications 

8. Developing mentoring skills 

9. Using authentic workplace tasks for training and assessment. 

The tools were prefaced by a section which explained the background to the 

project and why each of the tools had been developed. Not all tools were 

developed from scratch as part of this project. Some were originally developed by 

a particular Industry Skills Council and used in the industry, enterprise and RTO 

partnership project of 2009, then modified to suit a broader industry context. 


INTERACTIVE INFORMATION SESSIONS 

The intention was to combine enterprises and RTOs and to conduct interactive 

information sessions in each capital city. The communication strategy for the 

project was circulated to the QA AG soon after its August meeting. If 20 people 

had attended each of the eight originally planned sessions, a total of 160 people 

would have been involved. Original enrolments were much higher than this. 

When more than 400 individuals registered to attend, dates and times were 

reorganised to try to accommodate the extra interest within the tight timelines of 

the project. 

One session was held in each of Hobart, Canberra, Darwin, Adelaide and Perth, 

while Brisbane filled two sessions, and Melbourne and Sydney each filled four 

sessions. Sessions were capped at 25, mainly because of venue constraints as well 

as to enable interaction between participants. After 455 individuals had been 

accepted into these workshops, there were still individuals attempting to register. 

Rather than just respond by informing them that the sessions were 

oversubscribed we asked if they wished to register interest in the project and any 

future workshops. Before the online registration form was removed, another 145 

people had expressed interest. Enquires were received from Cape York, Wagga, 

Coffs Harbour and Kalgoorlie, all expressing disappointment that no sessions were 

being conducted in regional areas and no provision had been made for web 

seminar or other remote access. 

Of those registering to attend, 75% were from RTOs, 11% identified as being from 

enterprises or industry associations and another 9% from ‘both’ i.e. Enterprise 

RTOs. The remaining 5% who selected ‘other’ included state training authority 

representatives, VET in schools organisers, government departments both state 

and federal, and individual auditors and consultants. 

The intention of the interactive information sessions was to provide information 

about the project, and the earlier research projects on which it was built, as well 

as to provide an opportunity to test the draft tools and guidance materials. A 

copy of the draft booklet and tools can be found at Appendix I. 

Feedback from the sessions 

The feedback from the sessions was overwhelmingly positive, particularly about the 

usefulness of the tools. 

Quotes from feedback sheets 

General comments 

Thoroughly enjoyed, multiple ‘light bulb’ moments. 

The tools provided were brilliant! I have so many ideas that I can see will be easily 

implemented and easily monitored and measured (re effectiveness). 

RTOs need to have a more ‘service focused’ attitude. ‘Respect is earned.’ 


Can’t wait for the final copy of this, I can’t praise it enough – the content is well 

thought out and easy to use/customise for our clients. 

As [our organisation is] going through changes nationally, this workshop came in 

such a timely manner – regarding our current practices and initiating discussions. 

Thank you. 

Very worthwhile event given the contestable environment we work in. 

What actions will you take to follow up on this session? 

Use the tools to fine tune the process between employers, RTO including business 

developer and trainers. They are very useful. 

Re-evaluate our processes. 

Use tools to strengthen and develop partnerships. 

Ensure other management attend this session. 

Improve communication internally in our RTO between sales staff who talk to 

clients directly and staff who actually deliver and organize the actual training. 

Work closer with RTOs and really specify the requirements we need for effective 

training to be delivered on communities. 

There were some excellent points raised and discussed here. I will use some of 

these concepts and resources to further develop my resources for management 

and staff development. 

Consider the skill areas in the tools along with expectations to help develop 

individual development plans for team members (including self). 

What support activities or products would you like to help 

you to engage more effectively in partnerships? 

66% said PD for RTO trainers and assessors 

35% said PD for enterprise trainers and assessors 

61% web based resources 

59% networking events 

36% print based guides 

What else would help? 

Models of success would be good 

‘Best practice’ guidelines to minimize interpretation differences. 

Feedback on the booklet and individual tools 

Although most of the feedback was focussed on individual tools, there was 

support for retaining the introductory sections which outlined the background to 


the tool development. Suggestions were made to re order the tools against the 

stages of a partnership. The consultants believe it is possible to organise the tools 

around five stages in a partnership: 

1. Readiness 

2. Negotiating 

3. Implementing 

4. Maintaining 

5. Evaluating 

An additional tool on evaluation was agreed to be added to cover both evaluation 

of the outcomes of the training or assessment, and evaluating the partnership 

itself. 

The table below summarises the feedback on each tool. 

Name of Tool 

Audience and 

context 

Description 

Feedback 

Conducting an 

RTO skills analysis 

RTOs – before 

they consider 

partnerships 

An internal training needs 

analysis tool which enables 

an RTO to self assess 

whether its staff have the 

requisite skills to enter into 

and maintain a partnership 

with an enterprise. 

Very useful but need to 

provide clearer introduction 

about how to use and who 

with 

Choosing an RTO Enterprises – 

before they enter 

into a partnership 

A set of questions for 

enterprises to ask RTOs 

Very useful for larger 

enterprises but simplification 

needed for small business and 

consideration of a layered 

approach – i.e. 3 key 

questions – if RTOs pass that 

test, move on to next stage 

Negotiating, 

establishing and 

maintaining the 

relationship 

Enterprises, 

industry 

associations and 

RTOs 

A set of questions for each 

group to check with the 

other – sets up a dialogue to 

agree parametersparticularly 

for longer term 

projects or partnerships 

Suggestion to realign to 

remove overlap with top two 

tools and maybe re-write into 

three separate tools, one for 

each stage. 

Conducting a 

training needs 

analysis (TNA) and 

skills audit in the 

enterprise 

Mainly the RTO 

but will need 

enterprise 

agreement to the 

approach 

Step by step TNA tool 

Some RTOs wanted a ‘simpler’ 

tool but enterprises often 

stated that this step was 

either missed altogether or 

not done well. Consideration 

given to revising into a two 

level tool – overview 

questions, then in depth TNA. 

Developing a 

training and 

RTOs are required 

to develop these 

AQTF compliant training and 

assessment strategy 

Some RTOs claimed this tool 

was unnecessary as it was a 


Name of Tool 

Audience and 

context 

Description 

Feedback 

assessment 

strategy 

but it should be 

developed in 

consultation with 

the client 

enterprise or 

industry group 

template which includes 

instructions about how to 

engage enterprises and get 

their input 

requirement of the AQTF, but 

some enterprise participants 

were unaware of the 

requirement for industry 

input and saw it as a useful 

template to capture their 

input 

Contextualising 

units of 

competency 

RTO trainers and 

assessors 

A tool to help trainers and 

assessors contextualise a 

unit of competency for a 

specific enterprise or 

worksite 

Considered very useful but 

not enough on its own to 

develop this skill in trainers 

and assessors. An additional 

tool for RTOs to start from 

‘where the enterprise is’ 

rather than a TP unit of 

competency needed. 

Identifying 

language, literacy 

and numeracy 

(LLN) needs in 

training 

specifications 

RTO trainers and 

assessors 

A tool to help trainers and 

assessors identify the LLN 

requirements in a unit of 

competency or accredited 

course 

Considered useful but also a 

need for a core skill 

requirements tool at an 

industry or occupational level, 

i.e. what are the key LLN 

requirements of a driver, or a 

retail salesperson and how 

can they be taught in context? 

Developing 

mentoring skills 

RTOs and 

enterprises 

Advice about the availability 

of a mentoring unit of 

competency and an 

associated workplace 

supervisor skill set in the 

new TAE10 Training Package 

Enterprises keen on 

mentoring and have different 

approaches to it. The unit 

provides a vehicle for RTOs to 

engage with enterprises to 

help develop the skill and the 

system internally and 

something for enterprises to 

ask for from RTOs that are 

training the enterprise’s own 

trainers and assessors. 

Using authentic 

workplace tasks 

for training and 

assessment 

RTO assessors and 

enterprises 

Advice for RTO assessors 

about how to look for and 

ask about ‘naturally 

occurring evidence’ as a 

component of assessment. 

Also provides information 

for enterprises to help them 

engage in discussions with 

RTO representatives about 

how assessment is to be 

done. 

RTO representatives varied in 

their comments about how 

useful this tool would be. 

Enterprises keen to have 

information which they feel 

empowers them to ask for 

what they want from the 

assessment process. 


RECOMMENDATIONS 

Issue: Extremely high demand and unmet demand for workshops 

Recommendation: That the QAAG consider how best to encourage the take 

up of the materials and provide assistance about how to use the tools. 

Options include, conducting additional workshops as an extension of this 

project, or encouraging states to conduct workshops for RTOs as part of their 

overall VET workforce development plans. 

Issue: Many RTOs expressed concern about the recent changes to the AQTF 

that require a closer engagement with industry and enterprises and are 

unsure about how to go about this. 

Recommendation: That further work be undertaken in the area of AQTF 

compliance requirements in relation to engagement with industry to provide 

practical advice to RTOs about how to go about this and to develop the skills 

of their own workforce. This extends beyond the idea of partnerships, into 

broader consultation and feedback in relation to the industry areas that the 

RTO delivers in. 

Issue: Extension work in relation to some of the tools 

Recommendation: That the LLN contextualisation tool be balanced by the 

development of some tools which link to core foundation skills that are 

industry specific. 

Issue: Lack of awareness of previous NQC publications – almost no 

interactive information session participants were aware of the two previous 

research projects undertaken by the NQC in this area or of the fact that 

reports could be freely downloaded from the NQC website, in relation to 

various aspects of quality in assessment 

Recommendation: That the publication of a pdf version of the booklet not be 

the only mechanism by which RTOs, enterprises and industry groups receive 

copies of the materials. Consideration could be given to sending copies 

directly to RTOs, ISCs and other organisations. 

Appendices: 

I Working in Partnership: A Guide for RTOs, Enterprises and Industry Groups 

II Powerpoint presentation : Working in partnership RTOs, enterprises and 

industry groups 

Note: The Guide for RTOs, Enterprises and Industry Groups may be downloaded from 

http://www.nqc.tvetaustralia.com.au/nqc_publications to enable modification by users. 


. 

Working in 

partnership 

A guide for RTOs, enterprises and 

industry groups 

National Quality Council Industry 

Enterprise and RTO Partnerships 2010 

National Quality Council 

Industry/Enterprise and RTO Partnerships 

2010 

DRAFT

IMPORTANT NOTE 

This document has been produced by Precision Consultancy for use by participants in 

interactive information sessions to be conducted from October to December 2010. 

This material has been developed as part of a project “National Quality Council 

Industry Enterprise and RTO Partnerships 2010”. 

It is in draft form and is provided solely for use in the sessions. 

A final version of these materials will be presented to the NQC for acceptance in 

December 2010 and final copies will be available for download from 

www.nqc.tvetaustralia.com.au after that time. 

Comments or queries about these draft materials can be sent to 

info@precisionconsultancy.com.au.

Contact 

NQC Secretariat 

TVET Australia 

Level 21/390 St Kilda Road Melbourne Vic 3004 

Telephone: +61 3 9832 8100 

Email: nqc.secretariat@tvetaustralia.com.au 

Web: www.nqc.tvetaustralia.com.au 

Disclaimer 

This guide was developed by Mitch Cleary from Precision Consultancy as part of the Industry 

Enterprise and RTO Partnerships project, which was commissioned by the National Quality 

Council in 2010 with funding through the Australian Government Department of Education 

Employment and Workplace Relations and state and territory governments. 

