Assessor Networks in Action: information, case studies and other resources

(c) Australian National Training Authority 2004
This work is copyright. Apart from any use as permitted under the Copyright Act 1968 no part may be re-produced by any process without prior written permission from the Australian National Training Authority. 
The views and opinions expressed in this document are those of the project team and do not necessarily reflect the view of the Australian National Training Authority.
The Australian National Training Authority does not give warranty nor accept any liability in relation to the content of this work.
First published 2004
Electronic ISBN 1 877057 84 3
Further information contact 
Australian National Training Authority
GPO Box 3120, Brisbane QLD 4001
Telephone: (07) 3246 2300
Facsimile: (07) 3246 2490
Email: webmanager@anta.gov.au
This report is also available at: http://www.anta.gov.au

Contents

Foreword 2
Assessor Networks in Action 2
Summary Report 3
Introduction 4
Executive Summary 5
Background 7
Methodology 8
Outcomes 9
Products 14
Recommendations 15
Conclusion 16
Appendix 17
References 18
Good Practice Guide 19
Guidelines for establishing and maintaining assessor networks 20
1. Establishment 21
2. Operations 23
3. Sustainability 24
Information Sheets 25
1. Starting out 26
2. Getting set 28
3. Keeping it going 30
4. Keeping control 32
5. Quick tips 34
6. Building blocks 36
7. Success factors 38
8. Lifecycle approach 40
Case Studies 43
1. Developing consistent resources 44
2. Quality evidence collection 46
3. Cultural sensitivity in assessment 48
4. Assessment in the workplace 50
5. Developing and assessment passport 52
6. Assessment for licensing outcomes 54
7. Implementing a new Training Package 56
8. Assessment and regulatory frameworks 58
9. Existing worker New Apprenticeships 60
Role Play Resources 63
Role Play Resources for Preparing Assessor Network Facilitators 64
Resource Index 73
Resource index for facilitating assessor networks 74


Foreword

Networks that bring together all stakeholders of the assessment process can build a shared understanding of assessment requirements and contribute to greater consistency of assessment outcomes.

The involvement of industry in assessor networks benefits all participants:
* Institutional assessors gain a greater understanding of the needs of enterprises and workplaces
* Training providers can address some of the requirements of the AQTF Standards for Registered Training Organisations
* Industry regulators learn how their licensing requirements can be supported by VET assessments
* Industry has the opportunity to influence the development and use of assessment resources and procedures that affect their workplaces.
Assessor Networks in Action
In 2003 the Assessor Networks in Action project was conducted by the Australian National Training Authority with funding from the Department of Education, Science and Training.
The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment, and building stakeholder confidence in assessment outcomes. The assessor networks were focussed on particular industry areas. Each network included industry or enterprise representatives and was supported by a mentor with industry expertise.
Learning from the project has informed the development of a number of resources for network facilitators.
Nine case studies outline the experiences of the networks participating in the project. They represent the three industry areas of Community Services & Health, Transport & Distribution, and Electrotechnology. They are:
* Developing consistent resources - Community Services & Health Training Australia Ltd
* Quality evidence collection - 	Victorian Department of Human Services (DHS) - Disability Services Division
* Cultural sensitivity in assessment - Queensland Community Services & Health Industries Training Council
* Assessment in the workplace -Community &Health Works Inc (ACT)
* Developing an assessment passport - EE-Oz Training Standards
* Assessment for licensing outcomes - Major Industries Training Advisory Council Ltd (NT)
* Implementing a new Package - TDT Victoria
* Assessment and regulatory frameworks - TDT Victoria
* Existing worker New Apprenticeships -Transport & Storage Industry Training Council (WA)
Eight information sheets provide tips on establishing and maintaining networks with industry participation. They are:
* Starting out - steps to establish an assessor network
* Getting set - initial network activities
* Keeping it going - drivers and threats to assessor networks
* Taking control - assessor network roles and responsibilities
* Quick tips - for facilitating a healthy network
* Building blocks - the architecture of networks
* Success factors - ten requirements for effective networks
* Lifecycle approach - a link to Training Package development.
A PowerPoint presentation for facilitators captures key learning from the project for the benefit of future assessor network facilitators.
A good practice guide summarises key aspects of networking for assessors.
A role play exercise gives future facilitators the opportunity to hone their facilitation skills and group management processes.
A summary report outlines the objectives, activities, outcomes and recommendations from the Assessor Networks in Action project.
A resource index identifies further resources to support all aspects of the establishment and operation of assessor networks.
More information: Pam Caven

Section one

Summary Report

This report summarises the content of the final project report provided to ANTA by the national Assessor Networks in Action project manager, Workplace Skills Management, in March 2004.

