CONTENTS: pROCEDURES
1.
MANAGEMENT REVIEW 4
2.
QUALITY OBJECTIVES 8
3.
QUALITY PLANNING 10
4.
CONTROL OF DOCUMENTS AND DATA 11
5.
PURCHASING 14
6.
RISK MANAGEMENT 16
7.
IMPROVEMENTS 17
8.
CONTROL OF RECORDS 19
9.
INTERNAL AUDITING 22
10.
HUMAN RESOURCES 24
11.
MEETINGS AND SURVEYS 41
12.
COURSE ADMISSIONS AND ENROLMENT 43
13.
TRAINING COURSE DELIVERY 45
14.
ASSESSMENT 50
15.
EVALUATION 60
16.
FACILITIES 61
17.
COMPLAINTS AND APPEALS 63
18.
WORKPLACE HEALTH AND SAFETY 65
19.
FEES AND REFUNDS / CANCELLATIONS 70
20.
STUDENT INFORMATION 72
21.
RECOGNITION OF PRIOR LEARNING 76
22.
NATIONAL RECOGNITION 79
23.
ISSUING OF QUALIFICATIONS 80
24.
ADMINISTRATION OF ISSUING QUALIFICATIONS 82
25.
ADVERTISING AND MARKETING 84
26.
FINANCIAL MANAGEMENT 85
27.
PARTNERSHIP AGREEMENTS 87
28.
MAINTAINING RTO STATUS & SCOPE OF REGISTRATION 91
PROCEDURE 1. MANAGEMENT
REVIEW
1. AIM
1.1 To
review the suitability and effectiveness of the quality management system.
2. PROCESS
2.1 MANAGEMENT
REVIEW MEETING
2.1.1 Management Review Meetings are held every six months
unless otherwise stated in the minutes of previous meetings.
The
main purpose of the review meetings is to review all items on the agenda and
also to ensure a full internal audit and review has been conducted across all
AQTF Standards. Members of the Management Review must ensure the audits have
been conducted across all standards at least once per year.
The
meeting must address the AQTF to ensure all standards are being addressed and
the organisation is compliant. Management must ensure internal audits and
reviews are carried out as per the procedure for internal audits and the schedule
for internal audits Form: 001A
Responsible
officer
2.1.2 Personnel attending Management Review Meetings include:
§
the Director of First Aid International,
§
a representative(s) from another RTO,
§
a client(s) serviced by First Aid International, and
§
other personnel as required.
2.1.3 Management Review Minutes are recorded and maintained
by the Director or delegate. Management Review Minutes include notes of the
discussions/review activities, including references to documents that are
tabled for review purposes.
2.1.4 The Director enters details of any action arising from
the meeting onto an Improvement Request. The focus of such actions should be
improvement in relation to services to customers, satisfaction of external
requirements, the quality management system and processes.
2.1.5 The
Management Reviews meeting may address the following Agenda items:
a)
Outstanding actions from the last Management Review
Meeting.
b)
Setting of Quality objectives and reviewing progress of
action plans.
c)
Results of audits, internal and/or external and
frequency of future internal audits
d)
Complaints/feedback
e)
Improvement Logs and Requests
f)
Frequency of Management Review Meetings
g)
Training
Requirements – for staff professional development
h)
Capabilities
and resources
i)
Trainee
Fee Management
j)
Assessment
k)
Human
Resource Management
l)
Physical
Resource Management
m)
Records
Management
n)
Training
Outcomes and Issue of Certification
o)
Program
Implementation
p)
Legislative
requirements
q)
New
technologies/products impacting on services
r)
Market
changes / new business
s)
General
business
t)
The
organisation meeting all AQTF Standards and remaining compliant with all
requirements.
2.1.6 The Director or nominee ensures the preparation of
information relating to the agenda items for Management Review.
Where applicable the review includes review of data
that indicates a trend. Typically this may include summaries of Course
Evaluations, Destination Surveys, Complaints, Refund Requests, Reports, etc.,
which would indicate improvement or deterioration of the system.
2.1.7 At the last Management Review meeting for each year, First
Aid International identifies, negotiates, plans and implements appropriate
learning and assessment strategies to meet the needs of its clients including
each of the following:
a First Aid International must develop and implement
strategies for training delivery and assessment for each Training Package
qualification and accredited course within our scope of registration.
b The assessment strategies must be developed
in consultation with enterprises/industry.
c The delivery and assessment strategies
should identify proposed target groups, delivery and assessment modes and
strategies, assessment validation processes and pathways.
d First Aid International must document the
strategies on application for registration and on extension of scope.
First Aid
International must validate its assessment strategies by:
i reviewing, comparing and evaluating the
assessment processes, tools and evidence contributing to judgements made by a
range of assessors against the same competency standards, at least annually;
and
ii documenting
any action taken to improve the quality and consistency of assessment.
First
Aid International must ensure that in developing, adapting or delivering
training and/or assessment products and services:
i methods used to identify learning needs,
and methods for designing training and assessment, are documented;
ii the requirements of the Training Package
or accredited course are met;
iii core
and elective units, as appropriate, are identified;
iv customisation meets the requirements
specified in the relevant Training Package or, for accredited courses, meets
the NTQC customisation policy;
v language, literacy and numeracy
requirements develop the learning capacity of the individual and are consistent
with the essential
requirements
for workplace performance specified in the relevant units of competency or
outcomes of accredited courses;
vi delivery modes and training and assessment
materials which meet the needs of a diverse range of clients are identified;
vii where assessment or training is conducted
in the workplace, First Aid International negotiates the delivery and
assessment strategy with the employer and learners; works with the employer to
integrate any on-the-job training and assessment; and schedules workplace
visits to monitor/review the training and assessment;
viii where an Apprenticeship/Traineeship
Training Contract is in place or being negotiated, individual Training Plans
are developed, documented, implemented and monitored for each apprentice or
trainee, encompassing all relevant off-the-job training and structured
workplace training; and
ix where assessment or training is conducted
on-line or by distance, First Aid International has effective strategies for
learner support, monitoring and assessment.
2.1.8 The Director maintains a file of the Management Review
Minutes within a Management Review Meeting file. Management Review Minutes are
circulated to attendees and any other staff, as necessary.
2.2 FOLLOW
UP
2.2.1 Improvement
Requests are processed as described in the Improvement Reporting Procedure.
2.3 COMMUNICATIONS
2.3.1 Following
each Management Review the Director will communicate with all staff regarding:
§
customers
needs and expectations and how well First Aid International is satisfying these
§
the
effectiveness of the quality management system in meeting these objectives
This communication will be written and/or verbal.
If written it will generally be communicated electronically and a ‘read
receipt’ will be generated and recorded by the administration manager.
2.3.2
Communication of general day-to-day business information
shall be carried out to ensure all relevant personnel are kept up to date with
any changes, updates or requirements etc that may impact on the daily functions
carried out for First
Aid International. The Director shall communicate any relevant information and
the communication will be written and/or
verbal. If written it will generally be communicated electronically and a
‘read receipt’ will be generated and recorded by the administration manager.
3. REFERENCES
Form: 004A Improvement
Logs
Form: 002A Improvement
Request
Form: 017A Course
Evaluation
Form: 018A Destination
Survey
PROCEDURE 2. QUALITY
OBJECTIVES
1. AIM
1.1 To
describe how quality objectives are determined and how action is planned and
taken to meet these objectives.
2. PROCESS
2.1 SETTING
OBJECTIVES
2.1.1
During the last quarter of a financial year First Aid
International management will arrange for a quality objectives planning
session.
Note:
This meeting will be held in conjunction with a Management Review Meeting.
2.1.2 Improvement
objectives will be determined for the following financial year and will arise
from consideration of:
§
Customers comments,
§
Staff comments,
§
Market place activities,
§
Improvement Logs & Requests,
§
Audit results (Internal and External),
§
Information gathered regarding conformance levels,
§
Perceptions of where improvements are necessary or
desired.
2.1.3 Improvement objectives will be set for various parts
of the management system and can apply to any level within the organisation.
2.1.4 Improvement objectives can be set in relation to First
Aid International Registered Training Organisation compliance, efficiency of
operations, process improvement, system improvement etc.
2.1.5 Improvement objectives are set in terms that can be
measured and each objective is recorded onto an Objectives Action Plan (Form:
005).
2.2 ACTION PLANS
2.2.1 Each
objective recorded on an Objective Action Plan and has a responsible person
nominated.
The
Plan is updated by the nominated person to reflect progress of the work.
The
nominated person completes the form as required, and reports progress to the Director.
2.2.2 The Plan is subject to reviews, where changes to Objective
Action Plans or Objectives are required the change is documented and discussed
at Management Review Meetings.
Change
decisions made at Management Review meetings are added to the Plan.
After satisfactory
completion and implementation of all the tasks identified in the Plan the Director signs off the Plan as
evidence of such completion.
2.2.3 All
completed Action plans shall be filed as evidence that improvement objectives
have been planned and carried out.
Each
objective recorded on an Objective Action Plan has a responsible person
nominated. The nominated person completes the form as required, and reports
progress to the Director and to Management Reviews.
Where
changes to Objective Action Plans or Objectives are required the change is
discussed at Management Reviews.
3. REFERENCES
Form: 003A Management Review Agenda
Form:
005A Objective Action Plan
PROCEDURE 3. QUALITY PLANNING
1. AIM
1.1 To establish and maintain a system to plan for
quality where services and processes offered are being added, deleted or
modified.
2. PROCESS
2.1 QUALITY PLANNING - IDENTIFYING A
NEED
2.1.1 For those services offered by First Aid International at the time of implementation of the management
system, the Procedures Manual and reference documents fully describe the
process undertaken in order to satisfy the requirements of the 2005
Australian Quality Training Framework Standards for Registered Training
Organisations.
2.1.2 Where the current scope of services offered by First Aid International increases, decreases, or changes then the management
system requires to be similarly modified.
2.1.3 Where a change is required the Director implements the
Document and Data Control procedure. Refer to Procedure 4.
3.1 QUALITY PLANS
3.1.1 Where
the change is not minor the Director prepares a Quality Objective Action Plan. The
Quality Objective Action Plan addresses what will be required.
4.1 USE OF QUALITY PLAN
4.1.1 The Quality Objective Action Plan is updated by the Director to reflect progress of the work.
The
Quality Plan is subject to reviews by the Director and
decisions made are added to the Plan.
After
satisfactory completion and implementation of all the tasks identified in the
Quality Objective Action Plan the Director signs
off the Quality Plan as evidence of such completion.