The Guide includes tools which may be used by RTOs, enterprises and industry groups seeking 

to establish or maintain effective partnerships in the delivery and assessment of training at the 

workplace. It may be downloaded at http://www.nqc.tvetaustralia.com.au/nqc_publications 

to enable modification by users. 

Acknowledgement 

Precision Consultancy gratefully acknowledges SkillsDMC Ltd for providing copyright 

permission to use the ideas that form the basis of the tool for contextualising units of 

competency. 

Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups

Contents 

Introduction ............................................................................................................................. 1 

Background to the guide ....................................................................................................... 1 

Investigation into industry expectations of vocational education and training (VET) 

assessment ....................................................................................................................... 1 

Industry/enterprise and RTO partnerships ......................................................................... 1 

Who this guide is for ............................................................................................................. 3 

Terms used in this guide ........................................................................................................ 4 

Key findings from the research................................................................................................. 5 

What do enterprises want? ................................................................................................... 5 

What do RTOs want?............................................................................................................. 6 

Key strategies........................................................................................................................ 7 

Strategies used by enterprises ........................................................................................... 7 

Strategies used by RTOs .................................................................................................... 8 

Other strategies ................................................................................................................ 9 

Skills developed through partnerships ................................................................................... 9 

Enterprise personnel ....................................................................................................... 10 

Limitations .......................................................................................................................... 11 

Tools for an effective partnership – an ongoing process ........................................................ 12 

Quick reference guide for partnership tools ........................................................................ 15 

Are you ready for a partnership? ........................................................................................... 16 

Getting ready for a partnership ........................................................................................... 16 

TOOL: Getting ready for a partnership ................................................................................. 17 

Conducting an RTO skills analysis ........................................................................................ 19 

TOOL: RTO skills analysis ..................................................................................................... 20 

Choosing an RTO ................................................................................................................. 23 

TOOL: Choosing an RTO – a checklist for enterprises or industry groups .............................. 24 

Step 1: Negotiation ................................................................................................................ 27 

Steps for negotiating the partnership .................................................................................. 27 

TOOL: Steps for negotiating the partnership ....................................................................... 28 


Step 2: Implementation.......................................................................................................... 30 

Implementing the partnership............................................................................................. 30 

TOOL: Implementing the partnership .................................................................................. 31 

Step 3: Maintenance .............................................................................................................. 34 

Maintaining the partnership................................................................................................ 34 

TOOL: Maintaining the partnership ..................................................................................... 35 

Conducting a training needs analysis and skills audit in the enterprise ................................ 36 

TOOL: Conducting a training needs analysis and skills audit in the enterprise ...................... 37 

Developing a training and assessment strategy ................................................................... 40 

TOOL: Developing a training and assessment strategy ......................................................... 41 

Contextualising units of competency ................................................................................... 46 

TOOL: The contextualisation process ................................................................................... 48 

Identifying language, literacy and numeracy (LLN) requirements of units of competency .... 53 

TOOL: Identifying language, literacy and numeracy (LLN) requirements of units of 

competency ........................................................................................................................ 54 

Step 4: Evaluation and review ................................................................................................ 58 

Evaluating the outcomes of training and assessment .......................................................... 58 

TOOL: RTO focussed responsibility for evaluation – reaction and learning ........................... 59 

TOOL: Enterprise/industry focussed responsibility for evaluation – behaviour and results... 60 

Reviewing the partnership .................................................................................................. 61 

TOOL: Reviewing the partnership ........................................................................................ 62 

Supporting the partnership .................................................................................................... 64 

Developing mentoring skills ................................................................................................ 64 

Using authentic workplace tasks for training and assessment and identifying sources of 

evidence ............................................................................................................................. 65 

Some background ........................................................................................................... 65 

Examples of evidence using workplace activities ............................................................. 65 

Strategies to ensure third party evidence is genuine ....................................................... 65 

Appendix I .............................................................................................................................. 67 

Appendix II: Useful websites .................................................................................................. 70 

Appendix III: Bibliography ...................................................................................................... 73 


Introduction 

This guide and the accompanying tools have been developed to encourage Registered Training 

Organisations (RTOs), enterprises and industry associations to form effective partnerships. The 

resources will assist them to develop and implement training solutions so that Australia has ‘a 

productive, sustainable and inclusive future’. (Skills Australia 2010, Australian Workforce Futures: A 

National Workforce Development Strategy) 

. 

Background to the guide 

Investigation into industry expectations of vocational education and training (VET) 

assessment 

A project conducted by the National Quality Council (NQC) in 2008, Investigation into industry 

expectations of VET assessment identified a growing requirement from industry for training 

providers to reflect a closer client focused approach in the design and contextualisation of 

training programs and assessment to reflect enterprise needs. The project report highlighted 

that satisfaction with assessment processes and outcomes were highest when there was a 

strong partnership between the enterprise and the RTO, and when training and assessment 

was directly linked to the workplace. 

The RTO working with The Westin Hotel is flexible in the way it conducts 

training and assessment and has been chosen specifically by the hotel 

because of this flexibility. When the RTO started working with The Westin 

Hotel they were given an office in the hotel so they could organise the 

training and assessment to meet the needs of the hotel. This included 

examining job descriptions and organisation documentation, and having 

open forums with key personnel, so that the training and assessment was 

linked to the hotel’s tasks. 

Investigations into industry expectations of VET assessment, p 27. 

Industry/enterprise and RTO partnerships 

In further research conducted in 2009, Industry/enterprise and RTO partnerships 

the NQC sought to 

improve the responsiveness of training to industry and employer needs. Using a case study and 

action learning approach, the project identified, documented and disseminated good practice 

examples of industry/enterprise partnerships and new ways of working between RTOs and 

Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 1

industry/enterprises to adopt more innovative, flexible approaches to training and skills 

development. 

The project described: 

 

 

 

strategies for the development of an enterprise learning and assessment plan, and 

documentation of processes and procedures that were used in completing the plan 

examples that reflected RTOs and enterprises collaborating in the contextualising of 

units of competency 

examples of collaboration between RTOs and enterprises, both in the identification of 

relevant sources of evidence guiding assessment decisions which reflected the 

enterprise context. 

During this project (the RTO and Vineyard staff) worked collaboratively, 

with input from other vineyard site managers, to undertake the 

following: 

 

 

 

 

Current procedures, training and assessment tools and records 

management systems were reviewed 

Job tasks were mapped against individual training plans 

A series of Assessor Refresher workshops were undertaken online 

as professional development opportunities for workplace 

assessors 

Individual training plans were modified. 

Case Study: Fosters Barossa Valley Vineyards and River Murray Training, 

Industry/Enterprise and RTO partnerships 2009. 

Australian Quality Training Framework 

The Australian Quality Training Framework, 2010, , AQTF link, which is 

the national set of standards to assure nationally consistent, high-quality training and 

assessment services, highlights the need for RTO consultation with industry. Standard 1, which 

is about the RTO providing quality training and assessment across all of its operations states: 

Strategies for training and assessment meet the requirements of the relevant Training 

Package or accredited course and are developed in consultation with industry. 

(Standard 1, Element 1.2.) 

An extract from the Users’ Guide to the Essential Conditions and Standards for Continuing 

Registration, AQTF 2010, which describes the intent of this standards, key actions, guide to 

Industry Enterprise and RTO Partnerships –A guide for RTOs, Enterprises and Industry Groups 


compliance and explanatory notes, plus suggestions for ‘doing it better’ is provided in 

Appendix I. 

Australian Workforce Futures: A National Workforce Development Strategy 

The Australian Workforce Futures: A National Workforce Development Strategy, Skills Australia 

2010, also has an emphasis on the development of stronger partnerships between education 

and training providers and industry in order to ‘increase productivity, employee engagement 

and satisfaction’ by making better use of skills in the workplace. They report that there are: 

... many excellent examples, especially where firms are innovating or restructuring, and 

where training providers have worked with enterprises to conduct skills audits of their 

staff to identify gaps. Together these providers and enterprises have considered how 

the work could be re-organised and jobs designed — potentially with better career 

paths — to make the best use of existing and future skills. (p 4) 

Who this guide is for 

This guide is designed for enterprises and industry groups and RTOs who are planning to work 

in partnership, or who are already working in partnership, to develop the workforce. It is 

designed to benefit both partners. 

The guide, accompanying tools and interactive information sessions draw on material from the 

earlier NQC projects. It provides tools to assist industry associations and enterprises working 

with RTOs and RTOs working with industry associations and enterprises. The focus of this guide 

is on how these partnerships can be developed and maintained. 

The guide and accompanying tools also supports and are informed by some of the 

recommendations from the Skills Australia report, Australian Workforce Futures, 2010, which 

encourages partnerships between industry and the education sector that align training with 

business strategy; and provides strategies to lift the unacceptably low level of adult language, 

literacy and numeracy. 

Australia has the workforce capability required for a productive, 

sustainable and inclusive future. Australian enterprises have the capacity 

to develop and use the skills of their workforce to maximum advantage for 

industry and community benefit. 

Vision: Australian Workforce Futures, p 1. 

It also supports the updated AQTF 2010 which emphasises RTO collaboration with industry. 


Terms used in this guide 

Registered Training Organisations (RTOs) are recognised providers of training which are 

registered with the relevant state/territory training authority. RTOs are diverse and could be 

TAFE and adult community education colleges, private training companies, enterprises, 

industry and professional associates or schools. They all need to meet nationally recognised 

standards of quality and deliver nationally recognised training and qualifications. 

Enterprises are also extremely varied ranging through small, medium and large commercial 

organisations. 

Industry is a broad term used in this guide to describe representative bodies that have a stake 

in the training, assessment and client services provided by RTOs. These representative bodies 

could include industry skills councils, industry associations, unions, regulatory bodies, licensing 

bodies and peak bodies. 


Key findings from the research 

The research undertaken as part of the NQC Investigation into industry expectations of VET 

assessment project and the Industry/enterprise and RTO partnerships project identified many 

successful partnerships between RTOs and industry/enterprises, and strategies for success 

used in the partnerships. However, the research also highlighted that this successful practice 

was not universal. 

What do enterprises want? 

The research identified a number of areas where enterprises and industry groups were 

dissatisfied with previous relationships with RTOs. When working with an RTO, industry groups 

have highlighted the following needs: 

 

RTO has an understanding of the industry group or enterprise, including: its business 

and complexity; the conditions of the industry; the need to tailor training to site 

specific requirements; and a preparedness to induct their own staff so that they 

understand the real needs of the industry. 

This program ... involves the joint development of a training program for 

the exclusive and internal use of Kuehne & Nagel Australia, using the 

services of Myfreightcareer Pty Ltd to deliver the training. The 

collaboration will ensure that the training programs are flexible, suit 

Kuehne & Nagel’s specific needs and can be incorporated directly into 

existing K&N internal training plans and requirements, while maintaining 

the integrity of the units of competency, their elements, and performance 

criteria. 

Action learning report: Kuehne & Nagel Australia and My Freight Career, 

Industry/enterprise & RTO Partnerships, Appendix III, p 9. 