Introduction
The Assessor Networks in Action project was conducted by the Australian National Training Authority (ANTA) during 2003 with funding from the Department of Education, Science and Training (DEST).
The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and for building stakeholder confidence in assessment outcomes. The assessor networks established through the project were focussed on particular industry areas. Each network included industry or enterprise representatives and was supported by a mentor with industry expertise.
Involving industry representatives in assessor networks has a number of benefits for all participants:
* Training providers gain a greater understanding of the needs of industry, individual enterprises and workplaces.
* Training providers gain evidence of consultation with industry on the development of assessment strategies that can be used for audits against the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations.
* Industry regulators gain an opportunity to explore how their licensing or regulatory requirements can be accommodated within or supported by vocational education and training (VET) assessment processes.
* Industry representatives gain the opportunity to influence the development and/or use of assessment resources and procedures that affect their workplaces.
* All network participants are able to learn more about the assessment of competency in the workplace and to extend their network of knowledgeable contacts.
Nine assessor networks were funded through the Assessor Networks in Action project. Each network had:
* a focus on a particular industry sector within Community Services & Health, Transport & Distribution, or Electrotechnology
* training provider representatives from a range of public, private and enterprise Registered Training Organisations (RTOs)
* industry representatives such as employers, workplace assessors, training managers or representatives from unions, regulatory agencies and industry skills councils (ISCs)
* a mentor with industry knowledge at a national level, and expertise in assessment and networking.
The project was coordinated nationally by Workplace Skills Management Pty Ltd and overseen by a steering committee consisting of representatives from industry, a State/Territory Training Authority (STA), Reframing the Future, ANTA and DEST.

Executive Summary
A key aim of the Assessor Networks in Action project was to contribute to increasing stakeholder confidence in assessment by supporting assessor networks to find solutions to improve the consistency of assessment in their industry sector.
Three industry sectors were chosen for participation in the project to capture a range of industry and assessment characteristics including licensing, higher-level qualifications, New Apprenticeships, non-standard working hours, institution-based training and operation in regional/remote areas.
Each assessor network comprised industry/enterprise members, representation from a number of RTOs and, where relevant, industry regulators. The networks provided opportunities for participants to develop a shared understanding of industry expectations, competency standards, evidence requirements and assessment practices, as well as the opportunity to participate in professional dialogue and to exchange materials.
The nine networks were:
* Victorian Department of Human Services (DHS) - Disability Services Division
Representatives from public and private disability service providers, training providers and DHS clients with a disability worked with client groups to develop protocols for their involvement in assessment.
* Community & Health Works! Inc (ACT)
Public and private childcare providers joined with training providers to address issues related to the assessment of higher-level qualifications.
* Queensland Community Services & Health Industries Training Council
Training providers and representatives from Indigenous communities throughout Queensland prepared case studies and recommendations for good practice in assessing Indigenous students/workers.
* Community Services & Health Training Australia Ltd
Linked regional networks in many areas of the community services sector focused on the recognition of current competence with the development and validation of a recognition assessment tool.
* TDT Victoria
Industry, training provider, union and regulatory representatives from the maritime sector planned assessment exercises for pre-sea competencies from the Maritime Training Package.
* Transport & Storage Industry Training Council (WA)
Employers, training providers and a large number of workplace-based assessors in the transport and storage industry held a series of workshops focussing on skills recognition as it relates to licensing.
* TDT Victoria
Representatives from industry, flying schools, RTOs and the Civil Aviation Safety Authority (CASA) considered the assessment requirements of the new Aviation Training Package and its relationship to licensing requirements.
* Major Industries Training Advisory Council Ltd (NT)
The attempted establishment of a network including representatives from electrical contractors and enterprises, training providers, and union and regulatory bodies highlighted obstacles to assessment in the electrical services sector in the Northern Territory.
* EE-Oz Training Standards
An existing national network of electricity supply industry representatives worked with RTOs and regulators to develop assessment strategies for the 'lineworker' qualification.
The short-term funding provided through the Assessor Networks in Action project oriented each network toward resource developments or activities that could be achieved in a relatively short time. However, over the course of the project most of the networks identified other long-term objectives to work toward, and a purpose for sustaining the network beyond the life of the project.
While not all assessor networks achieved their originally stated goals, the experiences of all contributed significantly to the final Assessor Networks in Action project outcomes. Feedback from the networks at the end of the project identified ten success factors that assessor networks need:
1. a facilitator
2. a diversity of members
3. a focus and shared purpose
4. a timeline for project completion
5. a mechanism for communication
6. an environment of trust
7. information and access to resources
8. the ability to operate on many levels
9. members who are empowered to speak out and make decisions
10. recognition for their members' expertise and position.
Learning from the project has been compiled into a set of resources to assist other facilitators of assessor networks - the information sheets, good practice guide, case studies, PowerPoint presentation for facilitators, role play exercise and index of related resources provided in this resource will also be available for download from the ANTA Web site.
The final project report prepared by the national project manager, Workplace Skills Management Pty Ltd, also made five recommendations based on the project outcomes:
1. That ANTA disseminates the project findings and professional development resources to stakeholders.
2. That ANTA encourages Industry Skill Councils (ISCs) to take a central role in establishing and supporting assessor networks.
3. That state/territory and national funding bodies encourage facilitators of assessor networks to use and build on the resources developed through this project to improve the operation of their networks. 
4. That ANTA and DEST consider funding a follow up project that would establish suitable mechanisms to disseminate the project findings and resources to stakeholders, and extend the project by encouraging all ISCs to adopt a coordinating role in the establishment and operation of assessor networks.
5. That the Reframing the Future project incorporates and builds upon the project findings and resources.

