Update on Major DET RPL Project

DET NSW (COAG) RPL Skills Express – Industry Partnership Report

Porgress Report July 2009

Introduction

In late 2008, the School of Volunteer Management (SVM) was approached by DET NSW to undertake this project with a completion date of 30 June 2009. Two extensions have been approved and the completion date is now 30 September 2009.

Focus of the Project

The scope of the project is to develop and trial new models of Recognition of Prior Learning (RPL) involving 50 candidates across the not-for-profit (NFP) sector in NSW. Two existing qualifications were selected: the Certificate 1 in Active Volunteering (CAV I), involving 30 candidates, all volunteers, and the Diploma of Business (Dip Bus), involving 20 candidates, primarily managers of volunteers. Five RPL models were identified and are included in the trial.

Aims of the Project

The project aims to:

• develop models of practice designed to streamline and simplify RPL practice in sectors where there are skills shortages,
• improve the method whereby RPL is done within the industry sector, and
• assist in improving the uptake of RPL in that sector (how often it is done). (Note: Each project includes an evaluation aimed at analysing and optimising outcomes and identifying longer term opportunities.)

Project Outline

This project is one of the largest and most complex of the COAG agenda RPL projects to be undertaken. It comprises a total of 50 candidates (volunteers and paid staff) from a variety of backgrounds including indigenous, migrant/refugees, disadvantaged, and school students, undertaking assessments in two full qualifications comprising a total of 13 units of competency. The candidates were selected from 18 large and small NFP organisations and government schools in Sydney and regional NSW.

The period from late 2008 until early 2009 was devoted to planning the project. Following the approval of the project budget ($231,800) in January 2009, plus a separate budget of $56,640 for course fees, the project manager was appointed.

The project comprises five stages:

• Stage 1 – Establishing Interest and Securing Commitment. This commenced in late January and was completed in late May.
• Stage 2 – Developing Assessment Materials. This commenced in February and was completed in early July.
• Stage 3 – Enrol Candidates. Starting in late June, it was conducted in two phases and is now complete.
• Stage 4 – Conduct Assessments. This stage will commence in the last week of July and will be complete by end August. In this stage the assessment tools for the five RPL models in the two qualifications will be trialed.
• Stage 5 – Finalise Project. This stage will occur in September and comprises consolidation of feedback, debriefing of developers and assessors, preparation of the final report, despatch of materials to DET, graduation and issue of qualifications to candidates.

The Volunteer Sector

The 2006 Census identified that some 6.3 million Australian adults (people aged 18 and over) volunteer. In NSW it identified that approximately 1 in 5 adults volunteered, or some 1.354 million people. Volunteering in some form occurs in every city and town in Australia. It can occur in small organisations involving as few as a couple of volunteers, or large organisations involving many thousands of volunteers, such as Meals on Wheels with over 45,000, the Department of Environment and Climate Change with over 4,500, and The Smith Family with over 6,000. However, a large number of the NFP organisations that engage volunteers are small to medium size with limited resources – time, staff and money. Many may employ only one or one and a half paid staff and who have responsibility for up to 30 or more volunteers. In these cases the opportunities to engage in long periods of study or to leave the workplace to undertake training, even if they or their organisation could afford the full fee, are very limited.

To these volunteer numbers can be added an increasing number of school students who volunteer. The 2007 annual report for the NSW DET School to Work Program (STW) showed that in the 486 schools who reported on their STW activity, 160,440 students participated in activities under the umbrella of that program; many of these activities are linked to “volunteering”. Currently the SVM is in discussion with VET in Schools to embed the CAV I into the STW Program, as an option for students. Also, commencing in 2010, following a trial this year, all secondary schools in NSW will have to offer “volunteering” as part of the “NSW Premier’s Student Volunteering Awards Program”. The pilot of this program conducted this year involved 2,899 students from 20 schools, i.e., an average of 145 students per school. If that average figure of 145 students per pilot school was applied to the approximately 500 secondary schools in NSW, a further 72,500 or more students could be involved in volunteering from 2010.

Increasingly, more people who are disadvantaged are being encouraged to participate in volunteering, especially indigenous, migrant/refugees and unemployed. With new arrivals to Australia, volunteering is seen as a way of assisting them to enter the workforce by exposing them to the Australian workplace, enhancing their opportunity to develop their English language skills and obtain references from Australian organisations in which they have volunteered. Similarly, Job Network Providers are increasingly directing their clients to volunteering as a stepping stone to the paid workforce.