 

RTO delivers training to suit the needs of the enterprise or industry group including: 

customising resources to suit the enterprise or industry and using up to date materials; 

ensuring robust training outcomes so that the industry had confidence in the 

assessment; being flexible in terms of time for training and assessment and being 

prepared to change as industry needs change; using workplace personnel to be 

involved in training and ensuring RTO trainers have current industry knowledge and 

experience including an understanding of emerging technology; and building the 

capacity of workplace assessors to gather evidence. 


DHS allows for learning and assessment tasks to be carried out using on 

the job tasks as required, within work time. Because the training and 

assessment is based around real work tasks, there is little need to make 

adjustments to work schedules. 

Case Study: University of Ballarat and Department of Human Services, Grampians Region. 

Industry/enterprise & RTO Partnerships, Appendix IV, p 6. 

 

RTO provides solutions needed by the enterprise or industry group and be transparent 

about their agenda rather than just selling training. This would require the RTO 

personnel to: demonstrate their commitment as a partner; be a good communicator; 

be innovative; understand the costs and benefits of training; understand the funding 

arrangements; have the capacity to fill skill gaps; have an emphasis on continuous 

improvement; and have good reporting mechanisms. 

SMYL supports the program by negotiating the funding, preparing and 

contextualising the training and assessment material to the mine site and 

needs of learners, and providing the trainers, including an indigenous 

trainer who has connections to the area. 

Case study: South Metropolitan Youth Link (SMYL) Community Services and Kimberley 

Diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, 

Appendix IV, p 20. 

What do RTOs want? 

The research also identified that RTOs also needed some commitment from the enterprises or 

industry groups in order to foster a successful partnership. This included: a climate of mutual 

commitment and respect along with honest communication; connection with management 

and measurable KPIs; ongoing management of the training from within the enterprise; agreed 

release times for people undertaking workplace based training and assessment; and pastoral 

care policies within the enterprise. 

This is the only training arrangement that I know of that is based so 

exclusively around a working mine-site. The generosity of KDC and then 

Gem diamonds cannot be overstated in terms of their willingness for the 

workplace to be used as a training opportunity. 

Case study: South Metropolitan Youth Link (SMYL) Community Services and Kimberley 

Diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, 

Appendix IV, p 20. 


Key strategies 

The research highlighted many strategies used by RTOs and enterprises to build good 

partnership arrangements in order to best develop the workforce of an enterprise or industry, 

or even a community. These differed, of course, depending on the context, for example the 

different context or training needs. 

Partnerships that were successful reported that their success depended on a number of 

factors including: having an ongoing dialogue; building trust and respect; working together to 

develop the program; being flexible in training and assessment arrangements; having 

commitment to a common goal; sharing ideas; and developing a common language. 

Both parties commented on the importance of the continuous, open and 

honest communication. They have discussions weekly by telephone or 

email, and once a month a more formal meeting is held. Any issues are 

discussed and resolved. As this is an ongoing relationship, these 

discussions are vital as changes occur, for example in legislation, training 

packages, expectations, changes in the aviation industry etc. 

Case study: TAFE NSW, South Western Sydney Institute and Qantas Engineering, 

Industry/enterprise & RTO Partnerships Appendix IV, p 15. 

Strategies used by enterprises 

Some of the strategies used by enterprises or industry groups in successful partnerships are 

described below: 

 

 

 

Commitment, such as driving the relationship by accepting the RTO as part of the 

process; identifying and targeting talented people; appointing a training coordinator; 

sharing facilities so smaller enterprises can obtain relevant training; and providing 

effective management support. 

Operational factors, such as adjusting operational demand to allow for training; 

allowing time and facilities for the job skills development; and providing job 

complexity for trainees, e.g. rotation to develop a variety of skills. 

Support for the training process, such as: encouraging employees to be trained as 

trainers and assessors so they could conduct training and assessment on-site; 

providing technical expertise for training; providing coaching and mentoring in the 

workplace; providing incentives, reward and recognition for training success; 

encouraging ongoing learning; and providing networks. 


Strategies used by RTOs 

Some of the strategies used by RTOs in successful partnerships are described below: 

 

 

 

 

 

 

Good planning and set up, such as: mapping of work tasks, policies and internal 

training to the Training Package qualification; conducting a training needs analysis; 

customising training, assessment and resources to workplace needs; ensuring training 

personnel have authentic industry experience; and taking into consideration the needs 

of the learners such as literacy needs. 

Organisational strategies, such as: making sure that their own staff were embedded in 

the enterprise; having a single point of contact in the RTO so the enterprise knew who 

to contact; being flexible in terms of time and place for training and assessment; 

collaborating with other RTOs to provide all the training needed; and obtaining 

support from their senior management. 

Delivery strategies, such as: training on-site to suit the enterprise’s work hours; 

piloting the training; using innovative methods such as web-based, CD-ROM and using 

a range of training locations; and involving enterprise staff in training and assessment. 

Assessment strategies, such as: using naturally occurring evidence for assessment; 

using workplace tasks as evidence for RPL assessment; and using a ‘skills passport’. 

Evaluation, such as evaluating training and providing feedback to staff and 

management. 

Value adding, such as: providing help with funding arrangements; and assisting 

enterprises with change, innovation, quality, new markets etc, not just training. 

Training provider staff are extremely flexible with their time, because 

there is a critical need for them to visit the apprentices/trainees on-site. 

This may involve overnight stays, and flying to off shore oil rigs for visits. 

The trainers and assessors who undertake these visits are trained in 

Helicopter Underwater Escape Training (HUET). They gain an enormous 

amount of knowledge about current technology while on these visits, 

and the visits can be seen as ongoing professional development as well 

as a necessary part of their role. In one case, CCIWA placed a trainer onsite 

for 10 days to save apprentices coming down to the training. 

Case study: Challenger TAFE, CCIWA and the oil and gas industry, Industry/enterprise & 

RTO Partnerships, Appendix IV, p 12. 


Other strategies 

Further research found other suggested strategies for the development of successful 

partnership. 

The AQTF Essential Conditions and Standards for Continuing Registration provides advice to 

RTOs about industry consultation as follows: 

 

 

Giving industry and enterprises the opportunity to collaborate in making joint decisions 

about training and assessment strategies 

Encouraging industry representation on committees and participation in award 

ceremonies. (p 24) 

The Australian Workforce Futures scan of current workforce development practice found many 

good practices which can be translated into advice for RTOs and industry partners. This 

includes: 

 

 

 

 

 

the employer is engaged as a partner, not a ‘recipient’ in the skill solution 

workplace champions with carriage of the project are identifiable and have the support 

of management 

the skill specifics of any training are customised to the business and there are ongoing 

opportunities for workplace learning 

there is allocated time and support for on-the-job training 

the trainer is credible, an authoritative source of expertise and can integrate practical, 

real examples from the workplace. (p 47) 

Skills developed through partnerships 

The research showed that people from RTOs and enterprises or industry groups involved in the 

development and maintenance of partnership arrangements developed a range of skills in the 

process. This means that partnerships are not only valuable for the development of the skills of 

the workforce involved in the training or other service offered by the RTO, but is also valuable 

for the people in the development and maintenance process. 

Both RTO and enterprise personnel learnt the importance of open and clear communication 

with all stakeholders, and the importance of flexibility, as well as the importance of 

collaborating early in a project, for example between the RTOs and the industry specialists, 

especially where extensive contextualisation of Training Package requirements is necessary. 


Enterprise personnel 

As well as developing negotiating skills, enterprise personnel also developed skills through the 

partnership through exposure to RTO training and assessment practices. Some were trained as 

trainers and assessor by undertaking the Certificate IV in Training and Assessment, or relevant 

parts of the qualification such as skill sets; and they were also exposed to the recordkeeping 

and quality assurance aspect of the Australian Quality Training Framework (AQTF). Others 

gained exposure to the complexities of the VET sector. If they were not actually delivering the 

training, many were involved in mentoring people in the workplace and gathering evidence for 

assessment. 

A development of cross cultural awareness across the mine-site is a 

positive but unintended outcome of the training, with Indigenous and 

non-Indigenous learning more about each others’ cultures. A story was 

told about the village manager complaining that the Indigenous people 

were using ‘lingo’ when in fact they were teaching the non-Indigenous 

employees words from their traditional languages so they could take it 

home and teach their children. 

Case study, South Metropolitan Youth Link (SMYL) Community Services and Kimberley 

diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, 

Appendix IV, p 22 

RTO personnel 

RTO personnel involved in the development and maintenance of partnership arrangements 

developed a range of skills in the process. These included developing initiative and ability to 

make decisions in the spot, away from the RTO; being able to sustain relationships with the 

partner; creating ways of talking about change and strategic directions; planning and 

development, and RTO business development; and change management. 

Other skills learnt were around exposure to the industry through the partnership, for example 

to gain a great knowledge of sustainability practices in the industry or emerging technologies; 

an increased ability to customise training so that it is site specific; and the importance of 

holistic assessment using authentic evidence. 


Trainers from ACEPT and CCIWA all come from the oil and gas industry 

and have wide contacts in the industry. As well, they remain up to date 

with technology as they visit the sites for inspections and assessment, e.g. 

on the offshore rigs ... 

Case study: Challenger TAFE, CCIWA and the oil and gas industry, Industry/enterprise & 

RTO Partnerships, Appendix IV, p 12. 

(Training staff) are involved on committees discussing changes to and 

impact of changes in legislation with the regulatory body, the Civil 

Aviation Safety Authority (CASE), so are kept up to date with legislative 

changes. As new planes are introduced, the Institute trainers are involved 

in ‘type’ training delivered at Qantas, usually by the manufacturer, so 

they remain up to date with the new technology. 

Case study, TAFE NSW, South Western Sydney Institute and Qantas Engineering, 

Industry/enterprise & RTO Partnerships, Appendix IV, p 15 

Limitations 

The research highlighted that even though there are many successful partnerships between 

enterprises/industry groups and RTOs, there were some limitations and issues which 

prevented successful partnerships being formed. 

It was reported in some cases that RTOs needed different human resource management 

processes to cater for flexible working arrangements; and that they needed to integrate more 

with the local community so that they can cater for regional development needs. 

In other cases it was reported that enterprises needed to encourage their workforce to engage 

in learning; to develop information communication technology (ICT) skills to cater for e- 

learning; and to provide learning opportunities for casual workers and those with lower levels 

of education and training or with language, literacy and numeracy (LLN) needs. 


Tools for an effective partnership – an 

ongoing process 

The research highlights that key features for successful partnerships between RTOs and 

enterprise/industry included building trust and respect, having commitment to a common 

goal, working together to develop the training program, ongoing dialogue, flexibility in training 

and assessment arrangements, sharing ideas and developing a common language. 

These features suggest a process the RTO and enterprise/industry group might go through 

once they have determined they are ready for a partnership: 

1. Negotiation: Once ready for a partnership, the RTO and enterprise/industry come 

together to reach an agreement about what the partnership will deliver. Issues such as 

cost, resourcing, obligations, and performance of specific tasks should be discussed 

and agreed on at this stage. 

2. Implementation: This is the RTO and enterprise/industry getting the partnership in 

place in their organisation. 

3. Maintenance: Once a partnership is in place, both the RTO and enterprise/industry will 

need to contribute to its success. 