Background
DEST funding to ANTA for national consistency activities in 2001 included funds specifically for supporting assessor networks with the aim of improving stakeholder confidence in the assessment process under the National Training Framework.
A workshop held with assessment experts in September 2002 identified the areas of networking and communication as the linchpin for improving consistency in assessment. Also in 2002 a National Centre for Vocational Education Research (NCVER) project investigated the implications for RTOs of recognition of prior learning arrangements under the AQTF Standards for Registered Training Organisations. The project found that industry confidence in the outcomes of all types of assessment depends on technical input into the development and continuous improvement of evidence guides used by assessors. The final project report indicated that industry was keen to establish assessor networks to contribute to the assessment process and to limit inconsistencies in assessment judgements.
Standard 9.1b of the AQTF Standards for Registered Training Organisations states that 'assessment strategies ... must be developed in consultation with enterprises/industry'. Participation in assessor networks has been identified as one way in which RTOs might meet this AQTF standard.
With these factors in mind, the Assessor Networks in Action project was initiated to explore the effectiveness of assessor networks as a means of:
* gaining consistency in assessment
* enhancing stakeholder confidence in assessment processes and outcomes
* meeting AQTF standards for RTOs.
Accordingly, the project objectives were to:
* showcase the capacity of assessor networks to improve consistency in assessment and to address AQTF standards for RTOs in conjunction with industry
* encourage the formation of active assessor networks with industry or enterprise participants and multiple RTOs
* promote the use of existing national guides for assessor skill development 
* gather information on effective strategies for addressing the AQTF standards for RTOs in conjunction with industry
* publicise the findings/outcomes of assessor network activities
* tap into the knowledge of recognised industry and assessment experts to enrich projects in the field.