All completed Action plans shall be filed as evidence that
improvement objectives have been planned and carried out.
PPROCEDURE 4. CONTROL OF
DOCUMENT & DATA
1. AIM
1.1 To control information (documents and data) that
affects quality within First
Aid International.
2. PROCESS
2.1 CONTROL OF DOCUMENTS
2.1.1 The following documents require some level of control:
·
Policy Manual
·
Procedure Manuals
·
Documents / Forms
·
Standards, Codes and regulations
2.1.2 The Policy Manual, Procedures Manuals, Documents and
Forms and their revisions are reviewed and approved by the Director.
2.2 DOCUMENT DISTRIBUTION AND REVISION
2.2.1 There is one controlled copy of this manual and it is
normally kept in the Director’s office. A master (electronic) copy of this
manual is kept on the Administration Manager’s computer.
All
Quality System documents and forms will contain details of the following:
Issue:
Revision details and date of issue
(e.g.
Issue: A Revision:0 August 2006).
2.2.2 Revisions to the hard copy Manual are put into the
folder by the Administration Manager. For each revision an email is sent to
relevant personnel indicating what changes have been made.
2.3 CONTROL OF TRAINING PACKAGES, REGULATIONS
& STANDARDS
Responsible
officer
2.3.1 A listing of Registered Training Organisation
regulatory requirements and other standards is entered onto the Document Register
(Form: 006A). First
Aid International accesses the latest
updates to legislation, regulations, standards and requirements upon issue.
2.3.2 Details of re-issued regulations or their amendments
are entered as per 2.3.1 above.
2.3.3 The Director arranges for a review of the changes to
the requirements and standards to determine the nature and extent of any
changes required in the management system, Policy and Procedures and Manuals.
Where necessary the Director arranges for the changes to documents to be
implemented.
2.3.4 All
Training Packages and or units of competence purchased will be marked as
controlled. A list
is entered onto the Document Register
(Form: 006A). A listing of qualifications First Aid International is
registered to deliver is entered onto the
Document Register (Form: 006A). First Aid International access the latest updates to reflect the latest
version of a training package qualification or unit of competence.
2.3.5 All superseded issues are marked
"SUPERSEDED" by the Director or nominee, however they may, if
required, be retained as a reference by the Administration Manager.
2.4 CONTROL OF FORMS
Responsible
officer
2.4.1 The Administration Manager enters details regarding
the issue status of all the quality management system related forms on the
Forms Register.
2.4.2 Approval of the form and their revisions is indicated
by the signature of the Administration Manager and a date appearing on the
reverse of the master version of the form. The Director retains master versions
of Forms.
2.4.3 Revision status of forms is indicated by a letter
after the form number (i.e. FORM: 012A).
2.4.4 The Administration Manager issues the new form and
advises all holders to withdraw superseded versions of forms from use.
2.5 DOCUMENT CHANGES
2.5.1 No changes will be made to any Quality Management
System document or form without raising an Improvement Request as required in
the Improvements procedure. Any staff member can request changes to the QMS by
using an Improvement Request.
2.5.2 All superseded issues are marked
"SUPERSEDED" by the Director or nominee,
however, one superseded copy should be retained as a reference by the Administration
Manager.
2.5.3 Any staff member can request changes to the QMS by
using an Improvement Request.
3. REFERENCES
Form:
006A Document Register
Form:
007A Forms Register
Form:
002A Improvement Request
PROCEDURE 5. PURCHASING
1. AIM
1.1 To establish and maintain a system for procuring
products, materials and services, to comply with First Aid International requirements.
2. DETAILS
2.1 SUPPLIER SELECTION
2.1.1 For all suppliers, subcontractors, current at the time
of implementation of the management system, approval may be based on past
performance having previously been fulfilled without quality problems.
2.1.2 There are a limited number of products and services,
the purchase of which significantly impact on the services provided to clients.
New suppliers are put on a trial for one job and then used again if performance
is satisfactory.
2.1.3 For proposed new suppliers the Director approves the
proposed supplier or subcontractor by one or more of the following:
a)
knowledge about the supplier by First Aid International staff
b)
trial for one or more orders
c)
recommended by another registered training provider
d)
certificates of qualification
e)
known as a reliable supplier in the industry
Responsible
officer
2.1.5 Records of supplier performance, where they can be
attributed to a supplier, are kept by the Director, such as Improvement Logs,
complaints etc.
2.2 SUPPLIER REVIEWS
2.2.1 At Management Review the Improvement Logs, etc are
reviewed to determine whether the supplier’s performance has been acceptable.
2.3 APPROVAL TO PURCHASE
2.3.1
Purchase of products or services are based on the
requirements of First
Aid International. The Director is
responsible for approval.
2.3.2
Upon receipt of the product or service the Delivery
Docket/Invoice or equivalent is kept as evidence of satisfactory receipt.
2.3.3
Where payment for goods and/or services is made by
cheque from First
Aid International, the Chief Financial
Officer or delegate must sign the cheque.
3. REFERENCES
Procedure 26 Financial Management
Form: 008A Supplier/Sub Contractor
Evaluation
PROCEDURE 6. RISK MANAGEMENT
1. AIM
1.1 To
identify and control the risk associated with the 2005 Australian Quality
Training Framework (AQTF) Standards for the operation of a Registered Training
Organisation.
2. PROCESS
2.1.1 A
risk identification and assessment of compliance with each of the twelve (12)
AQTF Standards will be completed once per year.
2.1.2 Using
the Risk Management Worksheet and Risk Priority Chart (Form: 009A), each of the
12 AQTF standards shall be assessed to identify:
§
the
associated risk,
§
the procedure
in place to manage the associated risk, and
§
to
estimate the likelihood of an incident occurring due to non-conformance with
procedures within First Aid International.
2.1.3 Follow steps 1 – 8
1. Using
the AQTF Standards identify the associated risk and list any compliance
threats (Cause of risk eg. poor assessment records).
2. Identify
the main risk for the threat that you have listed (possible consequences
of the threat if not controlled, e.g. a student will receive an incorrect
qualification).
3. Use
the Risk Priority Chart to score the likelihood of this happening.
4. Use the Risk Priority
Chart to score the consequences.
5. Use the Risk
Priority Chart to determine the total score.
6. Identify
(tick) which risk should be dealt with first. (First Priority)
7. Identify the most
appropriate control method.
8. Transfer
the implementation of risk onto an Improvement Request (Form: 002A) for
tracking and close out.
2.1.4 Improvement
requests will be dealt with in accordance with the following Improvement
Procedure
3. REFERENCES
Form:
009A Risk Management Worksheet
PROCEDURE 7. IMPROVEMENTS
1. AIM
1.1 To make sure that any problems are promptly detected,
identified, segregated, documented and fixed in a controlled manner.
1.2 To
make sure that action is taken to prevent the occurrence and/or recurrence of
problems.
2. PROCESS
2.1 PROBLEMS
2.1.1 First
Aid International personnel and/or
subcontractors identify a problem by making an entry onto the Improvement Log
(Form: 004A). If a problem identified by any First Aid International personnel
or subcontractor has the potential to cause injury, or to affect the quality
output of a product, the item must be segregated and marked to ensure it is not
used by any other person until the problem has been rectified. Problems of
this type should be entered onto the Improvement Log and brought to the
attention of the Director immediately. First Aid International personnel and/or subcontractors are also
encouraged to make entries onto the Improvement Log where improvements can be
made to any part of the business.
Responsible
officer
2.1.2 The
Director determines what action is required to rectify the problem and makes
arrangements for the actions to be undertaken.
2.2 REVIEW
OF IMPROVEMENT LOGS
2.2.1 The
Administration Manager reviews the Improvement Logs every month to determine
the need for further action for each incident as well as groups of similar
entries.
2.2.2 Where
the Director perceives that errors etc require action to resolve the issue,
particularly those identified by clients then an Improvement Request (Form:
002A) is raised.
2.3 IMPROVEMENT
REQUESTS
2.3.1 Improvement Requests are
raised by the Administration Manager where causes of problems can be eliminated
or issues fully addressed or improvements implemented.
2.3.2 The Administration Manager
processes Improvement Requests by ensuring that the form is fully completed and
that action is taken.
2.3.3 Where the action associated with an Improvement
Request results in revision to a Manual or Procedures, the Improvement Request
references the documents to be revised.
2.3.4 The Administration Manager
collates information from the Improvement Logs and Improvement Requests and
prepares a monthly summary for management review.
3. REFERENCES
Form:
004A Improvement Log
Form:
002A Improvement Request
PROCEDURE 8. CONTROL OF
RECORDS
1. AIM
1.1 To
describe how the records system works.
2. PROCESS
2.1 QUALITY
RECORDS
2.1.1 Throughout the First Aid International management system (Manuals and Procedures), there are
records relating to the services provided and management system that are
described in terms of Form names etc. In order to maintain control of such
records, the Director raises a Records List (Form: 010A).
2.1.2 Records
include:
·
Internal audit records,
·
Management review records,
·
Improvement records,
·
Employee Training records.
·
Employee Induction records
2.1.3 Records that show conformance of the
service include:
·
Client/Student Files,
·
Client enrolment,
·
Training program design and development,
·
Training program delivery,
·
Assessment results
·
Venue Checklists
2.1.4 Client/student
records
Client / Student information is stored for thirty
years after completion of the agreement or for a longer period at the
discretion of the Director.
All
Student information (name, address and any identifier, such as date of birth)
and records of assessment, including records of Qualifications and or
Statements of Attainment issued, are retained for 30 years. Sufficient
information to enable reproduction of the Qualification/Statement of
Attainment, including the date of issue, and a list of units of competency
achieved by the individual is retained. All records are kept securely and confidentiality
is safeguarded.
Records relating to training and assessment results,
including confidential client information, are held in locked files in the
records area of First
Aid International. Electronic records are
stored on the computer. No information about any client/student is to be
disclosed to any third party without the written consent of the client/student.
2.1.5 Access to records
Clients/Students may access their own personal
records by submitting a written request to First Aid International. Within 14 days of receipt,
and after verification that the records are for the individual submitting the
written request, records will be made available to the student by the
Administration Manager.
Only authorised personnel within First Aid International may
access student records. Trainers and Assessors only have access to records for
students for whom they are responsible for either training or conducting
assessments. They cannot access any other student records. Administration staff
access student records to ensure records are maintained and up to date as
required (eg when entering computer data, and preparing or entering information
into files for a student, to issue qualifications or in response to a written
request by the student for information). The Director, Administration Manager
and Auditors have access to student records in relation to conducting audits
and ensuring records are maintained and stored as required by First Aid
International policies and procedures. All authorised personnel are required
to ensure information is kept confidential and is only accessed in the course
of their duties. No information is to be released to any other person without
the express written permission of the student.