Early in the planning process for the project it was decided to target the majority of the groups for inclusion in the project as candidates. These categories and desired numbers are shown in the Table 1 below. The project provides an unprecedented opportunity to develop methods and tools that will allow people from these categories who engage in volunteering to have their skills, knowledge and abilities formally recognised more easily, quickly and for a lower cost; a more accessible nationally recognised qualification. Importantly, it has the opportunity to significantly add to the states intellectual capital and give formal recognition to the skills, expertise and professionalism in the NFP sector.

Details of the Two Qualifications

The scope of the two qualifications selected for this project is shown below.

Project Progress

In this section of the report the key aspects of the three completed stages (Stages 1, 2 and 3) are outlined. Included are some observations, lessons, etc, that are considered important to the success of the project and future application of RPL processes.

A brief outline of Stage 4 (Conduct Assessment), which commenced on 22 July, will also be provided.

Stage 1 – Establishing Interest and Securing Commitment

This stage involved identifying suitable organisations from which candidates in the previously mentioned categories may be drawn, and then briefing representatives from those organisations on the project. The membership base of The Centre for Volunteering was used for speed and ease to identify suitable organisations to participate. The initial invitation was sent to 104 organisations; however and unfortunately, this resulted in only 14 responses to the initial invitation. With such a small number, it was considered most unlikely the Project would attract the requisite number of candidates from the various categories (see Table 1), so an extension of the Project was requested and approved, while additional member and non-member organisations were identified and invited to participate. This took time but the required number of organisations willing to participate was secured.

Seven Information Sessions were held between mid March and mid May. Also during this stage, Candidate Selection Kits for each of the two qualifications were developed. These Kits were sent to those organisations who attended an Information Session to assist them in selecting suitable candidates to nominate for the trial. They allow a candidate and their supervisor to identify and record the frequency and extent to which they have or do engage in activities identified as necessary for a candidate to have obtained the required knowledge, skills and experience to meet the Performance Criteria of the relevant Units of Competency. Participating organisations were surveyed at the conclusion of this stage on the effectiveness and efficiency of the process and the value and “user friendliness” of the Candidate Selection Kits. The feedback was excellent on all aspects.

Observation. The main reason put forward by organisations for not participating was lack of time to identify suitable candidates and/or to attend the required briefings and/or participate in the assessment process as a candidate. The lack of resources in many NFP’s has already been commented upon. While this had a serious impact on the project, resulting in delay, it is not seen as an impediment to future application in the sector because “time” will not be a key factor; similar briefings will not be necessary and the candidate selection process will largely be the responsibility of the School.

Stage 2 – Developing Assessment Materials

Stage 2 commenced with briefings of the developers on the five new methods to be trialed and assisting them to understand the RPL processes within the context of those methods, and how “recognition” differs from assessment. Prior to this stage commencing the School had identified that its training developers and assessors would be insufficient for the task, so additional trainers and RTO’s were identified and approached to secure the numbers required. Some of these trainers had extensive experience in and knowledge of RPL assessment and the development of RPL assessment tools. Several meetings of developers, all of whom will also be the assessors, were held during March and April.

Assessment materials (“tools”) needed to be developed for the following five individual and group assessment methods for each qualifications. During the assessment stage, units of competency will be grouped for assessment and in some cases candidates will be assessed using a different method for each group or cluster of units.

• Directed Conversation. This method involves the assessor leading a general discussion related to the qualification. It can be used with a small group of up to six candidates or it can be used with individual candidates. This method is useful when dealing with candidates from a non-English speaking background or who are not used to working in groups with others. In a group, candidates are encouraged to ask questions of other candidates and engage in general discussion. The assessor may draw on questions from the Question Bank to clarify the candidate’s skills and knowledge.
• Evidence Presentation. Each candidate is invited to prepare a brief presentation (about 20 minutes) to be delivered at the session in a format of the candidate’s choosing. Each candidate presents to the whole group (up to 4 candidates) plus the assessor. Other candidates are encouraged to ask questions of the presenter and a general discussion on the relevant qualification can occur. The assessor may draw on questions from the Question Back to clarify the candidate’s skills and knowledge.
• Directed Activities. This method involves individuals or a small group of candidates (up to 6) in activities based on the relevant units and included in a pre-prepared workbook. Such activities may include case studies, role plays, discussions, questions and problem solving. Candidates need to be given time to work through the activities at their own pace and during group work discussion around the activities should be encouraged.
• Worksite Visit. In this approach, the assessor visits the candidate or candidates at their workplace to observe them in their ‘normal’ activities. If a worksite visit is to apply to a small group of candidates, it is important that ALL the candidates are from the same organisation and ALL work at the same site. The candidates prepare the agenda for the visit which may include a meeting with the candidate’s supervisor, attending a team meeting, observing the candidates dealing with clients and responding to queries, or any other activities that the candidates consider relevant to demonstrate their competence.
• Expert Panel. This is a full day session during which a small group of candidates (no more than 4) are brought together with a panel of industry experts who ask a series of relevant and targeted questions based on exploring any gaps in the evidence presented by the candidates and third party validation. Candidates are encouraged to present their competence using workplace documents. They are also encouraged to ask questions of other candidates and engage in general discussion. The assessor’s role is to validate the process, not to participate in the questioning. The experts need to be fully briefed prior to the session.