Methodology
Planning for the Assessor Networks in Action project started in April 2003 with the formation of a steering committee consisting of representatives from industry, an STA, Reframing the Future, ANTA and DEST1. The steering committee was responsible for identifying three industry areas to be targeted during the project to ensure the networks would capture a range of industry and assessment characteristics. The selected industries were Community Services & Health, Transport & Distribution, and Electrotechnology.
The steering committee selected the national project manager, Workplace Skills Management Pty Ltd, through a selective tender process.
The project manager worked with national and state/territory industry training bodies to publicise the project, and an application process was conducted during June and July 2003 for prospective assessor networks. During the application process network proponents were asked to identify the activities their network would undertake. Suggested activities for the networks were:
* developing and implementing quality assessment processes in conjunction with industry/enterprise
* gathering evidence of work performance to assist in the assessment of competence
* developing strategies for addressing issues relating to the consistency and reliability of assessment in delivery by exclusive pathways (either fully on-the-job or fully off-the-job)
* developing or sharing strategies to enable candidates to demonstrate competence in the workplace
* evaluating the effectiveness of moderation or validation processes currently in place locally
* trialling various approaches to moderation or validation and developing recommendations or guidelines for this process
* piloting strategies for RTOs working with industry/enterprises included in ANTA's recently published Learning and Assessment Strategies Guide
* comparing and contrasting locally contextualised assessment materials to generate an understanding of the necessity of difference.
Nine applicants were selected for funding: four in Community Services & Health; three in Transport & Distribution; and two in Electrotechnology2. With the assistance of the steering committee and national industry training advisory bodies (ITABs), the project manager appointed an industry mentor to work with each funded assessor network.3
Each network developed a project plan outlining their objectives and planned outcomes for the project timeframe of August 2003 to December 2003. During that time the industry mentors met twice as a group in workshops to discuss and review issues arising in the establishment and operation of the assessor networks. The workshops provided an opportunity to share strategies and solutions across the network projects. They also gave ANTA staff and the national project manager an insight into project progress and the approaches being adopted by the various networks.
Following the completion of network activity in January 2004, the national project manager collated final reports from each assessor network and from each mentor. The reports were used to inform the development of a set of resources and references for use by facilitators of assessor networks. 
A final meeting of the steering committee, national project manager and industry mentors was held in February 2004 to consider the project outcomes and to recommend ways to share learning from the project with a wider audience.
Outcomes
The Assessor Networks in Action project aimed to establish networks with a primary focus on consistency of assessment in specific industry sectors. Outcomes from the individual networks included tangible products that the group could use such as case studies, protocols for workplace assessment, assessment tools or resources. Additionally, outcomes included more intangible benefits such as an increased understanding of industry and workplace needs, a greater depth of knowledge of training products and processes or a shared sense of what constitutes valid and reliable assessment within an industry sector.
Strategies
Through their activities the networks identified a number of strategies for addressing the issue of consistency in assessment:
* sharing examples of good practice
* developing a shared understanding of Training Package requirements
* discussing enterprise concerns about assessment processes
* collaborating on the development of assessment protocols or principles
* comparing assessment practices
* jointly developing assessment materials, proformas or tasks
* seeking input from regulators on licensing requirements in relation to assessment practices
* identifying practical issues for the conduct of assessment in different industry environments (and related solutions), e.g. hazards, confidentiality, differences in materials, equipment and processes, team situations (collaboration), need to maintain efficiency of production.
Industry mentors
Feedback from the networks on the role of the industry mentors indicated that they added value to the operation of the network by offering information, expert advice and problem solving assistance to network facilitators. The mentors were also valued for their ability to listen and to act as a 'sounding board'. Mentors:
* were a sounding board for ideas, processes and products
* were a source of ideas and expertise on assessment and networking
* provided a focus to review network activities
* encouraged the facilitator and network members
* contributed to the credibility of the work of the network and facilitator
* assisted in the moderation of networking processes and assessment activities.
Ten success factors
The collation of feedback from the nine networks and their mentors identified ten factors that influence the success of network operation and activities.
1. A facilitator
The role of a facilitator is crucial to network success, especially during the establishment phase. Each network in this project required facilitator support for planning and conducting project activities and for disseminating information.
A key feature of the networks established through the project was that the purpose of the network was largely determined by the project proponent during the application process. Once funding was secured, the proponent sought to establish the network with a diverse group of stakeholders. It is doubtful whether individual members of any of the nine networks held a shared understanding of the issues to be addressed prior to their attendance at the first network meeting. For this reason it was essential that the facilitator identified stakeholders who would share an interest in the issues to be addressed, and that they found an effective way of encouraging network members to take ownership of the issues.
All of the nine proponents selected for involvement in this project have an extensive knowledge of their respective industry Training Packages and have established links with industry and training providers. These organisations were able to ensure that informed and experienced VET facilitators were available to support each network.
'The establishment of the DHS assessor network has highlighted the capacity of a single organisation to change the direction of the fourteen RTOs' assessment processes through direct intervention'.
Victorian Department of Human Services (DHS) Network
2. A diversity of members and sensitivity when addressing issues
Network theorists (Cohen and Prusak [2001]) note that 'networks can become rigid clans, elitist, insular, idiosyncratic, corrupt or destructive'. It is therefore important to ensure that the network membership possesses the necessary qualities, experience and expertise to address issues as they arise during the project. 
An oversight when considering who might make up the membership may put the project at risk especially if decision makers or policy developers are not included.
'The most effective strategy employed by the network was via the activities of the local state ITABs, which sought to fully engage local stakeholders with a view to them embracing nationally consistent approaches to assessment and training'.
National Electrotechnology ITAB (EE-Oz Training Standards) Network
3. A focus and shared purpose
The assessor networks participating in the project comprised industry/enterprise members and representation from a number of RTOs. The networks provided opportunities for members to develop a shared understanding of industry expectations, competency standards, evidence requirements and assessment practices, and to participate in professional dialogue and exchange materials.
Due to the pre-determined nature of the network purpose the main challenge for each network was building a shared understanding and ownership of the issues being addressed. The networks used a variety of strategies to establish a shared purpose, but in each case progress toward solutions or resolutions could not be made until members came to understand and own the issues.
'Ownership of the network goals and objectives was found to be crucial in cultivating the involvement and ongoing commitment of participants in the network'. 