4. Evaluation and Review: The RTO and enterprise/industry need to evaluate the 

outcomes of the training and assessment. They also need to review how the 

partnership performed. What were the benefits and challenges, and would they 

continue the relationship? 

The following tools are designed to assist RTOs and enterprise/industry groups in preparing for 

and creating successful partnerships. 

These tools may reflect some practices already in place at your RTO or enterprise/industry. 

They may encourage RTOs and enterprise/industry to think differently about how they 

approach their relationship with each other. There is no need to use all the tools, and some 


tools may be more suitable for different types of RTOs and enterprise/industry than others. 

However, they provide a framework for how RTOs and enterprise/industry groups can work 

together to improve skills in the workplace. 


Using the tools 

For each tool, the following diagram will indicate when the tool should be used: 

The following information is also provided for each tool: 

 

 

 

Who is this tool designed for? 

Why is this tool useful? 

How is the tool used? 


Quick reference guide for partnership tools 

Stage 

Tool name 

Who is the tool for? 

RTO or enterprise/ 

industry or both 

Page 

Getting ready for a partnership BOTH 15 

Conducting an RTO skills analysis RTO 18 

Choosing an RTO Enterprise/industry 22 

Steps for negotiating the partnership BOTH 26 

Implementing the partnership BOTH 29 

Maintaining the partnership BOTH 32 

Conducting a training needs analysis 

and skills audit in the enterprise 

Developing a training and assessment 

strategy 

BOTH 34 

BOTH 38 

Contextualising units of competency BOTH 44 

Identifying language, literacy and 

numeracy (LLN) requirements of units 

of competency 

BOTH 51 

Evaluating the outcomes of training 

and assessment 

BOTH 56 

Reviewing the partnership BOTH 59 


Are you ready for a partnership? 

Getting ready for a partnership 

Who is the tool designed for? 

BOTH 

RTOs and enterprise/industry should both consider this tool individually before approaching a 

potential training partner. 


This tool will help determine the reasons for entering a partnership and measure your 

organisation’s readiness to form partnerships. If this reveals some gaps in organisational 

readiness, decide on actions to take before you can begin the partnership arrangements. 


Identify the staff in your RTO or enterprise/industry who should be involved in a partnership. 

Using the ‘Are your staff ready for a partnership?’ checklist, look at each item and consider 

how your RTO or enterprise/industry responds. Look at any issues that need to be addressed 

before you approach the other party for discussions. You may like to add further questions 

relevant to your circumstances. 

This tool could also then be used in consultation with the potential training partner to assist in 

clear communication about goals and outcomes. 


TOOL: Getting ready for a partnership 

Steps Industry/enterprise group RTO Notes 

Why 

Why do you want a partnership with an 

RTO? 

Who will benefit and how? 

What issues will training address? 

Why do you want a partnership with 

enterprise/industry? 

Who will benefit and how? 

What 

Who 

What services do you need from the RTO? 

Will training address your needs? 

Who in your organisation needs to be 

involved in the partnership? 

Who are the potential RTOs you will use? 

Who are the other stakeholders? 

What services can you provide to the 

enterprise/industry partner? 

How flexible are you willing to be with your services? 

Who are your potential enterprise/industry partners 

and other stakeholders? 

How How will you find information about RTOs? How will you find current information about the 

industry? 

Key contact 

Have you nominated a key person to 

negotiate and manage the relationship? 

Have you nominated a key person to negotiate and 

manage the relationship? 


Steps Industry/enterprise group RTO Notes 

Staffing 

Do you want your staff to be involved in the 

delivery of training and assessment (e.g. for 

their expertise)? 

Will you be able to: 

Does your relevant staff have the skills required to 

develop and maintain a relationship? (see tool 

‘Conducting an RTO skills analysis’) 

 

 

 

release your staff from their day to day 

work for training 

provide them with opportunities to gain 

skills through working with others 

provide job rotations 

Safety 

Are you able to provide a safe workplace for 

RTO personnel providing a service at your 

premises? 

Does your staff understand the OHS requirements of 

the enterprise and the industry in general? 

Quality 

assurance 

How will you ensure the services provided 

have met your needs? 

Do you have the structures in place required by the 

Australian Quality Training Framework (AQTF), e.g. 

staffing, recordkeeping, required units, or 

qualifications on scope of registration? 


Conducting an RTO skills analysis 


RTO 


The research has identified a wide range of skills needed by a variety of personnel within RTOs 

to contribute to a successful partnership with enterprise/industry. It also found some whole of 

organisation factors which need to be in place, linked to the RTO’s quality processes required 

by the Australian Quality Training Framework (AQTF). 

This will assist the RTO to identify the skills of its staff to contribute to a successful partnership 

with enterprise/industry. The RTO may also use this tool to discover the development needs of 

its own staff (e.g. an internal training needs analysis). Once completed, the RTO might provide 

it to the enterprise/industry to demonstrate their readiness and commitment to the 

partnership. 


Identify the staff who should be involved in a partnership with enterprise/industry. Using the 

‘RTO skills analysis’ checklist, conduct a skills audit of these staff and note any gaps you think 

there are in their skills and/or in your RTO. This could be a broad audit of the organisation, or 

you could use the checklist with specific members of staff rather than by position - either as a 

self assessment or as an audit with their manager. 

You may use ticks () to indicate a skill or knowledge is held, or a rating scale (1 – 5) to 

demonstrate the level of a person’s ability, or you may make notes about what needs to be 

done to ensure appropriate staff have the required skills or knowledge. 

Modify the tool as needed – not all skills and knowledge important to a partnership are 

included. Remember that not all staff at the RTO will be involved in the partnership, and not all 

staff involved in the partnership will need all skills. 


TOOL: RTO skills analysis 

Skills and knowledge needed Managers Business 

development 

managers 

Trainers, 

assessors 

Support staff 

Communication 

ability to communicate with a 

wide range of personnel 

negotiation skills 

listening to needs of 

enterprise 

ability to write proposals, 

agreements and reports 

demonstration of 

commitment 

Creativity, innovation 

emphasis on continuous 

improvement 

basing training solutions on 

enterprise needs 

Management 

understanding of funding 

possibilities 

planning, writing contracts 

and agreements 

costing of services 

conducting a Training Needs 

Analysis (TNA) 



development 

managers 

Trainers, 

assessors 

Support staff 

conducting a cost benefit 

analysis 

Industry knowledge 

knowledge and experience of 

the industry, including 

technical skills and emerging 

technologies 

understanding of the 

enterprise’s business and 

complexity 

understanding of the 

conditions of the industry 

willing and able to induct own 

staff into the needs of the 

industry or enterprise 

Training and assessment methodologies 

able to cater for different 

learning styles 

uses authentic assessment 

tasks 

uses workplace tasks for 

training 

ability to tailor training to 

specific site needs 

able to customise units of 

competency, resources and 

assessment tasks to meet 

enterprise or industry needs 



development 

managers 

Trainers, 

assessors 

Support staff 

able to source up to date 

training materials 

mentoring skills for staff in 

the enterprise/industry 

application of VET knowledge 

to enterprise e.g. able to 

cater for enterprise or 

industry needs, but still meet 

requirements of AQTF 

able to adjust training to 

meet the language, literacy 

and numeracy (LLN) needs of 

learners 


Choosing an RTO 


Enterprise/industry 


Becoming an informed consumer is critical to a successful relationship with an RTO. 

RTOs vary in size, scope, training approach and expertise. This tool will assist 

enterprise/industry to ensure they are choosing an RTO who understands their specific 

characteristics and needs. 

You may need to talk to a number of RTOs before you find the right one for your needs. Listed 

in the Appendix II are some websites where you can find further information about the 

vocational education and training (VET) sector, which can often appear complex for people 

new to the sector. 

How is this tool used? 

Use the following checklist to identify some questions you could ask the RTO representative as 

you are negotiating a partnership arrangement. Questions to ask include the RTO’s knowledge 

of your enterprise/industry, how they train and assess, their flexibility in providing training and 

assessment, communication and costs. These questions may assist you to identify the issues 

that are important to you in choosing an RTO for a partnership, and gather information to 

make a decision about which RTO you will work with. 

You may not find all the questions relevant to your enterprise or industry, or you may need to 

ask different questions. Depending on what you want to know about an RTO, you may need 

evidence of procedures, policies or past/current work of the RTO to be satisfied of their ability 

to meet your needs. 


TOOL: Choosing an RTO – a checklist for enterprises or industry groups 

Questions 

Does the RTO 

satisfy this? 

Knowledge of industry 

 

 

 

Does the RTO have experience working with enterprises similar to 

yours, or in your industry? Can they provide examples and details 

of previous or current work or partnerships? 

Does the RTO employ or use trainers and assessors with current 

industry knowledge, qualification and experience? Can they 

provide details of their experience (e.g. a CV, biography)? What 

will they do to ensure trainers and assessors have the required 

understanding of your enterprise/industry? Do you need to be 

involved? 

Does the RTO help their trainers and assessors maintain their 

industry knowledge, and if so, how? 

Training and assessment 

 

 

 

 

Can the RTO provide training and assessment in ways which 

reflect your specific enterprise and/or industry processes e.g. will 

they base training and assessment on your enterprise’s processes, 

equipment etc.? 

Can the RTO involve relevant and experienced staff from your 

enterprise in training and assessment? 

Will the RTO assess your staff’s prior learning and experiences to 

determine if they have particular skills and knowledge 

(Recognition of Prior Learning or RPL)? 

Does the RTO ensure their trainers and assessors keep their 

specific skills relevant to training and assessment up to date, and if 

so, how? 

Flexibility 


Questions 


satisfy this? 

 

 

 

 

 

 

 

Can the RTO provide training and assessment where you need it, 

e.g. at your workplace, off site, at their premises? 

Can the RTO provide training and assessment when you need it, 

e.g. during business hours, during shifts, in the evenings, on 

weekends? 

Can the RTO provide training and assessment in a mode which 

suits your workforce, e.g. on the job, face to face training sessions, 

web-based training? 

Can the RTO meet the individual needs of your staff, e.g. language, 

literacy and numeracy? 

Will the RTO consider feedback in response to their training and 

assessment, and make changes where appropriate or requested? 

Will the RTO adapt resources and training programs it has already 

developed to meet your specific needs? 

Will the RTO explain how the vocational education and training 

(VET) sector works and its relevance to your staff? 

Communication 

 

 

Will the RTO have a key person, or position holder, for you to 

contact? 

Will the RTO communicate with you in a way that suits your 

enterprise/industry e.g. email, telephone, face to face meetings, 

video conferencing, etc. 

Value for money 

 

 

Does the RTO offer cost effective services? Is their costing easy to 

understand? 

Can the RTO explain how their services will benefit your business 

or industry? 


Questions 


satisfy this? 

 

 

Can the RTO access or suggest sources of government or other 

funding for training? 

Can the RTO provide low cost training materials? 

Support 

 

 

 

 

Will the RTO provide ongoing support to your business and your 

staff? 

Is the RTO committed to a long term partnership with your 

enterprise/industry? How do they demonstrate this? 

Can the RTO identify training needs of the enterprise (TNA) and 

conduct skills assessments of individuals? 