2.1.6 Student
assessment records
All
students’ completed assessment items or the assessor’s checklists for every
student are retained until after the appeal period. After the end of the appeal
period, only the assessor’s completed marking guide/criteria/observation
checklist including a summary of feedback given to the student, the name of the
assessor and the date of assessment for each student is retained for a period
of 12 months after the final result for each unit of competency. Or, where a
contract is held, for 12 months after the expiration of the contract, whichever
is greater. If no checklist is used, the completed assessment item itself is to
be retained for a period of 12 months after the final result for each unit of
competency or, where a contract is held, for 12 months after the expiration of
the contract, whichever is greater.
A
master copy of all assessment instruments and the assessor’s marking
guide/criteria/observation checklist is retained for 7 years to cover possible
requirements to produce evidence as to how a person was assessed as competent.
In the event First Aid International ceases to operate, the Director
must, within 14 days of ceasing, forward all student results, including student
records (name, address and any identifier, such as date of birth) to the ‘Department
of Employment Training, and the Arts’ regional office. The documentation must
be a complete, accurate and ordered copy of all student results/details since
initial registration as a registered training organisation. The records must be
in the form of a disk copy (backup of all records stored electronically and the
mechanism by which the material can be retrieved) and hard copy, and
include software details. Copies of qualifications/ statements of Attainment
granted to students, and a list of the competencies/modules achieved for each
student must be included.
2.1.7 Management records
Records relating to the management system are filed
in folders for that type of record (e.g. Management Review Minutes) generally
in time order.
Management System related records are stored for a
minimum of three years.
2.2 COMPUTER BACK UP
2.2.1
The First Aid International uses Vetrak and the computer
system is backed up overnight and data is stored off site.
2.2.2
Only authorised
personnel can access data stored as part of the backup system.
3. REFERENCES
Form: 010A Records List
PROCEDURE 9. INTERNAL
AUDITING
1. AIM
1.1 To
describe the system for auditing the management system.
2. PROCESS
2.1 AUDIT
PLANNING
2.1.1 Internal audits are performed as shown on the Audit
Schedule (Form: 001A) unless varied at a Management Review Meeting or when
additional audits are called by the Director due to the status and importance
of the activity. Auditors must ensure all functions are audited at least once
per year to ensure compliance with AQTF Standards.
2.1.2 Internal audits are conducted using an uncontrolled
copy of the relevant documents as a checklist, or a specific checklist is
produced. The Director will endeavour to ensure audits are conducted by third
party and that an individual does not conduct an audit of their own work area.
2.2 PERFORMANCE
OF AUDIT
2.2.1 The Auditor conducts the audit using the checklist,
and examining the objective evidence ascertains whether the system is operating
in accordance with those requirements.
2.2.2 The
Auditor records the audit results against the relevant element of the checklist
using the following scale.
·
ü : Satisfactory
·
X : Unsatisfactory
·
NV : Not Verified
2.2.3 Where the Auditor judges that the requirements are unsatisfactory,
the appropriate reasons are recorded on the checklist. The checklist also
indicates what evidence was observed which lead to a satisfactory finding.
2.2.4 Where an element is marked as NV then the reason for
this is recorded on the checklist.
2.3 AUDIT
REPORTING &FOLLOW UP
2.3.1 All unacceptable findings resulting from an audit are
documented by the Auditor on an Improvement Request and presented to the Director
for follow up. A copy of the Audit Report (Form: 001A) is presented to the
Management Review Meeting and filed in the audit report file.
2.3.2 The Improvement Request(s) is processed (and followed
up) in accordance with the requirements of the Improvement Reporting procedure.
3. REFERENCES
Form:
011A Internal Audit Report
Form: 004A Improvement
Log
Form: 002A Improvement Request
PROCEDURE 10. HUMAN
RESOURCES
1. AIM
1.1 To
ensure that First
Aid International staff are competent to
perform their duties.
2. PROCESS
2.1 To identify the steps which are to be taken for staff selection
and recruitment, to ensure all applicants are treated fairly, and that all
legislative and award requirements are complied with. This procedure shall
apply to all staff selection and recruitment activities conducted by First Aid
International
2.2 Staff Recruitment Rationale
Before
a new staff member is employed, a review of staffing must be undertaken to
ensure the role needs filling, and that the position description is correct.
If it is a newly created position, the position description must be completed
prior to the position being advertised.
Prior
to actually taking steps to place an advertisement and start interviewing for
the job, a determination as to whether there is a need for change shall be
made. Where it is determined that there is a need for change consideration
shall be given to the following:
§
Has the
job changed in the last 12 months?
§
Is it
necessary to employ a person to fill the role?
§
Could
the work be shared among a number of other people?
§
Could a
person be replaced by technology?
§
Are
there persons in the organisation with the skills required for the job?
§
Can an
existing employee be educated or trained to do this job?
§
Can the
replacement be delayed?
§
Can the
job be done casual or part-time?
§
Is it
possible for a younger, less skilled person, to do the job?
The
objective of this exercise is to focus on efficiency and cost effectiveness.
By redesigning the job or reallocating tasks, major savings can be made.
2.3 Authority to Employ
For
the appointment of permanent full-time or permanent part-time employees, the Director
shall be consulted for authorisation prior to proceeding with recruitment.
2.4 Job Description and Person
Profile
After
determining that the role is essential, or redesigning the role to be more
efficient or cost effective, a clear picture of what the job entails and the
requirements of the person to fill the job shall be developed by establishing
the following:
2.5 Job
Description
§
Business
Name
§
Department
§
Job
title
§
Direct
reports (subordinate) direct and total
§
Reporting
(responsible) to
§
Responsibilities
§
Overall
purpose of job
§
Key
result areas
§
Special
requirements
§
Other
features of job
§
Location
of job
§
Wages/salary
2.6 Person
Profile
§
Job
title
§
Skills
§
Qualifications
§
Background
§
Experience
§
Qualities/attitudes
3 THE ADVERTISEMENT
When creating an
advertisement to fill a job vacancy, use of the AIDA principle is recommended
where:
A = ATTENTION
I = INTEREST
D = DESIRE
A = ACTION
3.1 Discrimination in Advertising
Special attention shall be
given to ensuring the advertisement does not breach discriminatory
legislation. The following activities shall be carried out:
Wording specific
to sex such as "HE" or "SHE" shall be avoided;
Discrimination by stating a
preference for persons of a particular national extraction, race or colour
shall not be tolerated;
Qualities that are
unnecessary for the work to be performed shall not be included.
Adopting to these
activities will provide for:
§
a wider
range of applicants to choose from;
§
a
better opportunity for obtaining the best person for the job;
§
an
opportunity to improve the standards of skill in the organisation's labour
force;
§
and a
greater chance to increase productivity and profile with the best available
person in every job.
3.2 Advertisement Checklist
Prior to the placement of
an advertisement the advertisement shall be checked for completeness. The
following points may be considered:
§
First
Aid International logo.
§
Position
title.
§
Location.
§
Description
of position (from job description).
§
Qualification/experience
required.
§
Details
of how to apply.
§
Request
for resume (if required).
§
Job
benefits such as superannuation, holidays, etc.
§
Work
hours (especially for remote locations and casual or part-time jobs).
§
Your
name and title for reference.
4. THE SELECTION PROCESS
4.1 The Short List
Resumes are received and
short listed for the vacant position. When evaluating applications in order to
arrive at a short list of applicants to interview for the job, the following
principles shall be adopted:
§
All
applicants are considered against the same selection criteria;
§
No
assumptions are made about the working patterns of groups that would
automatically exclude them;
§
Applications
are not assessed in a way that suggests unfair attitudes on the basis of race,
colour, sex, etc.
§
When
a Trainer or Assessor is to be employed an assessment of the requirements of the
Trainer/Assessor to be appointed shall include an examination of the Training
Package, Industry Requirements, Quality assurance and/or contractual
requirements to be satisfied by the Trainer/Assessor.
The short listed candidate
will be asked to attend an interview. All applicants selected for an interview
shall be asked to complete a formal Employment Application Form F5.9-1 upon
arrival for their interview.
4.2 Verification of Information
At the formal
interview the following are to be sighted:
(a) Personal identification
(b) License/Permit/Certificate/Educational
Qualifications relating to the position sought by the applicant.
4.3 The
Interview
The Director will complete
an Interview Evaluation Form for each applicant at the formal interview (Form
5.9-1A).
Interviews and Equal
Employment Opportunity
The
following principles shall be adopted when conducting interviews:
§
All
applicants are considered against the same objective selection criteria.
§
No
assumptions are made about the working patterns of groups that would
automatically exclude them.
§
Applicants
are not interviewed in a way that suggests unfair attitudes on the basis of
race, colour, sex, etc.
§
The
same information on the same position is offered to all applicants.
§
Members
of both sexes, where practicably possible, are involved in making selection
decisions.
§
Applicants
are informed of decisions as soon as practicable after they are made.
§
Counselling
of applicants on interview performance is provided if requested.
Interview
Style
In
most cases Directors approach the 'job interview' under-prepared.
Remember:
§
the new
member to be appointed is critical to the team's success;
§
poor
selection decisions are very costly in time, money and emotions;
§
doing
it right the first time will save a lot of problems;
§
respect
the applicant, the interview might be another interruption in a busy day, but
it is the climax of theirs.
The Best Predictor of Future Behaviour is Past
Behaviour
|
When approaching a job
interview be very specific about the information required to help make a
quality decision. The approach suggested is 'Behavioural Interviewing' and is
based on the axiom:
This helps reduce
dependence on 'gut feel' or 'intuition' and assists in gathering behavioural
examples that relate to skills and qualities required in the job.
Major Points to
Consider
Prepare
for the interview:
§
Review
job requirements.
§
Determine
necessary skills.
Create
interview plan;
§
Formulate
job-related questions to help interviewee.
§
Have a
written checklist of questions.
Arrange
interview environment:
·
Ensure
no interruptions.
·
Ensure
interviewee is comfortable.
·
Allocate
enough time - one hour is desirable.
Conduct
the interview:
·
Use
rapport-building questions.
·
Ask
open-ended questions.
·
Allow
silence.
·
Seek
contrary evidence.
·
Control
the interview.
·
Gain
behavioural examples.
Use
intuition to ask better questions
·
Confirm
or invalidate 'gut feelings'.