The developers were allocated to developing the RPL assessment tools based on their experience, background and interest. Once developed, these separate tools were drawn together into a comprehensive Assessor’s Guide for each qualification, for use by all assessors engaged in the project.

Observation. Currently the Certificate IV in Training and Assessment does not include RPL, so additional training for the developers and assessors was arranged by the School. A number of the new RPL methods also require trainers to be skilled in facilitating small groups and this was also included in the training. The new RPL assessment methods do require on the part of the trainers a mindset change; from assessment to recognition. The School believes that all the developers/assessors have been able to make the change and will achieve successful outcomes. To support them during the trial (Stage 4), two assessors will be allocated to each assessment session.

The School also believes that the current Certificate IV in Training and Assessment (TAA40104) does not adequately prepare trainers – with the essential skills and knowledge – to competently assess candidates in these new and quite complex individual and group recognition methods. The mindset change needs to start and/or be progressed during the completion of this qualification. Furthermore, the School believes that TAA40104 needs to be reviewed as a matter of priority to ensure the inclusion and adequate coverage of the assessment of these new individual and group recognition methods. Failure to do so will impede the expansion and take-up of RPL.

Stage 3 – Enrolment

This Stage involved the selection of suitable candidates and enrolling them in the relevant qualification at the School. A modified enrolment process was developed and implemented successfully, allowing enrolment to be completed in two stages. All enrolments were completed this month. Fluxuation in the numbers of candidates is still being experienced but currently 19 have been enrolled in the Diploma of Business and 36 in the Certificate 1 in Active Volunteering.

An important element of this stage was the briefing of all candidates at a series of Candidate Briefing Sessions, on the RPL process involving the five methods and especially the method or methods to be used for their assessment. This briefing is critical to assisting them to understand the difference between the “tests” and assessments they may have previously experienced, and RPL assessment as it applies to the methods being trialed, especially those that will be used for their RPL assessment. Importantly, it provided candidates with the opportunity to ask questions and raise issues of concern. Assessors have also attended some of the Briefings sessions to meet the candidates and this is recommended where possible. Candidates left these briefings more relaxed and in a more positive frame of mind towards the recognition process. They are considered essential in establishing a firm base for success for candidates from the following categories – indigenous, migrant/refugee, disadvantaged and Schools.

Stage 4 – Conduct Assessments

This stage commenced on Wednesday 22 July and will conclude on Thursday 13 August. Individual and group RPL assessments will be conducted over a total of 15 assessment sessions. The biggest group RPL assessment will involve six candidates. The assessment sessions will be conducted at the SVM (Sydney CBD), Liverpool, Penrith, Newcastle, Parramatta and Warilla (Illawarra).

As previously mentioned, two assessors are allocated to each assessment session. The recognition methods being used for the two qualifications are shown in the table below.

Table 2

Feedback

At each stage throughout the Project, the School will seek feedback from all parties involved. To date the representatives of organisations that participated in Stage 1 have been surveyed; feedback was sought regarding the Information Sessions they attended and on the Candidate Selection Kits – how easy they were to understand and use, as well as the time required for their involvement in these activities. Further surveys to obtain feedback are being prepared and will be administered as shown in Table 3.

Table 3

Documents Developed

The flow chart at Appendix A shows the various stages of the process and the documents/products that have been (will be) developed to support each stage. While these materials are specific to the School and the qualifications, they will provide a useful example or guide when developing similar materials for other qualifications. Further detail will be provided in the final report, including lessons, tips, etc.