Community Services and Health Training Australia Ltd (CSHTA) Network
4. A timeline for project completion
Each network submitted a plan outlining how they would complete their projects within the timeline. 
Eight of the nine networks stated that they achieved, to some extent, the objectives they had set. In all cases the ability to establish a shared purpose for the network was the main contributor to the achievement of network goals.
At the conclusion of the project network facilitators reported that in the planning phase it is easy to overestimate the network's ability to address issues within a given timeframe. The knowledge, experiences, values and priorities of the group naturally affects the direction of the network's activities. Once the network has group ownership of the network purpose and outcomes, the initial objectives will necessarily be modified and refined. Facilitators needed to be flexible and able to modify processes and possible outcomes as the project progressed.
Despite adjustments to initial project plans and realisations that group activities can take longer than expected, timelines for activities were still considered important. Time limits can stimulate project activity and focus the group's efforts.
'In planning the activities for this project, it was important to set realistically achievable goals as the meetings could only establish a framework for the future work of the network'. 
'Setting ambitious targets to achieve in a short timeframe creates expectations, which when not fully achieved, take away from what has been produced'.
TDT Victoria Maritime Network
5. A mechanism for communication
Effective communication strategies are critical to the success of a network. Communication mechanisms varied between the networks. While face-to-face meetings were by far the most popular means of communication, a range of other methods was used including telephone, teleconference, email, post, Web site, chat rooms, and fax.
Face-to-face meetings were important during the establishment phase of the networks, and the short duration of the project meant that most networks did not move far beyond that phase. Some networks did progress to the establishment of Internet based strategies, but most did not progress beyond meetings with some email and teleconference use.
'Of the various means of communication set up, very few opted to use the Internet for posting of questions etc. even though the network agreed at the start that this would be a great idea. Members liked the idea of the member details page and this was particularly useful when the regulatory bodies became members'.
Western Australian Transport and Storage Industry Training Council Network
6. An environment of trust
Networks are a basis of knowledge sharing and through trusting relationships networks increase the level of knowledge (Cohen and Prusak [2001]). Trust between network members became a major issue for the network facilitators to develop. In some instances the network became a vehicle to address longstanding difficult relationships between representative groups within the membership. 
Expert facilitation skills and management of group processes which allowed the groups to explore their areas of difference and to identify areas of similar understanding brought about positive outcomes and a major breakthrough for one network.
'The early meetings were restricted to RTO members only, both public and private, to develop trust and commitment to work together and to overcome existing difficulties before inviting employers to join the network'. 
'... the meeting was structured to provide the opportunity and safe environment for employers to have their voice heard and to define their needs'.
ACT Community Services and Health ITAB Network
While, on the other hand, industrial politics in a region prevented a group from being brought together to operate as a network to address assessment issues.
'The key bodies, which represent industry, must be convinced of the merits of participating in an assessor network'.
Northern Territory Major Industries Training Advisory Council (MITAC) Network
7. Information and access to resources
Mitchell and Young (2002) contend that considerable knowledge management is required to implement the national training system. They identify knowledge of the training needs of industry, knowledge about Training Packages and knowledge of assessment strategies as being useful within a network.
Reports from industry mentors participating in the project indicated that the network proponents and facilitators had reasonable knowledge of the national training system. However, members of the networks did not all share the same level of understanding. In many cases a considerable amount of time and facilitator energy was spent introducing network members to Training Packages and competency based assessment principles.
The short project timeframe did not allow some networks to go much beyond this initial development of member understanding of the national training system. Many networks were therefore not able to make significant advances in addressing AQTF compliance or consistency in assessment issues. However, the increased levels of understanding can themselves be seen as a positive project outcome and a stepping stone to further progress assessment issues.
Industry mentors for the project noted that the purpose of the assessor networks tended to be influenced by the life cycle of the Training Package to which it related. Networks related to newly endorsed Training Packages, such as aviation, might be expected to concentrate on the issue of generating understanding and commitment to the use of the package. Whereas networks related to more established packages such as community services were more likely to focus on the development of resources, or consistency in assessment judgements.
'This is really valuable. I didn't think I would learn anything by coming to these sessions but I've learnt heaps. I hope it can continue next year'.
Member of the TDT Victoria Aviation Network
8. The ability to operate on many levels
Network facilitators in the project found that the choice of who would make up each network was critical to that network's operation and success. Networks generally operated on the following principles:
* network members can interact with all others
* network members are seen as equals with shared commitment to contribute to outcomes
* the direction of network activities develops and grows out of network interactions
However, some individuals invited to participate in the network might have limited authority, responsibility or ability to make decisions on some issues. These constraints will limit their ability to contribute to the network constructively. 
When a network is being formed it should be recognised that to achieve its purpose it might need to operate over different levels of authority. Vertical and horizontal communications generally have to occur to achieve network outcomes. It is therefore important that network members have connections outside the network that will allow them to progress issues on behalf of the network.
'... the range of individuals involved varied. Some organisations participated through management representation while others sent "hands on" trainers'.
Western Australian Transport and Storage Industry Training Council Network
9. Members who are empowered to speak out and make decisions
National ITABs or state/territory industry training bodies4 facilitated eight of the nine network projects and were able to call on individuals they believed would be valuable network members. However, despite external recognition, sometimes the individuals themselves doubted their capacity to speak or operate on behalf of an industry, employer or other interest group. This impacted on their ability or willingness to contribute to group discussions and decision-making processes.
Facilitators needed to be able to recognise this problem and find ways to empower individual members so that they could contribute to the network.
'An important element of the facilitation strategies within the project has been the recognition that network participants do not feel empowered to participate in the networks because they are not authorised or do not have permission'. 
Community Services & Health Training Australia Ltd (CSHTA) Network
10. Recognition for their members' expertise and position 
One of the basic principles of network operation is that all members' input is to be valued equally. Each of the nine networks sought to implement this principle. The only area where deference to position or expertise of individual network members became apparent was to acknowledge the regulator in relation to licensing issues, or the industrial parties where qualifications and assessment are tied to employment conditions.
'Ensuring that staff from regulatory bodies were involved from the beginning and that they were active members of the groups and not just observing gave credibility to the assessment tools developed by the network'.
TDT Victoria Maritime Network

