Diploma of Vocational Education & Training

As part of this unit students will get their first taste of design at a TAE Diploma level whilst they design, develop, document and evaluate strategies for training and assessment that meet the requirements of nationally recognised products.

Students will prepare to design, and then develop two TAS documents for the delivery of a nationally recognised qualification, and a different nationally recognised qualification or an accredited course. This activity is a fantastic way to experience such an important part of the training process.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to your client stakeholders to evaluate each TAS (stakeholders may include your training organisation manager or fellow trainers who might deliver this training)
• Feedback must be documented and submitted for assessment

As part of this unit students will learn the crucial skills required to evaluate vocational training based on products that are nationally recognised or aligned with other recognised frameworks by measuring its effectiveness in meeting industry needs and capability requirements. The ability to evaluate training is incredibly important to ensure the effective ongoing transfer of knowledge and experience.

Students will evaluate their own project, collect and collate the evaluation data, analyse and report on their evaluation data and review the evaluation process.

Please be aware of the below interaction requirements for Distance+ course students:

• Provide a third-party report completed by your Manager or Supervisor and submit as evidence

As part of this unit students will gain the skills and knowledge required to present and negotiate persuasively, lead, and participate in meetings and make presentations to customers, clients and other key stakeholders. These skills are crucial to managers and leaders who deal with unpredictable problems as part of their job role, a perfect unit for experienced trainers and assessors looking to take on more responsibility in the VET sector.

Students will lead two meetings, and develop and present two presentations to different groups to satisfy the requirements of this unit. What a great activity to boost your communications skills!

Please be aware of the below interaction requirements for Distance+ course students:

• Access to at least two individuals or groups to act as a stakeholder to deliver your meeting and presentations to (these may be friends, colleagues or fellow students)
• Record the delivery of the two meetings and presentations to the two groups and submit for assessment

As part of this professional development unit students will manage their own standard of performance, and plan and participate in professional development relating to their own professional practice in the vocational education and training (VET) context. This unit is designed for individuals in a variety of VET sector job roles and is important to ensure the ongoing management of their own professional practice.

Students will provide a professional development plan and be able to provide evidence of having participated in several different professional development activities.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to your training manager, supervisor (or trusted colleague who can role-play the part) for input on the professional development plan
• Interact with a professional network at least once
• Provide a third-party report completed by your Manager or Supervisor

As part of this unit students will gain the knowledge required to plan and conduct a three-level analysis of an organisation’s training needs. This unit encourages experienced VET teachers, trainers and assessors who use a range of technical competencies to advise on organisational training needs. What a great way to make a positive difference within an organisation!

Students will plan two different training needs analyses (TNAs) for different organisations

Please be aware of the below interaction requirements for Distance+ course students:

• Access to key stakeholders and stakeholder groups to consult with and then present your final report (these may be real stakeholders or trusted colleagues who can role-play the part)
• Record the initial meeting held with these stakeholders and submit for assessment

As part of this unit students will gain the knowledge needed to design, develop and document assessment tools used for the collection of quality evidence for the competency-based assessment of nationally recognised training products, including recognition of prior learning (RPL). This unit introduces Diploma students to the assessment process at the Diploma level.

Students will create an assessment tool development plan for three assessment tools, develop the three tools, and trial the assessment tools developed.

Please be aware of the below interaction requirements for Distance+ course students:

• Attend at least one study support session available weekly OR email your plan to a Plenty Training trainer and assessor
• Access to one or more individuals to trial the assessment tool and provide documented feedback (can be friends, colleagues or fellow students)

As part of this unit students will acquire the skills and knowledge needed to provide leadership in assessment moderation to bring assessment judgements into alignment before finalising assessments, and in pre-validation of assessment tools, and post-validation of assessment tools, practices and judgements. This unit is a fantastic opportunity to lead a group of assessors in the moderation and validation process.

Students will lead a moderation and validation activity with other assessors and review the moderation and validation undertaken.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to at least three assessors to lead a moderation activity
• Access to two additional assessors to lead a validation activity

As part of this unit students will develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace. This unit is suited to individuals who may be responsible for leading a team or a work area. This unit is crucial for trainers and assessors eager to take on more responsibility and lead a team within the workplace.

