The Crux of the Matter - Training Queensland - Queensland ...

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Tip Sheets Tip Sheets have been developed to provide information for a number of different audiences. Each sheet focuses on an aspect of dealing with LLN within the quality assurance process. While all tips are relevant, some have more relevance to particular audiences. As a VET practitioner you need a working knowledge of LLN issues - how to deal with LLN in your assessment and training practice, and how to access assistance from LLN support services. As a RPL assessor you need a working knowledge of LLN issues and knowledge of how to cover LLN issues within the RPL process. Tip sheets 6-13 Tip sheets 6-13 As a LLN specialist you need a working knowledge of how integrated LLN within VET works. You can assist quality managers to review communication tools, contribute to professional development initiatives, review training and assessment resources and provide LLN support services. As a Quality Manager you have an important role to play in ensuring your RTO has a holistic LLN plan. Tip sheets 1-13 Tip sheets 1-5 16 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Tip 1: Communicating with clients Case Study Toula received a ‘letter of offer’ for her Event Management Diploma course. The letter advised that prospective learners should visit the RTO’s website for details of the orientation meeting and the timetable for the following week’s classes. Toula was excited and went to her local library to use a computer to access the website. She carefully typed in the URL from the letter but ‘Page requested not found’ was the only thing she saw. Toula wasn’t sure if it was something wrong with her computer skills, the computer or the course information site. She was too embarrassed to ask the busy librarian for help so she went home. Toula rang the phone number on her letter of offer and was greeted by a voice mail message at reception. She left a message explaining that she couldn’t find the information on the website but that she needed to know the timetable details as soon as possible because she needed to tell her employer which shifts she could still work that week. No one rang her back. She hoped all the communication from her new course wouldn’t be like this. Before she had even started Toula felt let down and frustrated. ‘How can they be good at teaching event management when they can’t even manage their own communication’ she thought. RTOs communicate with learners and potential learners for a large variety of reasons including promotion, enrolment information, course content, training and assessment information, support services information and appeals processes. LLN issues are only one factor to be considered when you communicate with your clients. Cultural sensitivities, disability issues, access to technology and social and geographical considerations make up the full picture. To communicate effectively with your clients you must: • know who you are communicating with Checklists Checklist 2: RTO communication checklist. Page 58. Interesting data about local populations can be found by selecting the Community Profiles icon on the online ABS census data online. Useful data on the Australian population’s LLN skills can be found on the Adult Literacy and Life Skills Survey site. • pick a method or methods that best suits the needs of your clients • build in ways of checking whether your communication has been effective • make adjustments to what you do based on feedback from your clients. 17
Page 1 and 2: The Crux of the Matter 2011: Langua
Page 3 and 4: Contents Purpose of this resource 4
Page 5 and 6: Introduction Since 1998, LLN conten
Page 7 and 8: LLN and Employability Skills Traini
Page 9 and 10: Training Workplace Balancing the th
Page 11 and 12: Numeracy Numeracy is the ability to
Page 13 and 14: Measuring LLN success against the A
Page 15: Fact Files 15
Page 19 and 20: Tip 3: Gathering information There
Page 21 and 22: Tip 4: Teacher, trainer and assesso
Page 23 and 24: Tip 5: Developing and monitoring pr
Page 25 and 26: Tip 7: Locating LLN in Training Pac
Page 27 and 28: Unpacking a single unit Here is a s
Page 29 and 30: 6. Examine the specific documents a
Page 31 and 32: The third example could require tha
Page 33 and 34: Tip 9: Identifying LLN skills of th
Page 35 and 36: Case study A training provider has
Page 37 and 38: Formative assessment is an ongoing
Page 39 and 40: Tip 11: Assessment as a pathway to
Page 41 and 42: For example, if an assessor is aski
Page 43 and 44: 3. Gather together all the material
Page 45 and 46: 6. Redesign materials and assessmen
Page 47 and 48: 7. Provide models for observation a
Page 49 and 50: Possible support models 1. Liaison
Page 51 and 52: • Support for learners in the Com
Page 53 and 54: AQTF Standard 1: The RTO provides q
Page 55 and 56: AQTF Standard 2: The registered tra
Page 57 and 58: AQTF Standard 3: Management systems
Page 59 and 60: Checklist 3: LLN observation checkl
Page 61 and 62: Macro skill Level Type of task Fill
Page 63 and 64: Information sheet 1: Complexity in
Page 65 and 66: Information sheet 2: Identifying th
Page 67 and 68:
The following table can be used to
Page 69 and 70:
Template 1: Analysis of LLN macro s
Page 71 and 72:
Record the performance criteria num
Page 73 and 74:
Question Yes No Example Are there s
Page 75 and 76:
Speaking and listening Does the spo
Page 77 and 78:
Legislation, policy and guidelines
Page 79 and 80:
Specific VET learners Literacy supp
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The Crux of the Matter 2011: Langua
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