Will the RTO provide mentoring and other workplace support? 

Administration 

 

 

 

 

Will your staff gain a nationally recognised qualification at the end 

of training, including certification? 

Will the RTO provide evidence and records of training 

participation and assessment of your staff’s participation in 

training and assessment (e.g. attendance, copies of qualifications, 

etc.)? 

Will the RTO sign a written agreement for the training and 

assessment services which includes their obligations and your 

obligations, e.g. Purchase Agreement, Memorandum of 

Understanding? 

If the agreement is for Apprentices, does the RTO have the 

appropriate legal processes in place? 

Quality assurance 

 

Will the RTO work with you to evaluate the training and 

assessment for continuous improvement? 


Step 1: Negotiation 

Steps for negotiating the partnership 


BOTH 

RTOs and enterprise/industry 

Why should they use this tool? 

This tool can help RTOs and enterprise/industry understand what is expected of each of them 

in the partnership. This tool will help you think about the steps that need to be put in place 

during the negotiation process. You may change these steps to suit organisational needs and 

the context. 


Both the RTO and enterprise/industry will need to consider this tool separately. 

Work with a small group consisting of relevant people in various positions in both the RTO and 

enterprise/industry, for example, business development manager, training manager, trainer 

and assessors, workplace supervisor. Consider each step and see how it applies to your specific 

needs and circumstances. 

Once completed, the tool can then be used as a discussion framework between the RTO and 

enterprise/industry as they are starting the relationship, and can be referred to throughout the 

partnership. 

The steps in this tool are suggestions only and relevant staff from the RTO and 

enterprise/industry will need to discuss and customise the tool to meet their own needs. 


TOOL: Steps for negotiating the partnership 

Steps Enterprise/industry group RTO 

Be prepared 

Set objectives or outcomes of 

training. 

Be aware of objectives or 

outcomes of training. 

Think about what training or other 

services you need and what you 

want people to do better as a 

result. 

Help the enterprise with a Training 

Needs Analysis. 

Put needs on paper. 

Interpret enterprise needs into 

training solutions. 

Be clear about the reasons for the 

entering into the arrangement. 

Be clear about the reasons the 

enterprise or industry group is 

entering into the arrangement. 

Make sure the organisational 

climate is favourable towards 

establishing a relationship and 

there is a climate of commitment, 

respect and honest 

communication. 

Examine the organisational 

climate of your RTO is such that an 

open, honest and respectful 

relationship can be developed. 

Think of the likely strengths and 

weaknesses of the collaboration for 

your enterprise or industry group, 

e.g. do a SWOT analysis (strengths, 

weaknesses, opportunities, 

threats). 

Think of the likely strengths and 

weaknesses of the collaboration 

for your RTO, e.g. do a SWOT 

analysis. 

Know your budget 

Decide how much you have to 

spend on the training or other 

services. 

Calculate how much training or 

other services will cost. Is there 

any funding you can put the 

enterprise in contact with? 


Steps Enterprise/industry group RTO 

Come to a 

common 

agreement 

Make sure you are clear about 

what services you are being offered 

by the RTO. Agreement will depend 

on the service needed, but could 

include content, cost, terms, timing 

etc. 

Make sure you clear about what 

services you are offering the 

enterprise or industry group and 

come to a common agreement. 

Confirm agreement 

in writing 

Sign a contract or other agreement 

with the RTO, which clearly 

establishes the basic rules of the 

partnership arrangement. 

Develop a contract or other 

agreement with the enterprise/ 

industry group such as: 

memorandum of 

understanding 

 

letter of agreement. 

A good formal agreement will 

clearly establish the basic rules of 

the partnership arrangement, e.g.: 

 

 

 

Policies and procedures 

How much each partner will 

contribute to the partnership, 

e.g. money, personnel, time, 

resources 

Measurable KPIs. 


Step 2: Implementation 

Implementing the partnership 


BOTH 



This tool looks at the specific requirements under the partnership – issues such as who needs 

to do what and when. 


This tool will help you think about the steps that need to be put in place to establish the 

relationship once you have completed the initial negotiation and agreed on services. 

Use this tool to come to an agreement about what obligations the RTO and enterprise/industry 

has individually and jointly under the partnership. Both the RTO and enterprise/industry will 

need to give this tool individual thought, but the issues should be discussed jointly. 

The steps in this tool are suggestions only and relevant staff from the RTO and 

enterprise/industry will need to discuss and customise the tool to meet their own needs. 


TOOL: Implementing the partnership 

Steps Enterprise/Industry RTO 

Resources 

What resources will you be 

contributing, e.g. personnel 

for mentoring, money, space, 

equipment, time for staff to 

undertake training? 

What resources will you be 

contributing, e.g. trainers 

and assessors, learning 

materials? 

Timelines 

Document and clearly 

communicate timelines and 

deliverables, and fit with the 

enterprise work patterns and 

production deadlines. 

Make sure timelines and 

deliverables are 

documented. Check they fit 

with the enterprise’s work 

patterns and production 

deadlines, as well as the RTO 

capacity to meet the 

deadlines. 

Contact 

Provide a single point of 

contact, with backup person. 

Make sure that if the contact 

changes because of job 

rotation etc that the RTO is 

informed of the new contact. 

Provide a single point of 

contact, with backup person. 

This is particularly important 

for large RTOs. 

Reporting 

Contribute to any reporting 

and recordkeeping processes 

set up by the RTO, and which 

also fit with your own records, 

e.g. personnel records of 

training completed. 

Make sure that reporting and 

recordkeeping fit with the 

AQTF requirements as well as 

the requirements of the 

enterprise. 



Confidentiality 

Ensure that the RTO has a 

confidentiality agreement in 

place so that your proprietary 

knowledge and information 

about your own staff is 

protected. 

Put confidentiality 

agreements in place, e.g. 

proprietary enterprise 

knowledge learnt while 

training and assessing in the 

workplace is confidential, as 

is knowledge of people being 

trained and assessed. 

Intellectual property 

Discuss intellectual property of 

material developed for 

training, in particular around 

your own equipment or 

processes. 

Make decisions about 

intellectual property of 

material developed for 

training and assessment. 

Insurances 

Have the required insurances 

in place, e.g. to cover RTO staff 

entering your workplace. 

Have the required insurances 

in place, e.g. to cover RTO 

staff working off site. 

Support for staff 

Have management/HR 

strategies to deal with issues 

that arise with staff during 

training and assessment, e.g. 

counselling, pastoral care. 

Provide mentors in the 

workplace. 

Provide support to trainers 

and assessors who are 

working at workplaces, e.g. 

regular communication, 

visits. 



Quality assurance 

Make sure that the RTO is 

aware of your quality 

assurance processes and 

factor this into services they 

provide. Also be aware that 

RTOs follow quality assurance 

procedures set out in the 

Australian Quality Training 

Framework (AQTF). 

Make sure all parties are 

aware of any quality 

assurance arrangements, in 

particular as they relate to 

AQTF. You may need to 

explain the AQTF to the 

enterprise or industry group 

if they have not dealt with 

RTOs in the past. 

Also factor the quality 

assurance policies of the 

enterprise into services 

provided. 


Step 3: Maintenance 

Maintaining the partnership 


BOTH 



This tool is a checklist for the successful maintenance of the partnership between the RTO and 

enterprise/industry. It addresses issues such as communication, resources, flexibility and 

training, and reflects that both partners need to consistently monitor how the relationship is 

going. 


Both the RTO and enterprise/industry should use this tool to check they are satisfied with the 

progress of the partnership. Each partnership will raise unique issues, and this tool should be 

customised to meet specific needs. 


TOOL: Maintaining the partnership 


Communication 

Participate in regular progress 

meetings or conversations to 

report on satisfaction with the 

training activities or other 

services being provided. 

Have regular progress meetings 

or conversations to ensure that 

training activities or other 

services being provided are on 

target. 


Make sure trainers and assessors 

are inducted into the workplace, 

especially into OHS procedures, 

and provide a healthy and safe 

training environment for trainers, 

assessors and staff being trained 

or assessed. 

Be informed about the RTO’s 

conflict management and 

complaints policy. 

Follow all OHS and other 

workplace procedures. 

Have a complaints procedure 

and conflict management plan 

in place and make sure 

enterprise is aware of the 

procedure. 

Flexibility 

Allow staff time off the job for 

training, and opportunities on 

the job for skill development. 

Provide replacement for staff if 

required if they are away from 

workplace for training. 

Provide flexibility in terms of 

time for training and 

assessment to meet enterprise 

needs. 

Training and assessing 

Encourage workplace personnel 

to be involved in training and 

assessing, e.g. by mentoring, 

gathering evidence for 

assessment. 

Help provide authentic workplace 

tasks for skills development and 

for evidence for assessment. 

Use trainers and assessors with 

up to date training and 

assessment methodology, e.g. 

capacity to train and assess 

using authentic workplace 

tasks. 

Use trainers and assessors with 

current industry knowledge and 

experience. 

Organisational 

Allow a workspace for the trainer 

at the workplace. 

Trainers and assessors to be 

placed on-site for time needed 

for training and follow up. 


Conducting a training needs analysis and skills audit in the enterprise 


RTOs with enterprise/industry 


In order to make decisions about what services are needed by the enterprise or industry 

group, and whether these services can be met by the RTO, a training needs analysis (TNA) and 

skills audit needs to be conducted. This shows the enterprise/industry the current status of 

their staff’s skills and knowledge, and what needs to be developed to perform their work. This 

flowchart is a guide to conducting a TNA and skills audit. It provides some examples as starting 

points for discussion. 


Enterprises could use this tool independently, using a group of relevant personnel such as 

training manager, workplace supervisor and representatives from the staff who may be 

receiving the training. 

Alternatively, an RTO could use the tool in conjunction with relevant personnel from the 

enterprise or industry group. This could also form a framework for negotiating and maintaining 

a partnership relationship. 


TOOL: Conducting a training needs analysis and skills audit in the enterprise 

What is the driver? 

Examples: 

New legislation, regulations 

Quality issues 

IR/awards 

New equipment 

Competition 

Succession planning 

Training existing employees 

Company amalgamation 

What are the drivers for your 

enterprise or industry group? 

What do we already 

have in place? 

Examples: 

Strategic plans/goals/objectives 

Quality system 

Policies/procedures 

Training plan/strategy 

Appraisal system 

Competency framework 

In-house training programs 

Training manuals 

What does your enterprise or 

industry group already have in 

place? 

Who is the target group? 

Example: 

Job roles rather than people 

New or long term employees 

Skilled/unskilled employees 

Apprentices or trainees 

Who is your target group? 

Target group? 

What is the context? 

Example: 

Work individually or in team 

Remote locations 

Worksite 

Small, medium or large 

enterprises 


Are there any particular learner 

needs or equity issues? 

Example: 

Language/literacy/numeracy 

needs 

Different learning styles 

Gender issues, e.g. females in 

traditional male occupations 

Age issues, e.g. cross 

generational teams 

People with disabilities 

List any particular learner needs. 


What does their job 

include? 

Major activities 

What skills/knowledge do they 

need to do job? Now? Future? 

Look at: 

Job descriptions/duty 

statements 

Questionnaires (paper based, 

online) 

Focus groups 

Observation 

Asking employees and 

supervisors 

A 

List skills/knowledge required by 

job role. 