Students will identify their own emotional strengths and weaknesses by reflecting on actual workplace behaviour and lead a workplace coaching session.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to two individuals in your workplace to provide feedback
• Access to two or more colleagues with a performance issue or problem relating to emotional intelligence in a work context to deliver sessions to (or a trusted colleague who can role-play the part)
• Record these sessions and submit for assessment

As part of this unit students will delve into the world of online training – a vital skill for a well-rounded trainer and assessor. Students will develop the skills and knowledge they require to plan, organise and facilitate learning that is delivered online.

Students will plan and organise an online learning environment for synchronous and asynchronous learning and deliver two sessions of their e-learning program.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to three or more learners to deliver two e-learning facilitation sessions (these can be friends, colleagues or fellow students)
• Sessions must be recorded and submitted for assessment

As part of this unit students will lead and mentor vocational education and training (VET) teachers, trainers and assessors. What a fantastic way to gain firsthand experience of a key role as a senior team member within a VET sector organisation.

Students will plan and coordinate work outcomes of at least three VET trainers and assessors and mentor and review their progress.

Please be aware of the below interaction requirements for Distance+ course students:

• Access to three VET trainers and assessors to undertake activities with and mentor
• Record the initial meeting/s with the VET trainers and assessors and submit for assessment

As part of this unit students will provide evidence of and gain skills surrounding leading training facilitation. This unit requires students to put their training skills into action and demonstrate their knowledge of training facilitation – a key component of being an effective trainer.

Students will provide evidence of their training (at least 100 hours) and demonstrate having led training facilitation practices.

Please be aware of the below interaction requirements for Distance+ course students:

• Evidence of recently facilitating at least 100 hours of vocational training with two or more groups of learners based on nationally recognised products
• Collected feedback from at least four peers and 10 learners
• Provide a third-party report completed by your Manager or Supervisor and submit as evidence
• Access to at least four VET teachers and trainers

As part of this unit students will provide evidence of leading assessment and supporting the development of the assessment practice of others using training products that are nationally recognised. This unit is especially exciting for individuals with a passion for the assessment process.

Students will provide evidence of having worked in a real vocational education and training environment.

Please be aware of the below interaction requirements for Distance+ course students:

• Evidence of having developed your own assessment practice in VET
• Evidence of having supported the development of at least three VET assessors
• Obtained feedback from the three assessors
• Evidence of having led team-based assessment of at least three other assessors
• Evidence of having individually conducted at least 30 competency-based assessments of at least one entire unit of competency from a nationally recognised training package or accredited course and at least 10 different candidates
• Provide a third-party report completed by your Manager or Supervisor and submit as evidence

As part of this unit students are required to design and develop e-learning resources for both synchronous and asynchronous learning based on product that is nationally recognised or aligned with other recognised frameworks used in the vocational education and training (VET) sector.

Please be aware of the below interaction requirements for Distance+ course students:

• Students will need to organise a stakeholder to meet with at multiple stages of
  this process. The stakeholder will provide feedback, and complete a third party
  report to confirm they have worked with the student to approve their plan and
  develop their resources.
• Students will need one or more learners or stakeholders to trial their resources and provide them with feedback

As part of this unit students are required to design and develop print-based learning resources used for vocational training.

Please be aware of the below interaction requirements for Distance+ course students:

• Students will need to organise a meeting with a Plenty Training Assessor when they have completed Task 2 of their workbook, and before they start Task 3.

As part of this unit students are required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements.

Please be aware of the below interaction requirements for Distance+ course students:

• Students will need access to a work team of at least two people to participate in
  coaching and mentoring sessions they deliver on the continuous improvement
  policy they have developed.
• Students will also need to send video recordings to their assessor.

Duration: Students undertaking training have 18 months from their enrolment date to complete their studies and submit all assessment workbooks for this course. RPL candidates have 12 months from their enrolment date to complete their RPL interview and submit all required evidence. (Students may extend the duration of their enrolment on a month-by-month basis – extra fees apply as detailed in our schedule of fees.) Students may complete and submit their assessment workbooks at any time during their enrolment.

Assessment turnaround: The turnaround time for assessment submissions received by Plenty Training is approximately 20 working days from the date it is received. The time frame can vary depending on the number of assessment submissions being received at any given time. Once a student has been deemed competent in all units they will be issued with their qualification within 30 calendar days.

Workload: This represents the notional duration of all activities required for the achievement of the learning outcomes. For students completing the TAE50122 Diploma of Vocational Education & Training the Volume of Learning is between 1200 – 2400 hours. This means a typical student will complete this course over 18 months with a minimum of 16 hours a week for the 78 weeks.