·
Protect
applicants from prejudices/biases.
Assess skills
§
One
behavioural example may provide evidence for or against several different
skills.
§
No-one
is absolutely perfect - and no-one is absolutely bad!
§
Is
there sufficient information at hand to do a fair assessment?
§
Allow
for unmeasured skills.
More
than a Gut Feeling
Often Directors make
important decisions about the hiring of staff based upon 'gut feelings' or
'intuition'. However, research shows that many interviewers develop gut
feelings in the first few minutes of the interview without having sufficient
information about the person's actual job skills. It is important to learn how
to ask questions which will assist in gaining behavioural examples which relate
to work-related skills.
Interview Model
A
suggested model to follow when conducting a job interview is:
Step
1: Preparation
Step
2: Rapport building
Step
3: Information gathering
Step
4: Job description/Institute interview
Step
5: Closure
Step
6: Evaluation
Step
1 Preparation
It
is essential to do preparation well before the interviewee arrives. There are
a number of things to consider:
§
environment
- ensure privacy and that no interruptions will occur;
§
job description
- it is important to review the details of the position to ensure nothing is
overlooked;
§
interview
- look over the interview sequence and run through the objectives and relevant
questions;
§
paperwork
- make sure any relevant forms, a pad and a pen, are at hand.
Be sure not to overlook
this step as it assists in organising the thoughts process which is important
for a successful interview.
Step
2 Rapport Building
It
is important to make the person RELAX.
This
can be achieved by asking questions that are non-threatening and conversation
oriented that help the interviewee feel at ease.
§ How was your trip in?
§ Was the traffic very bad?
§ Have any trouble finding
us?
If
the person is nervous and tense a satisfactory opinion of them or
their abilities
will not be able to be formed.
Explain
the interview procedure:
§
Will
take 30 - 40 minutes
§
Firstly
about you, your background, experience
§
Then
about First Aid International, the job
§
Then
any questions you may have
Step 3
Information Gathering
This
is the most important part of the interview and the part that requires the most
skill. The purpose is to find out whether or not the person has the required
qualities, skills and abilities to do the job. The predominant skill to use
here is 'behavioural questioning'.
Prior
to the interview develop a list of 'behavioural questions' to ask at this point
designed to determine if the applicant has the skills and qualities desired.
Do
not think them up on the spot.
Step 4 Job
Description/ First Aid International Overview
Go
over the details of the job and First Aid International, giving the applicant
time to ask any questions they might have.
Some things to watch:
§
don't
oversell the position;
§
don't
undersell the position;
§
don't
give false expectations of promotional opportunity;
§
ensure
details of salary, hours and benefits are accurate.
Step
5 Closure
When
the applicant has asked all the questions they want and you have the necessary
information required, close the interview. Follow this procedure:
§
Thank
the applicant for their time to attend the interview.
§
Confirm
the phone number on which they can be contacted.
§
Advise
them the time frame in which they will be advised of the outcome of the
interview.
§
Confirm
when they would start.
§
In
closing tell them they will be contacted again shortly - either way - and
ensure this happens
Step
6 Evaluation
During the interview keep
note of observations, considerations and concerns on the Interview Evaluation
Form F5.9-1A. Before there are a multitude of other pressing matters, sit down
and complete the evaluation.
4. REFEREE CHECKING
This step of the selection
process is one that is often overlooked to the detriment of First Aid
International. The best way to test a candidate's credentials is by talking
to people they have worked for. Written references, while sounding good and
making a result look good, are of no real value in establishing credibility.
The
purpose of referee checking is to obtain, in confidence, factual information
about the past history of the applicant, as well as opinions regarding
character, quality of work and suitability for the new position.
4.1 Verification of Qualifications and Experience
The qualifications and experience held by any applicant for
employee or any subcontractor to be hired or contracted are to be verified by the Director or nominee and documented on the final page of the
Application for Employment (Form 012A). This activity must be carried
out for any Trainer or Assessor to be used to conduct training and or
assessment for the organisation.
Where
required by regulations, specific qualifications required by staff, are
verified prior to an offer of employment.
Prior to an offer of
employment for a Trainer or Assessor to be used to facilitate training or conduct
assessment for First Aid International, the applicant’s competence to train or
assess must be determined for each unit of competency they will be required to
either teach or assess.
Individual trainers must
meet the following requirements:
§
Hold
formal qualifications for TAA40104 Certificate IV in Training and Assessment (or BSZ40198 Certificate
IV in Assessment and Workplace Training).
§
Be
recognised as competent in the specific units of competency they will teach.
Trainers must have experience or a qualification that is recognised by industry
at least to the standard against which they are training. A higher-level
qualification will provide sufficient evidence if the trainer holds a
qualification in a higher-level unit of competency that is directly related to
the unit against which they will train.
§
Demonstrate
current knowledge of the industry, industry practices, and the job or role in
which they will train. This may be demonstrated through evidence of one or
more of the items below:
§
Relevant
work experience.
§
Attendance
at professional development/training and education activities focusing on good
practice in the relevant industry competencies.
§
Participation
in professional/industry networks.
Demonstrate current
knowledge and skill against the nominated Training Package in a range of
contexts. This may be demonstrated through at least one of the following:
§
Familiarity
with the competency standards in the Training Package to be used by the learner
§
Recent
workplace training activities
§
Attendance
in professional development activities focused on workplace training
§
Understanding
of the requisite trainer qualifications within the Training Package
Demonstrate the necessary
interpersonal and communication skills required. This may be demonstrated
through evidence of one or more of the following:
§
Attendance
in professional development and/or training activities focused on effective
communication in workplace training contexts
§
Knowledge
of language, literacy and numeracy issues in the context of workplace training
§
Recent
workplace training activities.
§
Hold
any other qualification as required by the training package against which they
will conduct assessment.
Individual
assessors must meet the following requirements:
a) Hold formal recognition of competence
in the following units from TAA04 Training and Assessment Training Package:
- TAAASS401A Plan and
organise assessment
- TAAASS402A Assess
competence
- TAAASS404A
Participate in assessment validation
- Or equivalent
- Possess relevant vocational competencies, at
least to the level being assessed
- Demonstrate the capacity to relate the
competency to industry needs and career progression. As evidenced by an
appropriate work history and/or attendance at workshops/ seminars/ conferences/
courses etc.
- Have knowledge of practices consistent with
emerging/ current best practice in industry and training. As evidenced
by an appropriate work history and/or attendance at workshops/ seminars/
conferences/ courses, active membership of relevant professional or
technical associations, and current licence to practice.
b) Demonstrate current
knowledge and skill in assessing against the nominated Training Package in a
range of contexts. This may be demonstrated through at least one of the
following:
§
Familiarity
with the competency standards in the Training Package to be used by the learner
as a basis of assessment
§
Recent
planning, conduct and review of assessment and/or workplace training activities
§
Participation
in moderation/validation processes
§
Attendance
in professional development activities focused on assessment and/or workplace
training
§
Understanding
of the requisite assessor qualifications within the Training Package
c) Demonstrate the necessary
interpersonal and communication skills required in the assessment process. This
may be demonstrated through evidence of one or more of the following:
§
Attendance
in professional development and/or training activities focused on effective
communication in assessment and/or workplace training contexts
§
Knowledge
of language, literacy and numeracy issues in the context of assessment and
workplace training
§
Recent
assessment and/or workplace training activities.
d) Hold any
other qualification as required by the training package against which they will
conduct assessment.
A
qualification is not sufficient to ensure competence in any particular unit of
competency each unit must be assessed in its own right.
Examples:
§
An
assessor is not necessarily competent because they have higher-level
qualifications. Unless they also had relevant industry experience, they would
not be considered competent to assess.
§
Industry
experience becomes more important as the qualification level increases. For
example, an assessor assessing against a Certificate II training package could
have quite adequate experience after a period in the relevant industries where
the requirement for a Cert IV would be to have significant experience at a
senior level. To conduct assessment for Front Line management units, the
assessor will need significant experience in supervisory or management role
whether or not they have qualifications.
§
Currency
will be a bigger issue in some packages than others. In an industry where
change is rapid, such as IT, evidence of currency should be examined regularly.
4.2 Offer
of Employment
When a decision has been reached
regarding making an offer to an applicant, a letter
of offer is typed up using a standard letter of offer. The Director signs this
letter.
5 RECORDS OF QUALIFICATIONS,
COMPETENCE & TRAINING
The Administration Manager starts a file for the new RTO employee and keeps
a copy of the completed application for employment form with the final
verification page completed, a copy of the full resume with copies of all
qualifications and documented industry related experience, along with all
training records for all RTO trainers/ assessors/ administration staff and
subcontractors on the file. Training records include the following:
§
levels of competence
§
employee qualifications and experience
§
details of training and courses attended
§
record of successful completion of induction
6 INDUCTION
Induction is the process of
receiving and orientating employees when they first join the organisation.
Here the aim is to provide the basic information they need to settle down
quickly in their jobs. It is also the process of acquainting new comers with
the rules of First Aid International.
Induction
comprises three parts:
§
First
Aid International induction;
§
Departmental
induction; and
§
Job
induction.
6.1 First Aid
International Induction
The very first day of a new
employment can colour the totality of an employment relationship. Good
impressions are achieved if the new employee is met by a responsible person,
where possible the Director. The meeting may be individual or in a group.
New
employees and/or subcontractors undertake induction training as soon as is
practicable after starting employment with First Aid International. The inductor is the Administration Manager.
The
new employee is given the letter of offer to sign, any relevant agreements, and
a tax declaration to complete. The inductor will go through these forms with
the new employee to ensure they are understood and completed correctly. A copy
of the signed letter of offer is given to the employee.
All new RTO employees/contractors
are provided with a Controlled copy of the ‘RTO Handbook’. The employees sign
the RTO Handbook Acceptance form (to confirm receipt of their copy). The signed RTO Handbook Acceptance form is placed in the RTO employee file held by the Administration
Manager. This RTO Handbook remains
the property of First Aid International and must be returned to the
organisation should the person leave the employ of First Aid International.
During
the induction activity the inductor ensures that the employee or contractor
understands the items listed on the Induction Record and the employee
/contractor signs to verify they have had all information provided to them in a
handbook and it has also been explained in detail to them. The signed Induction
Training Record Form is placed in the RTO employee file held by the Administration Manager.
The letter of offer,
completed tax declaration, signed agreement (where applicable) are sent to
payroll for processing. Once processed these are placed in the employees file.
At the induction, the
following information should include, but not be limited to:
§
Company
Profile.