Skills audit 

Individual or team – can be 

amalgamated into an enterprise 

audit 

Suggested methods: 

Questionnaire – self 

assessment 

Interview 

Observation 

Use performance reviews with 

key indicators 

Previous training completed 

Third party report 

B 

List current skills/knowledge of 

employees. 

What are the gaps? 

(Enterprise and/or 

individual) 

Compare skills audit with 

requirements of job 

A – B = Gap 

Identify learning 

solutions 

Examples: 

Map the skills gap to existing 

units of competency for other 

training specifications 

What units of competency will 

you use? 

(or other training specifications) 

Prioritise 

Considerations, e.g. 

Budget 

Legislative needs 

Competition 

New equipment 

Quality issues 

What needs to be developed 

first? 


What is the preferred mode of 

skill development e.g. 

What is the preferred mode of 

On job training/off job 

skill development? 

Choose preferred In-house using current 

mode of skill 

organisational 

courses/enterprise RTO 

development 

External training, e.g. linked to 

What sources of 

RTO – short term or long term, 

e.g. Diploma 

Mentoring or coaching in 

workplace 

Secondment to another 

department or organisation 

Individual learning using 

written learning materials or 

online 

Special projects 

What sources of evidence will 

evidence will you use 

Examples: 

you use? 

for assessment? 

Complete a learning and 

assessment strategy 

Samples of work products and 

processes 

Observation of work in progress 

Include: Third party reports 

What, when, who, how etc. 

(detail will depend on context) 

Complete learning and 

assessment strategy (proforma) 

Contextualise units for 

enterprise/ industry 

Delivery and 

assessment 

Contextualise units of 

competency, using, for example: 


Enterprise equipment 

Relevant legislation 

Work practices 

Required knowledge for 

Usinwo g prkp reflaecrred e codntex elivtery method 

– to suit individual and work 

needs 

Examples: 

Contextualise your units of 

competency 

How will you evaluate your 

training? 

Self assessment – how effective 

Evaluation 

was training to assist you in your 

job performance? 

Ask supervisor after period of 

time – is work now more 

effective? 

Measurements, e.g. have quality 

and productivity improved, are 

there less accidents? 


Developing a training and assessment strategy 


BOTH 

RTOs with enterprise/industry 


The purpose of this learning and assessment strategy template is to assist RTOs and 

enterprises to plan and document the decisions made about the training and assessment 

services being offered by the RTO. 


This strategy template has been adapted from a template developed by the Australian 

National Training Authority (ANTA) in its 2002 booklet, Learning and assessment strategies: the 

how to kit. Many RTOs have developed their own strategy templates to assist to design 

learning and assessment to meet the needs of clients, and to meet their requirements under 

AQTF. 

Use this template as a guide, but adapt it to suit your own RTO and enterprise/industry group 

needs. 


TOOL: Developing a training and assessment strategy 

Name of enterprise 

Name of RTO 

Learning and 

assessment period 

Gaps identified 

List gaps in performance, knowledge, skills identified. 

Target group 


Are there any special needs to be catered for? 


Delivery and 

assessment 

arrangements 

Broad outline of the major approaches to skill/knowledge development 

and assessment, e.g. workplace based training, project work, rotation, 

off the job training. 

Learning strategy 

Details of the specific activities to be used to develop the required 

knowledge and skills. For example, authentic workplace activities 

which will be used. 


What evidence 

will be used for 

assessment? 

Give details of evidence which will be used for assessment, in particular 

authentic workplace tasks e.g. a project, product, third party report, 

presentation, observation of work. 


Resources required 

Resources 

Who will provide the resources? 

Link to 

Qualifications 

Qualification – code and name: 

Units of 

competency 

Code 

Title 


Contextualisation 

Do the units of competency need to be contextualised for the 

workplace processes, and analysed for language, literacy and 

numeracy requirements? Who is going to do this? 

Sign off 

Enterprise/industry group 

RTO 


Contextualising units of competency 


BOTH 



Contextualisation means ‘tailoring units of competency to suit specific needs’. 

In practice this means that RTOs can ‘modify units of competency to reflect the local outcome 

required by an individual and/or enterprise’. This can be achieved by including, modifying or 

substituting text within the unit/s of competency, so that it is specific to the 

enterprise/industry and/or individual learner need. 

However, in all cases of contextualisation ‘the integrity of the outcome of the endorsed unit/s 

of competency must be maintained’, e.g. elements and performance criteria must not be 

removed, distorted or narrowed. 

(Source: Training Packages@Work, Back 2 Basics, Edition 3, page 22.) 

Examples of contextualisation: 

 

 

 

 

 

Substituting enterprise specific requirements for generic terms in performance criteria, 

e.g. policies and procedures 

Adding to the range statement, and adding enterprise specific requirements, e.g. specific 

equipment or processes 

Identifying any particular skills and knowledge required to perform the tasks in the 

workplace and adding to required skills and knowledge or make them more enterprise 

specific 

Identifying the kinds of evidence candidates may be able to provide in their job roles, and 

add to the evidence guide 

Making any modifications within the Training Package rules to meet special needs of target 

group, e.g. literacy and numeracy. 



The contextualisation process is shown in a diagram on the following page, with an example of 

a unit of competency which has been contextualised for a particular enterprise following. 

Enterprise/industry should work with representatives from the RTO such as trainers, and the 

enterprise or industry group such as training manager, safety officer, supervisors to 

contextualise units of competency to the specific circumstances of the enterprise/industry 

using the tool on the following page. 

Examine the whole unit of competency, and think about any specific equipment or processes 

that are used by the enterprise or industry group. As an example, you can insert or substitute 

them where relevant in the elements and performance criteria and add any specific 

requirements such as specific equipment in the range statement. 


TOOL: The contextualisation process 

1. Identify relevant 

qualifications and 

competencies 

Enterprise / Site 

TNA 

Senior Operator 

2. Identify who to work with 

Safety Officer 

Training Officer 

Supervisors 

Elements and Performance 

Criteria 

3. Review each unit of Range Statement & Required 

competency 

Skills and Knowledge 

Evidence Guide 

How do WE do it? 

4. Contextualise relevant 

units 

How do WE know it is done 

well? 


Example of contextualisation in action 

MNCO1016A Conduct grader operations 

Following is an example of a unit of competency, MNCO1016A Conduct grader operations, 

which has been contextualised for an enterprise. This extract from a unit of competency 

demonstrates what a contextualised unit might look like. 

A third column has been added for additional questions which could assist in the 

contextualisation process. 

ELEMENT PERFORMANCE CRITERIA Possible contextualisation 

question 

1 Plan and 

prepare for 

operations. 

2 Operate the 

grader. 

1.1 Obtain, interpret and clarify/confirm work 

requirements in the form of shift briefings, 

handover details or work orders before proceeding. 

Verbally obtain, interpret and clarify/confirm 

work requirements, in line with 24 hour work 

plan from shift boss during shift handover. 

1.2 Access, interpret and apply geological and survey 

data required to complete the allocated work in 

accordance with site procedures. 

• Geological and survey data will be provided as 

part of 24 hour work plan and work 

instructions, as well as Grader Standard 

Operating Procedures (SOPs) and Job Safety 

Analysis (JSA) to detail specifications for 

working with different materials 

• Operator able to identify material composition 

of road-bed/wall composition to identify 

appropriate ripping/grading processes. 

1.3 Access and apply safety information and 

procedures throughout the work. 

• Safety Information and procedures may be 

accessed and applied from relevant (JSA)and 

Grader Training Sheets. 

2.1 Resolve coordination activities with others at the 

site prior to commencement of, and during, the 

work activity. 

• All activities communicated with control, 

supervisor, logistics or scheduler 

• Observe site procedures for passing pedestrians 

• Who does this happen 

with? 

• When does it happen? 

• How are work instructions 

for grader operations 

usually communicated? 

• Are there any standard 

documents or procedures? 

• Where does it happen? 

• Where is data available 

from? 

• What site procedures 

exist? 

• What safety procedures 

and information exist? 

• Who coordinates activities? 

• Is any documentation 

required? 



and other equipment during operation. 

question 

2.2 Carry out pre-start, start-up, parkup and 

shutdown procedures in accordance with 

manufacturer instructions and site procedures. 

• Test operation of grader before 

moving/beginning work, including condition of 

blade and ensuring that all operational controls 

and gauges are functioning 

• Pre-start and shutdown procedure as per 

relevant SOP and should include look/listen 

checks 

• Grader 3 should be used only for highwall 

operations. 

2.3 Use grader controls and functions, including 

blade, tyres, articulation and wheel tilt to 

manoeuvre and complete specified tasks. 

• If required, safely move grader to work site 

• Position grader at appropriate area for grading 

operations as described in 24 hour work plan 

• Monitor operations including 

environmental/geological conditions and 

windrow placement to adjust wheel lean, blade 

angel and circle shift as required. 

2.4 Carry out towing of equipment and plant safely 

and in accordance with the authorised 

equipment and connection capabilities. 

• Equipment to be towed identified in 24 hour 

work plan 

• Operator should ensure that weight to be 

towed does not exceed manufacturer and site 

limits as defined in instruction manual and SOP. 

2.5 Act on or report monitoring systems and alarms 

in accordance with manufacturer instructions and 

site procedures. 

• Refer to fault communication process 

• Access gauges to monitor performance and 

operational indicators are within parameters. 

• Is there more than one 

grader? If so, are there any 

significant differences? 

• Are manufacturers’ 

instructions available? 

• Do site procedures exist? 

• What controls and 

functions do you need? 

• What kind of jobs are 

graders used for? 

• What equipment do you 

tow? 

• Do any standard 

procedures exist for towing 

or the equipment being 

towed? 

• What monitoring systems 

and alarms are there? If 

your organisation has more 

than one model, you will 

need to specify this for 

each one. 

• What site and 

manufacturer instructions 

exist? 



question 

3 Carry out 

operator 

maintenance. 

2.6 Recognise and respond to hazardous and 

emergency situations in accordance with 

manufacturer instructions and site procedures. 

• Refer to emergency evacuation procedures in 

manufacturer’s instructions 

• Refer to site risk management plan. 

2.7 Complete work in accordance with the agreed 

plan and outcomes and within the operating 

capacities of the allocated equipment. 

• Refer relevant JSA and work requirements as 

outlined in 24 hour plan. 

3.1 Carry out equipment inspections and fault-finding 

in accordance with manufacturer instructions and 

site requirements. 

• Refer to grader maintenance procedures 

• Look and listen check performed at shut-down 

• Grader visually inspected for any physical 

damage. 

3.2 Carry out routine operational servicing, 

lubrication and housekeeping tasks in accordance 

with manufacturer instructions and site 

authorised procedures and practices. 

• Refer to equipment maintenance SOP, which 

include visual inspections and cleaning to 

maintain tidy cab and visual inspections of 

blade and ripper for damage as well as 

maintaining fuel, oil and air pressure levels. 

3.3 Carry out minor maintenance to manufacturer 

instructions and site requirements. 

• Refer to equipment maintenance SOP for 

description of minor maintenance tasks to be 

carried out by operators . 

3.4 Provide operator support during preparation for, 

and conduct of, major maintenance tasks in 

accordance with site requirements. 