Products
At the completion of the project the national project manager, Workplace Skills Management Pty Ltd, provided ANTA with:
* a report to ANTA and the steering committee documenting and analysing project activities, and providing recommendations based on project outcomes
* individual assessor network reports for each of the nine projects
* mentor reports for each project
* a set of professional development resources designed for use by prospective network facilitators, including:
* information sheets
* good practice guide
* presentation materials
* resource index
* role play exercise
* case studies.
Recommendations
Based on the activity and outcomes of the Assessor Networks in Action project, the national project manager included five recommendations in the final report to ANTA and the steering committee:
Recommendation 1:	that ANTA disseminates the project findings and professional development resources to stakeholders including:
* relevant sections and personnel in DEST
* national ISCs
* state/territory industry training bodies
* employers engaged with Training Packages and their implementation
* unions engaged with Training Packages and their implementation
* training providers engaged with Training Packages and their implementation
* training organisations involved in professional development of assessors and facilitators of assessor networks.
Recommendation 2:	that ANTA encourages industry skills councils (ISCs) to take a central role in establishing and supporting assessor networks.
	For example, ISCs could be encouraged to include this role in their forward plans and budgets, as well as provide funding as a contribution towards these activities.
Recommendation 3:	that state/territory and national funding bodies encourage facilitators of assessor networks to use and build on the resources developed through this project to improve the operation of their networks.
	It is important that the information and resources are made accessible and that a further project be initiated to gather feedback, suggestions and any additional supplementary resources developed.
	Any future projects should also aim to translate the resources into user friendly tools able to be updated and customised as required for preparing facilitators, mentors and others involved in establishing and coordinating assessor networks.
Recommendation 4:	That ANTA and DEST consider funding a follow up project that would:
* establish suitable mechanisms to disseminate the project findings and resources to stakeholders
* extend the project by encouraging all ISCs to adopt a coordinating role in the establishment and operation of assessor networks.
Recommendation 5:	That the Reframing the Future project incorporates and builds upon the project findings and resources by:
* providing appropriate information on the Reframing the Future Web site
* alerting existing networks to the outcomes of the project.
Conclusion
The Assessor Networks in Action project has been a success on many levels. It has provided opportunities for representatives from industry, regulatory agencies and training providers to expand their knowledge of assessment issues in a number of industry sectors. It has allowed facilitators and mentors to further develop their networking skills and their understanding of stakeholder needs. Network members have built new contacts and developed a greater understanding of enterprise and assessment requirements. New resources, tools and protocols have been created that will meet industry needs and strengthen consistency of assessment.
At a national level the project has provided insight into the operation of assessor networks and the possibilities for their use to address issues of consistency in assessment. However, to achieve the original objectives of the Assessor Networks in Action project, learning from the project needs to be shared more widely. Making the professional development resources developed through the project widely available and promoting them to stakeholders will further demonstrate how assessor networks can be used to address issues of consistency in assessment.