§
Organisational
Structure.
§
Conditions
Of Employment.
§
General
Company Information.
§
Quality
Management System Requirements.
§
Personnel
Administration Procedures.
§
Employee
Responsibilities and Disciplines.
§
Workplace
Health & Safety Requirements.
§
Advertising
Policy & Procedures.
§
Access
Equity and Diversity Policy & Procedures.
§
Course
Admission Policy & Procedures.
§
Issuing
of Qualifications Policy & Procedures.
§
Refund
Policy & Procedures.
§
Recognition
of Prior Learning Policy & Procedures.
§
Assessment
Policy & Procedures.
§
Complaint
Policy & Procedures.
§
Appeal
Policy & Procedures.
§
Records
Management Policy & Procedures.
§
Anti-Discrimination
Sexual Harassment Policy & Procedures.
§
Support
Services for Trainees Policy & Procedures.
§
Any
other Relevant State/Commonwealth Act.
§
AQTF
Standards for Registered Training Organisations (2005).
6.2 Departmental
Induction
Department induction is
generally carried out by the new employee's immediate supervisor/Administration
Manager. This is an informal process, which shall include, but not be limited
to:
§
Introduction
to people working in the department;
§
Explanation
of the role of the department;
§
Explanation
of how the department fits into the organisation;
§
Provision
of basic information about working arrangements; and
§
Location
of conveniences.
6.3 Job Induction
Job induction, which is
about training for, or gaining awareness of, the job is also an informal
process. Training may be conducted away from the normal workplace until
performance reaches satisfactory levels, particularly if incentives are
involved. However whenever practicably possible, training shall be conducted
on-the-job, with instruction from the supervisor or experienced hands.
Some Points to Remember:
§
Ensure
the new employee produces her/his Letter of Appointment and any necessary
licenses or permits on reporting to work the first day.
§
Closely
monitor progress throughout the induction period.
§
Ensure
the new employees are aware of ALL aspects of induction.
§
If it
is considered the wrong person has been employed, recognise it as soon as
possible, but give them every opportunity to succeed prior to taking dismissal
steps.
6.4 Probation
Period
Advise the new
employee/contractor that their performance will be monitored continuously
during the probation period and that an assessment will be made at the end of
each month, when counselling/commendation will be provided and a record of each
assessment kept.
6.5 Performance
Management
Performance management
begins with the induction of employees where new employees should be made to
feel welcome and an integral part of the team in the shortest possible time.
A common problem,
particularly in organisations of this size, is the use of a comprehensive
initial induction program on the first day, but with little or no follow-up
with the new employee at later dates.
Following up is a
means of:
§
constantly
reassuring an employee;
§
reviewing
their progress;
§
making
sure they are settling in to First Aid International;
§
ensuring
they are coming to terms with their new job;
§
discussing
any problems which occur;
§
gradually
importing all the information they need to know about First Aid International;
§
assessing
the individual's capacity to absorb the information; and
§
determining
the individual's potential for advancement within First Aid International.
Follow-up
shall be carried out frequently during the initial induction and orientation
period (e.g. several times during the first day). The intervals shall then
decrease until ongoing staff assessment activities are only formally conducted
every twelve months unless otherwise dictated by circumstance. At all times
questions and feedback from employees should be encouraged and an indication
given of whom they should approach when any problems occur. Regular contact
can help prevent grievances whilst settling in.
Each role must have a Job
description. The description will lists key tasks and required competencies.
Performance is to be evaluated by the Director,
against these tasks and competencies, at the completion of an employees
probation period, and then at least annually.
The
following formal assessment of new employees is recommended:
§
Formal
assessments should be conducted at the end of the three months probation.
Details of the assessment shall be recorded.
§
Where
necessary points for improvement/commendation should be discussed with the
employee.
§
The
assessment should be done with the employee where the supervisor/ Director
shall:
-
Discuss their performance;
-
Commend good performance;
-
Recommend areas for improvement;
-
Ask if the employee has any questions;
-
Welcome as permanent staff member; or
-
Terminate the employee.
By following
this procedure, there are very clear points of reference to determine whether
the employee is meeting performance requirements. Records of Performance
Appraisal reviews shall be kept in the employee's file. This procedure applies
to all employees of First Aid International.
Effective
career management does not occur spontaneously or in a vacuum. Rather, it
begins with a careful assessment of the situation in which the career occurs as
well as recognition that employees, must take deliberate planning steps.
Work
environment, organisation and job characteristics all affect diverse aspects of
career management, including the extent to which First Aid International
supports and funds individual career planning, the range of job opportunities
both inside and outside First Aid International (or department), the types of
career paths available, and the way work and family obligations interact.
Individuals,
who plan their careers to increase their status and salary, ensure job security
and maintain their marketability in a changing employment market. To encourage
individual career path development First Aid International conducts performance
appraisals on an annual basis. The purpose of these performance appraisals in
respect to career path management is to:
§
Develop
and promote employees from within;
§
Reduce
a shortage of promotable talent;
§
Express
interest in the future of employees;
§
Improve
productivity;
§
Meet
affirmative action program commitments;
§
Reduce
staff turnover;
§
Allow Directors
to express personal interest in subordinates; and
§
Create
a positive recruiting image.
Each employee shall be
provided with a copy of the Performance Appraisal Form annually, or as
otherwise stated in the foregoing. This form shall be completed and signed by
the employee prior to the advised appraisal date and shall be submitted to the
Director prior to the conducting of the appraisal, which shall be no less than
10 working days from the date of issue of the form.
At the performance
evaluations, training needs are also identified and recorded.
The Director, together with the person concerned will develop
an individual training plan appropriate to satisfying those training needs.
8 REFERENCES
Form: 015A Employee Induction Training
Record
Form: 013A Staff
Profile
Form: 014A Position
Description
Form: 016A Employee
Handbook Acceptance
Form: 041A Performance
Review
PROCEDURE 11. MEETINGS &
SURVEYS
1. AIM
1.1 To
describe how meetings are managed.
2. PROCESS
2.1 MEETINGS
2.1.1 Meetings
are held with between Directors and other personnel to discuss organisational
issues. Minutes of meeting are taken and distributed by the nominated person.
2.1.2 At
each meeting the status of Action Plans (AP) and Improvement Requests (IR) are
discussed. As necessary the actions nominated in the AP's and IR's are
modified in order to achieve maximum benefits.
2.1.3 That
part of the minutes relating to APs and IR’s can be communicated to other personnel
electronically or in writing.
Frequency of meetings
2.1.4 Meetings
usually occur on the completion of delivery of a course. The Director and
other relevant personnel discuss any current issues, standards for RTOs
updates, progress on previously raised issues etc. Minutes of the meeting are
taken and distributed to all attendees.
2.2
SURVEYS
/ EVALUATION
2.2.1
Information
relating to the level of satisfaction of customers with the services provided
by First Aid International is gathered by routine reporting from the
customers. Additionally First Aid International personnel make entries into
the Improvement Logs where any feedback is worthy of further consideration.
Student feedback/evaluations
2.2.2
All
course participants are provided with an evaluation form (Form: 017A) to
complete and submit at the end of training and assessment.
2.2.3
The Administration Manager arranges for a
Destination Survey (Form: 018A) to be sent to students after training has been
completed and sufficient time has elapsed (not less than 6 months) after
completion of training.
Employer feedback
2.2.4
When an
organisation has paid for training for their employee(s), an Employer
Questionnaire (Form: 019A(a) and Form: 019A) is sent to the Employer, on
completion of all training, to gather customer feedback and comments.
Responsible officer
2.2.5
The Director
(or delegate) collates information from the responses using Form: 034A Course
Evaluation and Data Report and prepares reports for the Management Review
meeting. The Administration Manager
reviews the responses and raises an Improvement Request where further action is
required.
3. REFERENCES
PROCEDURE 12. COURSE ADMISSION
& ENROLMENT
1. AIM
1.1 To
establish and maintain a system to provide effective client enrolment services.
2.
PROCESS
2.1
All
applicants for enrolment are required to satisfy First Aid International that they meet all prerequisite
requirements,
such as qualification and/or experience, as outlined in the relevant syllabus
or Training Package prior to acceptance for admission to courses.
FEE FOR SERVICE
2.2
A
Course Enquiry Letter (Form: 020A) shall be sent to all potential students
seeking information about the training provided by First Aid International.
Student
information - handbook
2.3
On receipt of
an enquiry regarding any of the courses, the Administration Manager or staff member handling the enquiry
shall either make an appointment for an interview and at that interview provide
a "Student Handbook", the content of which shall also be explained
verbally to the student.
Or
2.4
Provide
a Student Handbook by mail, if the enquiry is regarding a course being run at First
Aid International. The trainer, on the first day of the course, will provide an
explanation of the information contained in the Student Handbook. All students
attending sessions with First Aid International will complete a Student
Information Acceptance Form (Form: 22A)
2.5
All
potential course participants are encouraged to review the competencies of
courses to ensure they understand the performance requirements prior to
enrolment.
2.6
Students
shall be advised to complete an Enrolment Form (Form: 021A) provided to them,
or as contained in the Student Handbook. The enrolment form must be completed
and returned to First Aid International.
2.7
On
receipt of the completed Enrolment Form (Form: 021A), the Administration Manager or nominated staff
member shall validate details.
2.8
The Administration Manager or nominated officer
shall then enter the student details into the student database. This
registration in the student database shall also provide the catalyst for the
generation of initial invoicing.
2.9
Prior
to commencement of the course, management shall be responsible for ensuring any
support, equipment, or materials, for students with a special need or a
Language, Literacy or Numeracy problem are available, to enable the student to
commence and complete the training course with First Aid International.
2.10
The
student will be asked to sign Form: 022A as proof of having received the
information in the Student Handbook in writing and supported by an explanation. This
form will be placed in the student’s file.
2.11
During
the enrolment process personal details of students are recorded (i.e. name and
address) on an internal database. All personal details are kept confidential
in accordance with the Privacy Act.
2.12
No
details provided to First Aid International are sold or otherwise released to a
mailing list or other organisations without the express permission of the
individual concerned, in writing.
2.13
All
Student Files (Hard copies) are filed and a Student File Check List (Form: 023A)
is placed in the front of the file. This form is progressively completed as
the training and assessment is completed and records are generated. When the
form is completed all records marked on the form should be contained within the
file and the file can then be closed. Only authorised personnel at First Aid
International can access client records.
3.