• Refer to equipment maintenance SOP 

• Maintenance requests communicated promptly 

to maintenance crew 

• Is there a risk management 

plan? 

• What types of hazards are 

operators likely to 

encounter? 

• What site and manufacturer 

instructions exist? 

• What types of works are 

typically carried out? 

• What are the operational 

specifications of the 

grader(s)? 

• According to manufacturer 

and site requirements, 

what should be inspected 

and how often? 

• According to manufacturer 

and site requirements, 

what parts should be 

lubricated and how are 

housekeeping tasks 

defined? 

• Do operators carry out 

minor maintenance? 

• What maintenance 

procedures exist for your 

site? 

• What maintenance 

procedures exist? 

• How are major 

maintenance tasks 

communicated in your 

organisation? 



• Equipment is tagged as required and 

appropriate. 

question 

3.5 Process records in accordance with site 

requirements. 

• Refer to equipment maintenance SOP 

• Maintenance request forms completed and 

returned to supervisor. 

• What site procedures exist? 

• What documentation is 

required? 


Identifying language, literacy and numeracy (LLN) requirements of units of 

competency 

Who is this tool for? 

BOTH 



Recent surveys have highlighted that 46% of Australians aged between 15 and 64 have literacy 

levels below the minimum required to function fully in life and at work. (Australian Bureau of 

Statistics (2008), Adult Literacy and Life Skills Survey, Australia. Summary results, Cat no.4228.0 

(2006 reissue) p.5) 

To improve skills for work, issues around low language, literacy and numeracy (LLN) skills need 

to be addressed. RTOs can assist enterprise/industry by ensuring that learners develop 

vocational LLN skills needed for job tasks. This requires identifying the gaps that exist between 

the LLN levels of the learner, the LLN requirements of the workplace and the LLN requirements 

of the training. Identified skills gaps need to be addressed, at least in part, by vocational 

trainers. 

Vocational trainers can develop skills to assist learners by completing the unit titled 

TAELLN401A Address adult language, literacy and numeracy skills, an elective in the TAE40110 

Certificate IV in Training and Assessment. This unit refers to the Australian Core Skills 

Framework (ACSF) (Department of Education, Employment and Workplace Relations, 2008), 

which is a framework that describes the levels of performance in the five core skills of learning, 

reading, writing, oral communication and numeracy. The ACSF provides a common reference 

point and a common language for discussions around LLN skills. 


This tool will assist RTOs and enterprise/industry to understand the LLN requirements of the 

training. 


TOOL: Identifying language, literacy and numeracy (LLN) requirements of units 

of competency 

Units of competency include the LLN skill requirements for a particular job task. These are 

sometimes obvious, such as ‘Read and understand...’. 

However, often the requirements are embedded. The LLN skills required can be teased out 

with a careful examination of the elements, performance criteria, range statement and 

assessment guidelines. 

Together, the RTO and enterprise/industry should analyse the unit of competency by asking: 

 

 

 

 

 

 

What do people have to listen to and understand? 

What do people have to say? 

What do they have to read? 

What do they have to write? 

Do they need to understand any diagrams, pictures or symbols? 

What maths calculations do they need to do? 

Highlight the words that indicate these areas to consider. Then decide what this means in the 

workplace. For example, what workplace documents will learners need to read, what forms do 

they need to complete, who do they need to report to. 

‘Trigger words’ can help identify where LLN skills exist in a unit of competency. For example, 

 

 

 

 

‘interpret’ and ‘follow written instructions’ requires reading skills 

‘clarify’ and ‘discuss’ requires speaking and listening skills 

‘report’ and ‘maintain records’ requires writing skills 

‘calculate’ and ‘formulate’ requires numeracy skills. 

Following is an example of how to analyse a unit of competency to identify LLN needs in a unit 

competency. The example, an extract from the unit RIIVEH201A Operate light vehicle, has key 

words identifying LLN skills highlighted. 


Example of how to identify LLN needs 

RIIVEH201A 

Operate light vehicle 

Unit descriptor 

Employability skills 

Application of the 

unit 

Competency field 

ELEMENT 

Elements describe 

the essential 

outcomes of a unit of 

competency. 

This unit covers the operation of a light 

vehicle in the resources and infrastructure 

industries. It includes planning and 

preparing for operations, operating a light 

vehicle, and carrying out operator 

maintenance. Licensing, legislative, 

regulatory and certification requirements 

that apply to this unit can vary between 

states, territories, and industry sectors. 

Relevant information must be sourced 

prior to application of the unit. 

This unit contains employability skills. 

This unit is appropriate for those working 

in an operational role at worksites within: 

Civil construction 

Coal mining 

Drilling 

Extractive industries 

Metalliferous mining 

Vehicle Operations 

PERFORMANCE CRITERIA 

Performance criteria describe the 

performance needed to demonstrate 

achievement of the element. Where bold 

italicised text is used, further information is 

detailed in the required skills and 

knowledge section and the range 

statement. Assessment of performance is 

to be consistent with the evidence guide. 

1. Plan and prepare 1.1. Access, interpret and apply 

for operations 

compliance documentation 

relevant to the work activity 

1.2. Obtain, interpret and clarify 

information, work requirements 

and details 

1.3. Access and apply safety 

information and procedures when 

planning light vehicle operations 

1.4. Select appropriate types of 

equipment and attachments 

according to job specifications to 

maximise efficiency and 

effectiveness 

1.5. Identify, address and report 

potential hazards and risks 

1.6. Select appropriate personal 

protective equipment for planned 

work activities 

1.7. Identify, address and report 

environmental issues 

2. Operate a light 2.1. Carry out pre-start, start-up, park- 

Learners may not 

be able to read 

full detail but at 

this level they 

must understand 

the meaning. How 

is that conveyed? 

How is reporting 

carried out in the 

particular 

workplace? 

Written? Oral? 

Is there a form to 

be completed? 


RIIVEH201A 

vehicle 

3. Carry out 

operator 

maintenance 


up and shutdown procedures 

2.2. Operate light vehicle with or 

without ancillary attachments 

2.3. Operate equipment within 

recommended speed, engine 

capability and limitations 

2.4. Operate ancillary attachments to 

the light vehicle 

2.5. Use vehicle lights and indicators in 

accordance with traffic regulations 

2.6. Identify and respond appropriately 

to hazardous and/or emergency 

driving situations 

2.7. Complete light vehicle operations 

according to work plan 

3.1. Conduct visual inspections to 

identify faults 

3.2. Conduct routine operational 

servicing and housekeeping 

activities 

3.3. Carry out minor maintenance and 

repairs 

3.4. Report defective or irregular 

performance to relevant 

authorities 

3.5. Maintain and update vehicle 

records in accordance with 

workplace procedures 

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit. 

Required skills 

Specific skills are required to achieve the Performance Criteria of this 

unit, particularly for its application in the various circumstances in 

which this unit may be used. This includes the ability to carry out the 

following as required to operate a light vehicle: 

apply legislative, organisation and site requirements and 

procedures for the operation of light vehicles 

match ancillary equipment with appropriate tasks 

communicate effectively with others to coordinate light vehicle 

operations 

diagnose vehicle instrumentation readings and vehicle faults 

maintain vehicle records 

plan and organise work tasks 

resolve maintenance and repair issues 

interpret plans, reports, maps, schedules and specifications 

Required knowledge 

Specific knowledge is required to achieve the Performance Criteria of 

this unit, particularly for its application in the various circumstances in 

which this unit may be used. This includes knowledge of the following 

as required to operate a light vehicle: 

 

 

basic mine geological and survey data 

types of communication systems and equipment 

How is this 

communicated? 

Manual? 

Procedure? 

This will be site 

specific: 

electronic or 

paper-based. 

What steps would 

assist a learner? 

Word lists? 


RIIVEH201A 


driving hazards and related defensive driving techniques 

equipment and trailer characteristics, technical capabilities and 

limitations 

fatigue management techniques 

light vehicle maintenance requirements/procedures 

loading/offloading procedures 

map reading and road navigation techniques 

relevant road rules, regulations, permit and licence requirements 

of the relevant state/territory road traffic authority 


Step 4: Evaluation and review 

Evaluating the outcomes of training and assessment 


BOTH 



Evaluation is important for determining the outcomes of training. This tool can assist RTOs and 

enterprise/industry to assess the outcomes of the partnership from perspectives that are 

important to them. It can also reveal to each side of the partnership unexpected positives. 


The tool is based on Kirkpatrick’s four levels of evaluation 

, which is regularly used in training and assessment. 

The first column lists the levels and type of evaluation. The second column explains what is 

being evaluated, or measured. The third column offers suggestions on how to gather the 

information. 

It should be noted that the RTO and enterprise/industry involvement in all levels of evaluation 

is important, but one will be better placed than the other to gather information. For example: 

 

 

The first two levels, ‘reaction’ and ‘learning’, will be gathered by the RTO in their 

assessment of training after delivery. 

The last two levels, ‘benefits’ and ‘results’, will require the enterprise/industry 

considering what was expected from the training and assessment process against what 

was actually gained. The enterprise/industry group may need to monitor workplace 

performance for a period of time after the training to determine the outcomes. 

Both the RTO and enterprise/industry may use the information in different ways. For example, 

information gathered from a ‘reaction’ evaluation may lead to the enterprise/industry 

requesting a specific trainer to be used again, or it may provide direction for professional 

development for RTO’s trainer. 


TOOL: RTO focussed responsibility for evaluation – reaction and learning 

Level and 

type of 

evaluation 

What are you looking for? 

How can you gather the 

information? 

1. Reaction How did the staff personally feel 

about the training? 

Did they enjoy the training and how it 

was delivered? 

Was it a good use of their time? 

Did the assessment reflect the 

training? 

2. Learning What did the staff gain from the 

training? 

What new knowledge, skills or 

attitudes have staff gained as a result 

of the training? 

Reactions should be gathered in an 

informal way - discussions, 

anonymous questionnaires, open 

ended questions, opportunity to add 

more comments or express feelings 

outside the formal training setting. 

The RTO should gather this 

information immediately after 

training and assessment, but the 

enterprise/industry can also collect 

responses when staff are at work. 

The RTO will measure the knowledge 

and skills your staff gained through 

assessment processes. However, 

some gain is not as easy to measure 

e.g. changes in attitudes. 

Another measure of learning could 

be through observation in the 

workplace of staff using their new 

skills and knowledge in their role, or 

taking on new work tasks that reflect 

their new learning. 


TOOL: Enterprise/industry focussed responsibility for evaluation – behaviour 

and results 

Level and 

type of 

evaluation 

What are you looking for? 

How can you gather the 

information? 

3. Behaviour* How has the training impacted on 

staff behaviour? 

For example, the performance of 

their role or their attitude to work. 

This will be more difficult to assess 

than the reaction and learning 

evaluation, and may require time to 

assess. 

Diversity awareness training is an 

area where people’s attitudes and 

behaviour are impacted on directly – 

have these changes been seen at 

work? 

The enterprise/industry may request 

the RTO to come back to the 

workplace to do follow up evaluation. 

4. Results* What changes has the training made 

to the enterprise/industry? 

For example: 

This evaluation will need to take 

place over time, and again, looks at 

the before and after training. 

 

 

 

 

Has there been increased 

productivity? 