Appendix - Assessor Networks in Action project details
Steering Committee
Pat Pedicini	Australia Post
Ann Doolette	SA Department of Further Education, Employment Science and Technology
Susan Young	Reframing the Future
Pam Caven	Australian National Training Authority
Julie Dempster/Joe Jambor	Department of Education, Science and Training
Project personnel
National project manager	David Love, Workplace Skills Management
National mentor/advisor	David Rumsey
ANTA project manager	Anita Roberts
Industry mentors
Community Services & Health	Lorraine Wheeler and David Rumsey
Transport & Distribution	Cinthia del Grosso, Robin Archer and Gerard Langes
Electrotechnology	Alex Frazer
Assessor networks
Community Services and Health Training Australia Ltd facilitated national assessor networks to develop recognition resources for a number of community services qualifications.
The Victorian Department of Human Services established a network to address issues related to consistency of assessment for their fourteen providers of training and assessment in disability services. The main focus of the network was on quality evidence collection and valid, consistent, assessment processes.
The Queensland Community Services and Health Industries Training Council established a network of Indigenous industry experts to explore issues affecting Indigenous assessors. The network aimed to promote consistency in assessment by providing leadership in identifying culturally inclusive evidence gathering techniques and examples of good practice.
The ACT Community Services and Health ITAB convened a network to address assessment issues for the Diploma of Children's Services when delivered through a workplace cadetship (New Apprenticeship) arrangement.
EE-Oz Training Standards used an assessor network to focus on the development of a consistent approach to assessment against the Certificate III in ESI-Distribution (Powerline).
The Major Industries Training Advisory Council invited stakeholders to form a network to develop a consistent approach to the assessment of electricians in the Northern Territory.
TDT Victoria implemented the aviation assessor network to examine assessment issues in aviation for the new Aviation Training Package.
TDT Victoria established a maritime network to examine assessment strategies for the Maritime Training Package in cooperation with the regulatory authority, the Marine Board of Victoria. 
The Western Australian Transport and Storage Industry Training Council convened a road transport assessor network to address issues of consistency in assessment following a major expansion of training delivery to existing transport workers through New Apprenticeships.