REFERENCES
Form: 022A Student
Information Acceptance Form
Form: 021A Enrolment
Form
Form: 020A Course
Enquiry - Letter
Form: 023A Student
File Check List
PROCEDURE 13. TRAINING /
COURSE DELIVERY
1.1 To ensure that Training/Course
delivery standards are maintained and quality training services are provided to
all clients on behalf of First Aid International.
Organise the classroom /
training room to ensure WH&S legislative requirements are fulfilled,
including
§
implementing
and monitoring WH&S policies and procedures in the classroom / workshops;
§
identifying
hazards and assessing the WH&S risks in the classroom/workshops;
§
eliminating
hazards and controlling WH&S risks in the classroom / workshops;
§
ensuring
that they possess the skills and knowledge sufficient to teach/assess the
WH&S component of the Training Package concerned;
§
ensure
that trainees are instructed and assessed in accordance with the WH&S
requirements of the relevant Training Package and WH&S legislation.
2.8
It is
the responsibility of the trainer, in collaboration with workplace
trainers/supervisors, to ensure that the students study and work in
environments that fulfil WH&S legislation, and have suitable opportunities
to learn all that they need to know and do to work and study safely.
3 INDUCTION
3.1 All trainers/assessors are
required to participate in an induction session. Upon completion of the
induction the trainer signs and dates the Induction Record (Form: 015A) as evidence
of understanding the policies and procedures contained within the RTO management
system. They are provided with an RTO/Employee Handbook, which contains
copies of all relevant policies and procedures. Trainers must abide by these
policies and procedures at all times.
4 TRAINING AND
ASSESSMENT MODERATION MEETINGS
4.1 Trainers will attend
training/assessment moderation meetings at First Aid International on a regular
basis to discuss training/assessment methods, evaluation of training/assessment,
and professional development to assist First Aid International to maintain the
quality standards of our trainers.
5. APPOINTMENT OF TRAINERS /
ASSESSORS
5.1
First
Aid International, on acceptance of a contract tender or job for in-house training/assessment
or prior to running any course / workshop or short course, shall assign a
suitably qualified Trainer/Assessor to the course.
5.2
If no
suitably qualified Trainer/Assessor is on staff or in the employ of First Aid
International a sub-contractor or supplier shall be contracted for the
specified course.
5.3
An
assessment of the requirements of the trainer/assessor to be appointed shall
include an examination of the Syllabus Document, Training Package, Industry
Requirements, quality and contractual requirements to be satisfied by the trainer/assessor.
5.4
First
Aid International will identify trainers/assessors employed by them, or
potential sub-contractor/suppliers, that are capable of fulfilling the
requirements.
5.5
The
Director will complete
the Education Staff Profile (Form: 013A) and create a trainer qualifications matrix
if no information compiled as yet for the particular trainer/assessor / sub-contractor
or supplier.
5.6
On
selection of a suitably qualified trainer/assessor for a specific in-house or
external course to be conducted by First Aid International, an Allocation Form
(Form: 024A) shall be completed.
5.7
When
the trainer/assessor is a sub-contractor or supplier, an Agreement for
Preparation and/or Presentation of Training (Form: 025A) shall be completed.
5.8
The
Trainer/Assessor shall be supplied a copy of the relevant Training Package,
Competency Standards and/or Syllabus Document (if applicable), and any other
training and/or assessment material for use during the training and/or
assessment for a course. These materials and documents shall be noted on the
Allocation Form (Form: 024A).
5.9
The trainer/assessor
shall also be supplied a copy of their Position Description, and a signed copy
shall be filed in the trainer/assessor File.
5.10
The
trainer shall also be supplied with relevant number of Course Evaluation Forms
(Form: 017A) for the number of participants of the course and shall ensure
these are completed by the participants after the training is completed and
prior to the closing of the training session.
5.11
The performance
of the trainer will be monitored by the Director and feedback from clients
will be used in the performance review process.
§
Attendance
at moderation meetings and a demonstrated commitment to the continued
improvement of services provided by First Aid International will also be
considered.
§
Where
trainers are contracted to undertake a specific task, a performance review will
be conducted on completion of the contract.
§
Where
trainers are employed on a full-time basis, a performance review will be
conducted after the three month ‘trial period’, and then on an annual basis.
6. DELIVERY OF
TRAINING
6.1
All
trainers will ensure they train to the relevant standard as advised by First Aid International.
6.2
All
training conducted will be carried out in a professional manner and in
compliance with all First Aid International quality procedures, and regulatory
requirements.
6.3
All
trainers will be provided with an appropriate number of delivery and assessment
resources for the course. An Allocation Form (Form: 024A) detailing the
resources provided to the trainer will be completed.
6.4
Where
training is being delivered at the client’s premises, the trainer will be
provided with a completed Course Confirmation Form (Form: 042A), at least 24
hours prior to the scheduled training.
6.5
A Class
Attendance Roll (Form: 026A) will be completed for any classroom training.
This roll will be marked for all students in attendance and will be returned to
First Aid International with completed Evaluation Forms.
6.6
On
completion of a training session the trainer will provide all participants with
a Course Evaluation Form (Form: 017A). These forms should be completed by the
participants and collected by the trainer then returned to First Aid International within
seven (7) days of completion of training.
6.7
Should
a student exit the course prior to completion, a Student Exit Questionnaire
(FORM: 027A) shall be sent to the student for completion and return to First
Aid International.
7. STUDENTS WITH
SPECIAL NEEDS
7.1
Competency
Based Training and Assessment details shall be provided to the students prior
to commencing any training.
7.2
Person(s)
participating in training may have special needs. Where these needs are
identified through the enrolment process the trainer will explore the options
available to them to support the learner through the training program.
Candidates with special needs may include those with language, literacy and/or
numeracy problems, disabilities, and anxious or inexperienced candidates.
7.3
All trainers
will refer to Procedure 19 Student Information for information on the
availability of support services for learners with special needs. Where
practicable support services will be provided to accommodate the needs of the
learner.
8. EVIDENCE
The authorising signatures
on the completed Allocation Form (Form: 024A)
Signed copy of the
Agreement for Preparation and Delivery of Training (Form: 025A) (where
applicable) filed in the appropriate customer contract file.
The completed
Sub-Contractor/Supplier Evaluation (Form: 008A) shall be filed in accordance
with procedures.
9.
REFERENCES
- Forms
Form:
015A Induction Training Record
Form:
013A Educational Staff Profile
Form: 014A Position Description
Form: 042A Course Confirmation Form
Form: 024A Allocation Form
Form: 025A Preparation and Delivery of
Training
Form: 008A Sub-Contractor/Supplier
Evaluation
Form:
017A Course Evaluation
Form: 027A Student Exit
Questionnaire
Procedure 20 Student Information
PROCEDURE 14. ASSESSMENT
1. AIM
1.1
To
establish and maintain a system which details the principles of competency
based assessment to be applied within assessment systems used by First Aid
International. The application of these principles will result in the valid,
reliable and fair assessment of persons enrolled in training programs and will
ensure that all assessments are carried out in a manner that is fair to both First
Aid International and the student
while satisfying all VET requirements.
2.
PROCESS
2.1
This
procedure applies to all assessment activities (including RPL) carried out with
respect to all training programs delivered, whether directly by, or on our
behalf.
2.2
All
assessments shall be carried out by a qualified assessor as determined by Standard
7 of the AQTF and as described in the relevant Training Package.
3.
ASSESSMENT DIRECTIVES
3.1
Assessment
conducted by First Aid International will
observe the following national assessment principles:
Validity - Assessment methods will be valid, that is,
they will assess what they claim to assess;
Reliability - Assessment procedures must
be reliable, that is, they must result in consistent interpretation of evidence
from the learner and from context to context;
Fairness - Assessment procedures will
be fair, this is they will not disadvantage particular learners.
Assessment procedures will:
§
be
equitable and culturally appropriate;
§
involve
procedures in which criteria for judging performance are
§
made
clear to students;
§
employ
a participatory approach; and
§
provide
for students to undertake assessments at appropriate times;
Flexibility - Assessment procedures will
be flexible, that is, they should involve a variety of methods that depend on
the circumstances surrounding the assessment;
3.2
Recognition
of Prior Learning
- Individuals
seeking RPL will be able to access an RPL process as described in First Aid
International’s supporting Recognition of Prior Learning Procedures.
3.3
Cost
Effectiveness
- Assessment
conducted by or on behalf of First Aid International will be completed in a
cost effective manner. Our assessors/trainers are responsible for determining
issues with respect to cost effectiveness such as the timing and frequency of
assessment. Decision made in this regard are to be made clear to students
before they commence their training programs; and
3.4
Comparability
- The review of assessment
systems and procedures and the outcomes of assessment must be undertaken at
regular periods in order to ensure that they are functioning appropriately.
The review process is essential in maintaining comparability of assessment.
The comparability of assessment will be addressed within the quality review
procedures. First Aid International will utilise a network of trainers to
ensure comparability of assessment at the delivery level, occurs.
New
assessment tools will normally be required for the following reasons:
§
To
support an addition to scope
§
Result
of an Assessor meeting decision to change/update an existing assessment tool
§
Changes
to a National Training Package necessitating changes to an assessment tool.
The following
will be taken into consideration when designing assessment tools to be used by First
Aid International.
§
The
Performance Criteria and Evidence Guide in the Competency standard - The
critical aspects of evidence in the evidence guide of the unit of competency
and the required knowledge and skills, consistency of performance and context
of assessment requirements.
§
The
requirement for workplace application -Implicit in Competency Standards is the
notion that a person is competent once the requisite skills, knowledge and
application can be demonstrated. Some units of competency specify workplace
application. Attainment of these units cannot be achieved unless the requisite
workplace application can be demonstrated and verified by and assessor. In
these instances the assessment tools will incorporate the workplace
application.
§
Integrated
assessment.-To ensure the assessment is not narrowly based on tasks but
embraces all aspects of workplace performance an integrated, holistic approach
is recommended. The assessment procedure should be designed to assess an
entire unit of competency, or a combination of units, to ensure that all
dimensions of competency are covered. Integrated approach seeks to combine
knowledge, understanding, problem solving, technical skills, and applications
into the assessment process.
§
The
Dimensions of competency include performing at an acceptable level of skill,
managing a number of different tasks, responding and reacting appropriately
when things go wrong, fulfilling the responsibilities and expectations of the
workplace and transferring skills and knowledge to new situations and contexts.
§
The
purpose of the assessment.
§
The
appropriateness of the assessment tool to the context, the assessor, and the
person being assessed.
§
The
LL&N requirements in the assessment should mirror the language, literacy
and numeracy requirements of the competency being assessed.