Has customer satisfaction 

increased? 

Are staff more satisfied with their 

roles? 

Is this less staff turnover and/or 

absences? 

* Behaviour and results may also be relevant to the review of the partnership. 


Reviewing the partnership 


BOTH 

RTOs and enterprise/industry – for individual consideration, and joint discussion 


Once the training and assessment is complete, it is important for both the RTO and 

enterprise/industry to look at how the partnership performed and if it met both the RTO’s and 

enterprise/industry’s expectations. 

Some key questions that might be asked at the end of the partnership are: 

 

 

 

 

Was delivery of training and assessment services to time requirements? 

Was delivery of these services within budget? 

Was there quality in the delivery of these services? 

Did the partnership achieve improved importance because of these services? 


This tool has been developed through consideration of project management processes, namely 

‘closing’ a project. In the case of a partnership, it may be that there is an agreement to review 

the partnership: 

 

 

 

every three months 

at the end of delivery of every training program 

at other defined points. 

The relevant people from the RTO (trainers, assessors, business development managers, etc.) 

and the enterprise/industry (managers, training managers, HR staff, workplace supervisors, a 

sample of learners) should discuss the checklist and assess how they felt the partnership 

progressed from their perspective. It is useful to refer back to the ‘Are you ready for a 

partnership’ and ‘negotiation’ stages and tools of the process. 

The outcomes of these discussions should then be brought to a meeting between the RTO and 

enterprise/industry group for a frank and open discussion about the successes and difficulties 

in the partnership, whether the partnership achieve what it was meant to, and the potential 

for continuing or expanding the partnership. 


TOOL: Reviewing the partnership 

How did the 

partnership go? 

Questions for the 

enterprise/industry group 

Questions for the RTO 

Expectations 

Successes 

Challenges 

Communication 

Revisit why you entered the 

partnership – what did you want 

to gain? Refer to the tools in ‘Are 

you ready for a partnership?’ and 

‘Negotiation’. 

Did the partnership meet, exceed 

or fall short of your expectations? 

Has everything that you agreed 

to provide been provided? 

Is there any dispute about this? 

What are you most pleased with 

from the partnership? 

What do you think worked well 

and why? 

Were there any unexpected 

benefits from the partnership? 

Were there unanticipated 

problems in the partnership? 

How were these resolved? 

Is there anything you were 

particularly disappointed with in 

the partnership? 

Was it easy to communicate with 

the RTO? 

Did the RTO provide a 

person/position for regular 

contact and discussion? Were 

there any issues with this? 

How were issues raised with the 

RTO, and did they respond 

appropriately? 

Did you feel appropriately 

Revisit why you entered the 

partnership – what did you want 

to gain? Refer to the tools in ‘Are 

you ready for a partnership?’ and 

‘Negotiation’. 

Did the partnership meet, exceed 

or fall short of your expectations? 

Has everything that you agreed 

to deliver been delivered? 

Is there any dispute about this? 

What are you most pleased with 

from the partnership? 

What do you think worked well 

and why? 

Were there any unexpected 

benefits from the partnership? 

Were there unanticipated 

problems in the partnership? 

How were these resolved? 

Is there anything you were 

particularly disappointed with in 

the partnership? 

Was it easy to communicate with 

the enterprise/industry? 

Did the enterprise/industry group 

provide a person/position for 

regular contact and discussion? 

Were there any issues with this? 

How were issues raised with the 

enterprise/industry group, and 

did they respond appropriately? 

Did you feel appropriately 


How did the 

partnership go? 

Commitment 

Budget 

Lessons learned 

Questions for the 

enterprise/industry group 

consulted and involved in the 

partnership? 

How did the RTO demonstrate 

their commitment to the 

partnership? 

Was delivery of services to 

budget? 

Could the delivery of services 

have been more cost effective? 

How? 

What would you do again? 

What would you do differently? 

Would you work with the same 

or other RTOs again? Why? 

Can you use this experience to 

improve training in your 

enterprise/industry? How? 

Questions for the RTO 

respected and involved for your 

training and assessment services? 

How did the enterprise/industry 

group demonstrate their 

commitment to the partnership? 

Was delivery of services to 

budget? 

Could the delivery of services 

have been more cost effective? 

How? 

What would you do again? 

What would you do differently? 

Would you work with the same 

enterprise/industry group again, 

or similar? Why? 

Can you use the experience 

gained from this process in future 

or other partnerships? How? 


Supporting the partnership 

Developing mentoring skills 

Mentoring is a skill that has been identified as key to the success of traineeships and 

apprenticeship completion. A unit, TAEDEL404A Mentor in the workplace has been included in 

TAE10 Training and Education Training Package. 

The unit describes the performance outcomes, skills and knowledge required to establish and 

develop a professional mentoring relationship with a learner, in particular an apprentice or 

trainee employed by, or undertaking work placement in, a workplace. 

It includes establishing the need for mentoring, developing a mentoring plan or framework, 

facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of 

mentoring. 

(Source: TAE10 Training and Education Training Package, unit of competency TAEDEL402A 

Mentor in the workplace.) 

The training package also contains a workplace supervisor skill set which may be useful for 

enterprises. It contains these units of competency: 

 

 

 

TAEASS301A Contribute to assessment 

TAEDEL301A Provide work skill instruction 

TAEDEL404A Mentor in the workplace. 

Any RTO with the TAE40110 Certificate IV in Training and Assessment on its scope of 

registration would be able to deliver the unit of competency or skill set for an enterprise. 


Using authentic workplace tasks for training and assessment and identifying 

sources of evidence 

Some background 

Evidence from our research (Investigation into Industry expectations of vocational education 

and training assessment, NQC, 2008) showed that enterprises that had their own RTO or were 

in a contracted relationship were more likely to be satisfied with the level of involvement in 

the assessment process. 

Some suggestions for increased enterprise involvement in assessment included using the 

workplace to collect evidence for assessment. 

Examples of evidence using workplace activities 

Combination of the following to form a portfolio of evidence: 

 

 

 

 

 

 

 

 

 

Sample of work products, e.g. document/report, model 

Sample of process, e.g. minutes of meetings, notes of follow up, emails showing 

communication about a process, action plans 

Sign off from supervisor of activities satisfactorily completed in workplace, e.g. using 

an observation checklist or skills passport 

Discussion about what the person did, e.g. explaining how they dealt with problems 

Simulated assessment, e.g. using a piece of equipment outside the normal operation 

of the enterprise 

Third party reports, e.g. reference from current or previous workplace supervisor, or 

from customers/clients – see strategies below to ensure third party evidence is 

genuine 

Certificates of courses already completed, e.g. in-house training, external training for 

which credit transfer has been established 

Awards received, e.g. internal or community 

Others? 

Strategies to ensure third party evidence is genuine 

Evidence for assessment can sometimes come from third parties. The following are some 

strategies to ensure the evidence is genuine: 

 

 

Ask to see original documentation 

Contact the person who provided the third party report to discuss the content of the 

report 


Question the learner (staff member) about the third party report, e.g. talk more about 

their involvement, background etc 

Ask the learner about their relationship to the person providing the third party report 

Check dates on the documents, to check for currency 

Use a tool for the report, e.g. a form with checklist and questions 

Use third party reports in conjunction with other forms of evidence to build a picture 

of competence. 


Appendix I 

Australian Quality Training Framework (AQTF), 2010, Element 1.2, from Users’ Guide to the 

Essential Conditions and Standards for Continuing Registration. 




Appendix II: Useful websites 

 

Australian Apprenticeships 

 

This website provides information for employers, students, job seekers, trainers and 

others around the Australian Apprenticeships scheme, including benefits, training and 

qualifications. 

 

Australian Core Skills Framework 

 

The ACSF was produced by the Department of Education, Employment and Workplace 

Relations, and their website provides an understanding of how the framework can be used 

to assist workers with their language, literacy and numeracy requirements. 

 

Australian Qualification Framework 

 

The AQF is a quality assured national framework of qualifications in the school, vocational 

education and training (VET), and higher education. Their website provides information 

about the framework, with specific information for students, education providers and 

employers. 

 

DEEWR 2006, Employability Skills – from Framework to Practice, an introductory guide 

for trainers and assessors. (Precision Consultancy) 

 

This resource for individuals who provide competency based training and assessment in 

the vocational education and training sector. Many of the activities and materials 

contained in this guide could easily be used in a professional development session. 

 

Department of Education, Employment and Workplace Relations (DEEWR) 

 


The ‘Skills’ section of this website provides news, programs and resources relating to 

programs supported by DEEWR in relation to vocational education and training. 

 

Industry Skills Councils 

 

Industry Skills Councils bring industry, educators and government together to focus on 

issues that impact on training. This website directs users to the relevant ISC for their 

industry, as well as providing details on the role and services of ISC’s in general. 

 

National Quality Council 

 

The NQC oversees quality assurance and ensures national consistency in the application of 

the Australian Quality Training Framework standards for the audit and registration of 

training providers. 

This website also has links to the 2008 and 2009 NQC reports which provided the 

background for this guide and tools. 

 

National Training Information Service (NTIS) website 

 

NTIS is the database on vocational education and training in Australia and allows you to 

search for information on Training Packages, Qualifications, Courses, Units of Competency 

and Registered Training Organisations (RTOs). 

 

Skills Australia 2010, Australian Workforce Futures: A National Workforce Development 

Strategy, Commonwealth of Australia 

 

Skills Australia is an independent statutory body, providing advice to the Minister for 

Tertiary Education, Skills, Jobs and Workplace Relations on Australia’s current, emerging 

and future workforce skills needs and workforce development needs. 

 

training.com.au 

 


This website is a useful starting point for information about the VET sector in Australia, and 

directs users to other related sites, such as the National Quality Council and the Australian 

Quality Training Framework. 


Appendix III: Bibliography 

Billett, Stephen (Editor), 2006, Making the most of Workplace Learning, A report on the 2006 

Vet-Connect symposiums on Workplace learning, Griffith University, Brisbane. 

Industry and Training 2007: Overview, exploring the relationship between industry and the VET 

system, NCVER, Adelaide. 

Kearns, Peter, Bowman, Kaye, Garlick, Steve 2008, The double helix of vocational education 

and training and development, NCVER, Adelaide. 

Mitchell, John et al, 2007, How VET enhances human capital: 31 examples, Reframing the 

future, DEST, Canberra. 

Mitchell, John and McKenna, Suzy 2008, Productivity and Participation Enhanced by VET, 

Reframing the future, DEEWR, Canberra. 

Mitchell, John, 2008, Improving the bottom line: Why industry values partnerships with TAFE 

NSW, John Mitchell & Associates, Sydney. 

Precision Consultancy 2009, Industry/enterprise and RTO partnerships, NQC, Melbourne. 

Precision Consultancy 2008, Investigation into industry expectations of Vocational Education 

and Training Assessment, NQC, Melbourne. 

Skills Australia 2010, Australian Workforce Futures: A National Workforce Development 

Strategy, Commonwealth of Australia, Canberra. 

Smith, Andrew & Hawke, Geoff 2008, Human resource management in Australian registered 

training organisations, NCVER, Adelaide. 

Smith, Peter 2008, Insights from strategic and change management projects in Registered 

Training Organisations, Reframing the future, DEEWR Canberra.

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