The Future

From the start of the 2009/2010 financial year, almost six months before it was approached by NSW DET regarding this project, the School embraced recognition as normal option for all applicants for its Registered Courses. At 1 July 2008, no students at the School were enrolled to obtain their qualification by recognition; by 30 June 2009, 30 percent of all students enrolled with the School were completing their qualification in part or in full by recognition. The recognition method used was the time consuming and hence costly “Portfolio” method.

The School sees its participation in this project as a unique and timely opportunity to take recognition in the volunteering sector to a higher level, enabling it to engage a greater number of individuals and organisations to participate in the process, thus increasing the intellectual capital and professionalism of the sector. Without diluting the rigour applied to the recognition process and the resulting qualification, it will make access to qualifications easier, at lower cost, and consume fewer resources in achieving a qualification. By way of example, presently a student can achieve a qualification through the School in one of two ways; by enrolling in a course of study by distance learning for up to two years in the case of the Dip Bus and between three and six months in the case of the CAV I, or by selecting RPL by the Portfolio method which could take the candidate up to six months in the case of the Dip Bus and three to six months in the case of the CAV I to collect the necessary evidence – with no guarantee that the evidence they present will result in a qualification, either in full or in part. As a result of participation in this project:

• Using the Candidate Selection Kit as a key step in the enrolment process, an applicant will know which Units of Competency in their nominated qualification they are likely to obtain by RPL
• A study and recognition plan involving completion options can be developed and discussed with the applicant prior to enrolment. This can be done within about 24 hours, and will include costs.
• RPL assessment of the nominated units can be done within one to two days and the candidate advised of the results almost immediately.

The savings to the sector, the candidate and the RTO are obvious; candidates will be able to obtain a qualification in a fraction of the time it currently takes, with considerably less effort and disruption and for a lower cost. However, there are initial costs for the RTO: the development of Candidate Selection Kits, or equivalent documents, and assessment tools for the qualifications/Units of Competency that need to be developed, all of which are specific to each qualification. In addition there is the need for developer and assessor training and development in the new recognition methods and RPL assessment. These costs are considered normal to the operation of an RTO and would be recovered over time.

The School has already commenced to build on the materials and processes developed and the interest generated by the project. Some of the actions it has commenced or intends to take include:

1. Immediately incorporate a modified Candidate Selection Kit into the enrolment process for all applicants for the Dip Bus and the CAV I.
2. To progressively develop “Candidate Selection Kits” for all other Registered Courses currently on its scope. They will also be developed for each new Registered Course at the time it is added to the Schools scope.
3. Develop RPL assessment tools for the recognition methods being trialed as part of this project for all other Registered Courses on its scope.
4. To encourage the candidates in this project to become “recognition advocates” in their organisations, communities and throughout the sector, to actively promote obtaining qualifications by RPL.
5. Encourage large and medium size NFP’s, in partnership with the School as the RTO, to deliver qualifications in-house using their own trainers/assessors.
6. Inform all graduates of the School of the pathways to other and higher qualifications by recognition.
7. Continue to work with VET in Schools to have the CAV I successfully integrated into the STW Program, as an option for all students.
8. Work with NSW DET to have the CAV I integrated into the NSW Premier’s Student Volunteering Awards Program, as an option for students.

This report has highlighted to advantages to secondary school students by incorporating the CAV I qualification in existing programs available to them – a VET qualification and the accompanying Employability Skills on leaving school in addition to their School Certificate or Higher School Certificate. Disadvantaged groups could also benefit significantly by obtaining a VET qualification in conjunction with their volunteering activities, which is why the School included those group in the pilot:

• The unemployed as a means entering or re-entering the workforce
• Migrants and refugees
• Indigenous

As a result of this project, the School will seek to work with organisations representing those groups and, where appropriate, with governments, to encourage individuals participating in volunteering to obtain a VET qualification.

Conclusion

The benefits of the new recognition methods being trialed in this project are numerous – qualifications are more accessible with savings in time, manpower and cost.

Numerous lessons have already been learnt and more will be learnt over the coming weeks during Stage 4 – the RPL assessment of candidates – when the processes and materials developed to date will be tested. The first group of CAV I candidates was assessed on 22 July and within three hours all were assessed as competent and will be awarded the CAV I qualification.

Already there is a great deal of interest in the project in the volunteering sector. The School has plans in place to capitalise on this interest.
(28 July 2009)