§
Language
Literacy and numeracy skills should be assessed within the context of the
person’s job/role function.
§
Resources
required for the assessment (eg. Tools, people, time, equipment, rooms,
materials).
§
The
performance criteria to be covered by the unit of competency, the range of
variables and evidence guide associated with those criteria.
§
Technical
issues, including reliability, accuracy, relevance to job responsibilities or
program goals, flexibility, fairness and objectivity, validity, and
comparability across contexts and assessors. Will the tool gather valid,
authentic, current and sufficient evidence to make a judgement of competency?
Assessment tools
will be reviewed at Assessor meetings, these meetings will be held at least once
per year.
Assessment
review will involve reviewing, comparing and evaluating the assessment
processes, tools and evidence contributing to judgements made be a range of
assessors against the same competency standards at least once per year.
3.7 Procedure
for Reviewing, Comparing, and Evaluating Assessment Tools and Evidence.
First Aid International
will use Moderation/validation meetings as the process for ensuring consistency
in assessment.
At these meetings the following will be
identified:-
- Specific criteria that are identified as
difficult to evidence
- Concerns that
assessors may have about appropriateness of evidence for any criteria.
- Any uncertainties
that assessors may have about currency and sufficiency
- Any omissions from
the First Aid International Assessment Tool Bank
Assessors will examine the
assessments carried out by other assessors for comparison against their own
assessments using that assessment tool.
When assessment tools are
revised, or new assessment tools are created, the draft assessment tool will
also be circulated to all First Aid International assessors in that discipline
for review and comment before issue.
3.8 Checklist for Validation of Assessment
Tools
§
Is the
assessment tool benchmarked against the relevant units of competency and
mapped?
§
Does it
reflect the information contained in the elements and performance criteria?
§
Does it
reflect the information contained in the range statement and evidence guide?
§
Does
the assessment tool address the entire unit of competency?
§
Does it
need to be used with another assessment tool or a pre-requisite tool?
§
Is the
tool suitable for the characteristics of potential candidates?
§
Is the
tool practical, cost-effective, and does it meet operational requirements?
§
Does
the tool conform to the principles of validity, reliability, fairness and
flexibility?
§
Is the
tool to be adjusted to allow for candidates with special needs?
Once a draft assessment
tool has been approved it will be added to the Assessment Tool Bank Register,
and version controlled in accordance with the control of documents and data
procedure.
4 STUDENT
INFORMATION ON ASSESSMENT
4.1
Competency
Based Training and Assessment details shall be provided to the students prior
to commencing any training.
4.2
Person(s)
being assessed may have special needs; reasonable adjustments may need
to be made in the assessment process. Candidates with special needs may include
those with language, literacy and or numeracy problems, disabilities, and
anxious or inexperienced candidates.
4.3
All
trainers will refer to Procedure 19 Student Information for information
on the availability of support services for learners with special needs. Where
practicable support services will be provided to accommodate the needs of the
learner.
4.4
All
assessments shall be conducted in accordance with the Competency Standards for
Assessment whether conducted on-line or face-to-face.
4.5
The
assessor must oversee all assessments to:
§
provide
students with the assessment;
§
explain
the assessment;
§
supervise
the assessment (unless a Trainee on a Traineeship in which case this may be
carried out by a Work Supervisor).
§
sign
any competencies achieved and report to administration.
4.6
Any
assessments carried out for RPL must also be carried out by a Workplace
Assessor, reviewed / reported on by the assessor who shall in turn advise
administration.
4.7
Any
student that does not achieve competency on his/her first attempt at an
assessment will be thoroughly debriefed by the assessor – this may be in
writing. Where required the debriefing will identify opportunities for further
training to address the area(s) on non-competence. The assessor will also
clearly identify the part(s) of the assessment that need to be attempted again.
All students have the opportunity to be re-assessed twice, without
incurring any additional fees.
5
ASSESSOR
INFORMATION
5.1
All assessors
conducting assessment on behalf of First Aid International are to be familiar
with, and committed to, the policies and procedures outlined in this manual.
5.2
The
requirements of First Aid International Code of Practice, policies and
procedures are not to be varied without prior appropriate authorisation by the
organisation. This procedure applies to all assessments conducted by, or on
behalf of, First Aid International.
Assessor
professional development
5.3
It
is the responsibility of the individual assessor to maintain their
competencies, and or professional development and identify any training
needs that may have.
5.4
All
employees are expected to perform their work tasks in a safe manner and to
observe the rules, procedures and established work practices made known to
them. This includes rules and procedures of our clients and suppliers when
working at their premises or in areas defined as being under their
jurisdiction. Health and safety at the workplace is an essential part of
everyone’s job.
5.5
Assessors
must ensure they:
Organise the assessment to
ensure WH&S legislative requirements are fulfilled, including:
-
implementing
and monitoring WH&S policies and procedures in the classroom;
-
identifying
hazards and assessing the WH&S risks in the classroom;
-
eliminating
hazards and controlling WH&S risks in the classroom;
-
ensuring
that they possess the skills and knowledge sufficient to assess the WH&S
component of the Training Package concerned;
-
ensure
that trainees are assessed in accordance with the WH&S requirements of the
relevant Training Package and WH&S legislation.
5.6
It is the responsibility of
the assessor, in collaboration with workplace trainers/supervisors, to ensure
that the students are assessed in environments that fulfil WH&S
legislation, and have suitable opportunities to work and study safely.
6 INDUCTION
6.1 Upon completion of ‘induction
training’ the assessor signs and dates the Induction Record (Form: 015A) as
evidence of understanding the policies and procedures contained within the management
system. They are provided with an Employee Handbook, which contains copies of
all relevant policies and procedures. Assessors must abide by these policies
and procedures at all times.
7. ASSESSMENT MODERATION MEETINGS
7.1 Assessors
will attend assessor meetings at First Aid International on a regular
basis to discuss assessment methods, evaluation of assessment, and professional
development to assist First Aid International to maintain the quality standards
for our assessors.
8. APPOINTMENT OF ASSESSORS
8.1
First
Aid International, on acceptance of a Contract, Tender or job for ‘in-house’
assessment, shall assign a suitably qualified Assessor to the job.
8.2
If no
suitably qualified Assessor is on staff or in the employ of First Aid
International, a Sub-Contractor or Supplier shall be contracted for the
specified assessment.
8.3
An
assessment of the requirements of the Assessor to be appointed shall include an
examination of the Syllabus Document or Training Package, industry requirements,
Quality assurance and contractual requirements to be satisfied by the Assessor.
8.4
First
Aid International will identify Assessors employed by them, or potential
sub-contractor/suppliers, who are capable of fulfilling the requirements.
8.5
The
Administration Manager will complete the Education Staff Profile (Form: 013A) and trainer/assessor
qualifications matrix if no information compiled has previously been compiled
for the particular assessor / sub-contractor or supplier.
8.6
On
selection of a suitably qualified Assessor for a specific in-house or external
assessment to be conducted by First Aid International, an Allocation Form (Form:
024A) shall be completed.
8.7
The
Assessor shall be supplied a “Controlled” copy of the relevant Syllabus
Document (if applicable)/ Training Package, Competency Standards, and any other
assessment tools or material to be supplied by First Aid International for use
during the assessment. These materials and documents shall be noted on the
Allocation Form (Form: 024A).
8.8
The
Assessor shall also be supplied a copy of their Position Description, and a
signed copy shall be filed.
8.9
The
Assessor shall also be supplied with relevant number of Student Assessment
Evaluation Forms (Form: 028A) for the number of participants to be assessed and
shall ensure these are completed by the participants after the assessment is
completed.
8.10
The performance
of the assessor will be monitored by the Director and feedback from clients
will be used in the performance review process.
-
Attendance
at moderation meetings and a demonstrated commitment to the continued
improvement of services provided by First Aid International will also be
considered.
-
Where
an assessor is contracted to undertake a specific task, a performance review
will be conducted on completion of the contract.
-
Where
assessors are employed on a full-time basis, a performance review will be
conducted after the three month ‘trial period’, and then on an annual basis.
9. CONDUCTING
ASSESSMENT
9.1 All
assessments shall be conducted in accordance with the Competency Standards for
Assessment.
9.2 The assessor must oversee all assessments
to:
-
Provide
students with the assessment;
-
explain
the assessment;
-
supervise
the assessment;
-
Sign
any Competencies achieved and report to administration.
9.3 Any
assessments carried out for RPL must also be carried out by a Workplace
Assessor, reviewed / reported on by the assessor who shall in turn advise
administration.
9.4
All
assessors conducting assessment on behalf of First Aid International are to be
familiar with, and committed to, the policies and procedures outlined in the
quality manual.
9.5
All
Assessors will ensure they assess to the relevant standard as advised by First Aid International.
9.6
All
assessments conducted will be carried out in a professional manner and in
compliance with all First Aid International, and regulatory requirements.
9.7
A
Record of Results or Performance Checklist will be completed for each
assessment. This form is to be signed by the person being assessed and the assessor
on the day the assessment is conducted or as soon as results are known and
advised to the student.
9.8
Any
student that does not achieve competency on his/her first attempt at an
assessment will be thoroughly debriefed by the assessor – this may be in
writing. Where required the debriefing will identify opportunities for further
training to address the area(s) on non-competence. The assessor will also
clearly identify the part(s) of the assessment that need to be attempted again.
All students have the opportunity to be re-assessed twice, without
incurring any additional fees.
9.9
Completed
Student Assessment Evaluation Forms (Form: 028A) will be returned to First Aid
International with all assessment records Performance Checklists.
10. ASSESSMENT RECORDS
10.1
Assessment
records are a permanent account of achievement of performance and all records
relating to courses conducted by First Aid International are maintained in
accordance with this procedure.
10.2
First
Aid International uses a simple and user-friendly system for recording
evidence. Assessors complete all required course assessment documents for the
conduct of student assessments, as completed throughout their study program.
The student’s records are updated as soon as practical after completion of
assessment to ensure up to date information is available on participants and
authorised clients on request.
Access to assessment
records
10.3
Assessment
results are retained by First Aid International for 30 years. Individual
assessment records are always retained until the period for appeal against
assessment has lapsed, and under normal circumstances for a minimum of twelve
months after the completion of the relevant course. Student results will only
be released for legal or educational requirements. Results may be released to
the individual student, or their authorised client, after a written request has
been received from the student, the authenticity of the request verified, and
approved by the Administration Manager.
10.4
Only
authorised personnel at First Aid International can access client records.
