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- Qualification
In the Vocational Education and Training (VET) sector, qualification is a formal certification, issued by a Registered Training Organisation (RTO) under the Australian Qualifications Framework (AQF), that a person has achieved all the requirements for a qualification as specified in a nationally endorsed Training Package or in an AQF accredited course.
- Quality evidence
Quality evidence means evidence that meets the rules of evidence. Quality evidence is a sub-section of the evidence guide in each unit of competency, which addresses advice and guidance on meeting the rules of evidence.
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- Range statement
Provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.
- Reasonable adjustment
Reasonable adjustment is the process of adjusting or changing the assessment process to meet the needs and characteristics of the candidate/s being assessed, and taking into account any equity requirements. The determination of 'reasonableness' requires judgement that must take into account the impact on the organisation and the need to maintain the integrity of the unit of competency.
- Reasonably practicable
Reasonably practicable means that the requirements of the law vary with the degree of risk in a particular activity or environment which must be balanced against the time, trouble and cost of taking measures to control the risk. It allows the duty holder to choose the most efficient means for controlling a particular risk from the range of feasible possibilities preferably in accordance with the 'hierarchy of control' Source: NOHSC website.
- Recognition of Prior Learning (RPL)
RPL is the formal acknowledgement of a person's competencies; regardless of how, when or where the learning occurred (eg formal or information training and education, work and/or life experience). It is an integral component of the vocational education and training system in Australia and is also referred to by a number of other terms, such as recognition of current competencies. See also Skills Recognition and Mutual Recognition.
- Reflector
The reflector style of learner is often a person more introverted in nature; preferring to think, observe and review things in their own mind before acting. They need time to plan, and to consider their options - to think things through. They are generally thorough and methodical, and they can assimilate information easily. Not one to step up into the limelight or take too many risks, the reflector can be cautious about committing to things and unwilling to act if they feel personally unprepared - surprises are not their favourite thing.
- Risk assessment
A term generally used in relation to OHS, this is the process of analysing the probability and consequences of injury or illness arising from exposure to identified hazards.
- Risk Control Action Plan
A documented action plan developed through consultation with parties in the workplace or learning environment. It identifies the hazards, prioritises the risks and details the control measures to be taken. Actions to be taken are clearly explained, and timeframes allocated. You can find an example in the Tools section of the OLS Training Room.
- Registered Training Organisation
Registered Training Organisation (RTO) means a training organisation registered in accordance with the Australian Quality Training Framework, within a defined scope of registration.Only a Registered Training Organisation can issue qualifications that are recognised by the Australian Qualifications Framework.
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- Self-efficacy
Self-efficacy relates to a person’s ability to have optimistic beliefs, but in contrast to other features of optimism, perceived self-efficacy explicitly refers to your ability to deal with challenging encounters. It reflects the belief of being able to control challenging demands by taking adaptive action. It can be regarded as having a self-confident view of your capability to deal with challenges.
Self-efficacy levels can enhance or impede motivation. People with high self-efficacy often choose to perform more challenging tasks, setting themselves higher goals and sticking to them. Once an action has been taken, high self-efficacious persons invest more effort and persist longer than those who are low in self-efficacy. When setbacks occur, they recover more quickly and maintain the commitment to their goals.
- Session plan
This is a DETAILED translation of the generic delivery plan into a client specific step-by-step outline of the actual training delivery, specific to a particular session (eg, workshop or session). There could be many different session plans developed to support the delivery plan, for a range of clients and contexts. For example, you may be delivering a customer service unit, but one delivery mode is face-to-face and the other is online - therefore, two separate session plans would be required.
- Simulation
Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:
- technical skills
- underpinning knowledge
- generic skills such as decision making and problem solving
- workplace practices such as effective communication.
- Skills Recognition
Recognition of competencies currently held, regardless of how, when or where the learning occurred. Assessed through evidence such as certification, references from past employers, recognition of prior learning, work and/or life experience. See also Recognition of Prior Learning (RPL) and Mutual Recognition.
- Stakeholder
Any person (eg a learner, a candidate, a workplace supervisor) and/or party (for example, an organisation) that has an interest in the training and/or assessment and its outcomes.
- Statement of Attainment
A record of recognised learning which, although falling short of an Australian Qualifications Framework qualification, may contribute towards a qualification outcome, either as attainment of competencies within a Training Package, partial completion of a course leading to a qualification, or completion of a nationally accredited short course which may accumulate towards a qualification through Recognition of Prior Learning processes.
- Summative assessment
Assessment that is done at the conclusion of a session, course or larger training period (eg, at the end of the program). The purpose is to determine success or to what extent the program/project/course met its goals, the primary goal being competency for the learners.
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- Theorist
Theorists are 'big picture' people who seek linkages between existing and new information, and establish relationships between ideas, events and situations. They like to ask questions - to challenge assumptions, to analyse and participate in complex situations. The theorist style of learner will need to know all the background information - all the 'whys' and 'hows' are important. Ask them to undertake a task or activity without explaining why they should and you might be met with some resistance. Theorists like certainty, not ambiguity - they seek logic and objectivity.
- Training Needs Analysis
A Training Needs Analysis (TNA) is a process that is used to determine what sort of training would suit the needs of a client and/or learning group. Issues to be taken into consideration include:
- the aims and objectives of the training
- learner profile/s and requirements
- delivery method
- budget
- overview of delivery strategy.
- Training Package
An integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework qualifications for a specific industry, industry sector or enterprise.
- Transitional phases
Stages at which something changes from one to the next. In training, this may be when a new topic is being introduced or a new concept is being explored, or when learners need to change their thinking or perspective.
- Training Program Outline
A Training Program Outline (TPO) provides details of the training program to be undertaken by an apprentice/trainee, including the name of the qualification and choice of Registered Training Organisation (RTO).