12. MODIFICATION TO ASSESSMENT
12.1 All assessors will refer to
Procedure 19 Student Information for information on the availability of
support services for learners with special needs. Where practicable, support
services will be provided to accommodate the needs of the learner during
assessment.
12.2 Should
a student apply for modification to an assessment, or should it be necessary to
modify an assessment process, tool or technique due to the special needs of a
student, Form: 029A ‘Application for Modification to Assessment’ should be
completed by the student.
13. EVIDENCE
13.1
Completed
assessment
activities shall be filed in the student file.
13.2
A
completed Induction Training Record, Educational Staff Profile, Copy of the
signed Position Description in the Assessor File, Completed Qualifications
Matrix with copies of supporting documentation in the Assessor file.
13.3
The
authorising signatures on the completed Allocation Form (Form: 024A)
shall be filed in accordance
with the relevant procedure.
13.4 A
completed copy of the Statement of Results shall be retained in the student
file.
14. REFERENCES
Form:
015A Induction Training Record
Form:
013A Educational Staff Profile
Form: 014A Position Description
Form: 024A Allocation Form
Form: 008A Sub-Contractor/Supplier
Evaluation
Form: 028A Student Assessment
Evaluation
Performance Checklists
PROCEDURE 15. EVALUATION
PROCEDURE 16. FACILITIES
2.1
All venues,
training areas, resource areas etc. must be adequate in terms of safety and
comfort to maximise learning opportunities. First Aid International will
inspect all premises prior to training to ensure the physical environment is
conducive to learning and students’ well-being, reflects workplace practice,
satisfies WH&S regulations and requirements, compliance standards and advisory
standards, that they satisfy Local Council requirements and address access and
equity issues.
3.1 This procedure shall be
applied when a client supplies any venue for in-house training. It applies to
all venues, received from a customer for incorporation into services or
training to in turn be supplied to that customer.
1. Whenever
possible inspect the premises to ensure the physical environment is conducive
to learning and students’ well-being, reflects workplace practice, satisfies
WH&S regulations and requirements, compliance standards and advisory
standards, that they satisfy Local Council requirements and address access and
equity issues.
2. All
venues, training areas, resource areas etc. must be adequate in terms of safety
and comfort to maximise learning opportunities.
3. Physical Resources must be
in accordance with the requirements of the Training Package / Syllabus
document, consistent with industry standards and in adequate supply for the
number of trainees.
4. Resources
must cover the range and level of skills development required to achieve the
qualification, consider issues of quality and quantity to allow for repetitive
practice, be comparable to resources encountered in industry, be up-to-date to allow
for transference of principles to currently used equipment, allow for technical
competence and provide relevant library resources.
PROCEDURE 17. COMPLAINTS
& APPEALS
1. AIM
1.1 To ensure any complaint or appeal is dealt with in a fair and timely
manner.
2. APPEAL PROCEDURE
2.1 A
participant enrolled in a course, who is seeking to appeal against an academic
decision or other procedural matter, will be given the opportunity to
present their case. The appellant should undertake the following steps:
1. In the first instance an
informal approach is to be made to the course facilitator with any new evidence
or clarification of existing evidence.
2. Assessment will be reviewed
having due regard to submissions made by the participant.
3. Where the participant is
still dissatisfied with the decision a request is to be made to First Aid
International, in writing, for a facilitator who has not been involved in the
original decision, to review the decision.
4. If the participant is
dissatisfied with the decision of the independent facilitator, a written notice
of appeal may be lodged to First Aid International requesting an independent
review by an external appeal consultant.
2.2
Appeals
will be accepted up to fourteen (14) days from the date an assessment result
was received.
2.3 All
appeals received will be written into the Improvement Log and recorded for
Management Review follow up at the next meeting.
2.4 A
written response, advising of the outcome of the appeal, will be provided to
the participant, within 21 days of finalising the process.
3. COMPLAINT PROCEDURE
3.1 A
participant enrolled in a course who has a complaint, on any matter, other
than academic decisions, will be given the opportunity to present their
case. The participant should undertake the following steps.
1. In the first instance, an
informal approach is to be made to the person with whom the participant has the
complaint, in order to see if the matter can be resolved in a mutually
satisfactory way.
2. If the matter is not
resolved to the satisfaction of both parties, a request must be made to First
Aid International, in writing, for a facilitator who has not been involved in
the complaint, to review the complaint and have the matter resolved.
3. If the participant is still
dissatisfied, a written notice of appeal may be lodged with First Aid
International requesting an independent review by an external grievance
consultant, or appropriate body.
3.2
A complaint,
if not resolved informally, must be lodged in writing no later than (14) days
from the date of the incident considered to have caused the complaint.
3.3
Any
complaint received by the Administration Manager or directly to First Aid
International office, will be written into the Improvement Log by the
Administration Manager.
3.4
Where
possible the complaint will be dealt with immediately by the Administration Manager.
In all other cases the complaint will be referred to the RTO Director.
3.5
All
complaints will be dealt with within 21 days of receipt of the written
details. A written response, advising of the outcome of the complaint, will be
provided.
3.6
All
complaints will be recorded on an Improvement Log for Management Review follow
up at the next meeting. Improvement Logs will be dealt with as detailed in the
improvement procedure.
4. EXTERNAL
CONSULTANT APPEALS
4.1 Mutual
agreement is to be reached between First Aid International and the relevant
participant regarding the external consultant to be engaged for use in the
external appeal process. Consultants engaged to conduct the appeal process
are to hold recognised qualifications that meet the human resource requirements
for the relevant course.
4.2 Where
participants wish to use an external consultant who is not approved by First
Aid International they are responsible for the payment of all costs associated
with the use of the external consultant in the appeal process.
5. APPEAL
DECISIONS
5.1 All
assessment action will be suspended pending determination of the appeal
process. All decisions will be immediately communicated to participants and,
subject to the provisions of the Judicial Review Act 1991, the decision of an
external consultant conducting an appeal will be final.
6. REFERENCES
PROCEDURE 18. WORKPLACE
HEALTH & SAFETY
1. AIM
1.1 To provide a
workplace and training environment that is safe and healthy.
2.
PROCESS
2.1
All
employees
are expected to perform their work tasks in a safe manner and to observe the
rules, procedures and established work practices made known to them. This
includes rules and procedures of our clients and suppliers when working at
their premises or in areas defined as being under their jurisdiction.
In
Queensland employees have an obligation to:
§
Comply
with the instructions given by their employer for health and safety at the
workplace.
§
Use
formal protective equipment if the equipment is provided by the employer and
the employee is properly instructed in its use.
§
Not
wilfully or recklessly interfere with or misuse anything provided for workplace
health and safety at the workplace.
§
Not
wilfully place at risk the workplace health and safety of any person at the
workplace; and
§
Not
wilfully injure themselves
§
Other
persons at the worksite have the same obligations as employees.
2.2
Health
and safety at the workplace is an essential part of everyone’s job.
2.3
You
must stop any activity which may result in the health and safety of any
person at the workplace being at risk
2.4 Trainers and Assessors must ensure
they:
Organise the classroom / training
workshops to ensure WH&S legislative requirements are fulfilled, including
-
implementing
and monitoring WH&S policies and procedures in the classroom / workshops;
-
identifying
hazards and assessing the WH&S risks in the classroom/workshops;
-
eliminating
hazards and controlling WH&S risks in the classroom / workshops;
-
ensuring
that they possess the skills and knowledge sufficient to teach/assess the
WH&S component of the Training Package concerned;
-
Ensure
that all students are instructed and assessed in accordance with the WH&S
requirements of the relevant Training Package and WH&S legislation.
-
It is
the responsibility of the trainer/assessor, in collaboration with workplace
trainers/supervisors, to ensure that the students study and work in environments
that fulfil WH&S legislation, and have suitable opportunities to learn all
that they need to know and do to work and study safely.
2.5 Trainers
and assessors are to ensure all equipment used in the delivery and assessment
training is safe.
2.6
Where
equipment, owned by First Aid International, is found to be unsafe the equipment
will be immediately removed from use. The trainer/assessor will complete Form:
002 Improvement Request and lodge it with the Director for their immediate
attention.
2.7
Where
equipment owned by a contractors or external supplier, is found to be unsafe
the equipment will be immediately removed from use. The trainer/assessor will
complete Form: 002 Improvement Request and lodge it with the Director for their
immediate attention.
3 Workplace Health& Safety- Risk Management
3.1
All
employees are required to continuously inspect their workplace to identify any
Hazard.
3.2
When a
hazard is identified the person identifying the hazard must then assess the
risk.
3.3
If
possible eliminate the risk. If this is not possible, then identify the nature
of the risks associated with the hazard, the severity of the risk, the duration
and frequency of exposure to the risk and the probability of an event
occurring.
3.4
If the
risk cannot be eliminated then control measures must be put in place.
3.5
You
must take steps to ensure no person can be injured, by identifying the hazard
and preventing, or stopping anyone from being able to injure himself or herself
before the hazard has been rectified.
§
A
hazard is a source of danger, which can be defined as “a condition or
situation that exists in the work environment that could result in physical
harm, injury and/or damage”
§
Risk relates to
exposure to the danger and is defined as “the probability of any injury or loss
occurring from the hazard”.
You need to think about the
following when identifying hazards:
§
Can the
person be struck by or contacted by anything while doing the step?
§
Can
they strike against or make contact with anything?
§
Can
anyone be caught in, on or between anything?
§
Can the
person strain or overexert?
§
Can the
person slip, trip or fall?
§
Can
anyone be exposed to gas, heat, dust, fumes, chemicals, pressure, asbestos etc?
§
Can the
person performing the job injure a fellow employee?
§
Can
damage to equipment occur:
There are three types of
hazards - visible, hidden and developing.
Visible hazards are the obvious defects
that can be readily seen and identified by inspection.
Examples of obvious hazards
are:
§
untidy
housekeeping;
§
broken
or damaged equipment;
§
blown
or missing lights; and
§
missing
or damaged fixtures.
Hidden hazards are not readily seen
without your attention being prompted.
For example, inspecting
electrical equipment requires specialist knowledge to detect these hazards.
Developing hazards are the type of hazard
which, if not fixed, could become worse. They may also represent a hidden
hazard.
Some examples of developing
hazards are:
§
building
and structural damage due to vibration or moisture;
§
corrosion
and weathering of metal components;
§
exposure
to constant noise which is above the recommended levels;
§
abnormal
wear and tear on critical parts of machinery, plant and equipment; and
§
deterioration
from ultra-violet radiation or chemical reaction.