References
Cohen, D & Prusak, L 2001, In good company. How social capital makes organisations work, Havard Business School Press, Boston.
Mitchell, JG and Young, S 2002, Knowledge Management and the National Training Framework: Core Ideas, ANTA, Melbourne.

1 Refer to the appendix for a steering committee membership list
2 Refer to the appendix for an outline of each of the funded assessor networks
3 Refer to the appendix for a list of project personnel, including industry mentors
4 Industry training bodies is the generic term used to include the all government funded state/territory industry training advisory bodies such as industry training boards in Victoria, and industry training councils in Queensland and Western Australia.

Section two

Good Practice Guide

Guidelines for establishing and maintaining assessor networks 
The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. 
Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry experience.
The Assessor Networks in Action project was informed by ANTA's Training Package Assessment Materials suite of publications, in particular Guide 9: Networking for Assessors.
This good practice guide was developed from the experiences of the nine Assessor Networks in Action projects. Further detail on each of the topics can be found in Guide 9: Networking for Assessors - the relevant chapter or page numbers are provided under each sub-heading.
Hard copies of Guide 9: Networking for Assessors can be purchased from Australian Training Products (www.atpl.net.au, phone 03 9655 0600). It can also be accessed freely online through ANTA's Resource Generator (www.resourcegenerator.gov.au). (Tip: type 'networking for assessors' into the search text box.)
1	Establishment
1.1	Identifying and engaging members
Reference Chapter 3: Establishing a network.
Ensure a suitable cross-section of industry representatives is included in the membership of the network. For example, representatives from across states/territories, across industry sectors, across relevant employer associations, unions and regulatory authorities. However it should be recognised that it may not be possible, or desirable for the effective operation of the network, to include all possible stakeholders. Consideration should be given to the inclusion of:
* trainers and assessors from enterprise-based training organisations as well as those from TAFE institutions
* training managers from industry who are responsible for implementing the relevant Training Package in their workplace
* representatives of relevant regulatory and/or licensing authorities (state/territory and/or national)
* representatives of relevant peak industry bodies (employer associations, unions)
* trainees or former trainees who can provide input and feedback from a 'client's perspective'.
Take care not to accidentally exclude key stakeholders as the network will depend on the membership for its success.
Industry/enterprise participation in networks brings a range of practical input to the network and potentially yields a better understanding of assessment within industry, and a greater involvement of industry in Training Package implementation. 
Tap into employers and unions in the industry who are RTOs - while these people have industry experience and often a wealth of training experience, implementing Training Packages, particularly competency based assessment, will be new to them.
However industry representatives who are not RTOs may need to be convinced of the benefits of participating in the network for their workplace. 
Institutional trainers and assessors sometimes have a limited understanding of workplace processes, technology, resources, hazards and precautionary measures. It is therefore important to assist the non-industry 'educators' to build their understanding of the work environment through interaction with industry members, and through input from relevant mentors and experts.
1.2	Establishing network goals
Reference Chapter 2: Network roles and structures - Key purposes of networks, page 6.
Ensure that network goals and activities are pertinent to industry requirements and are likely to yield outcomes and products that will be valued by industry participants. 
Provide opportunities for the network members to establish, clarify and, if necessary, change the direction and goals of the network as it matures.
1.3	Building relationships
Reference Chapter 7: Achieving sustainability - Building trust and support, page 56.
Conduct face-to-face meetings to build the initial relationships within the network and to:
* facilitate the achievement of initial commitment to network operations and goals
* assist in building confidence in the benefits of sharing ideas, information, expertise and resources 
* enable early identification of issues, and potential problems in the operation of the network and their related solutions.
1.4	Developing communications and processes
Reference Chapter 6: Communication and promotion strategies - Maintaining communication with members, page 43.
Establish a database of network membership contact details and circulate to the members. Where appropriate, establish a means of electronic communication for the members - such as Internet chat room, webpage, email arrangements.
Determine with network members the required notice for face-to-face meetings and how best to inform members of upcoming events.
1.5	Accessing mentors and expert assistance
Reference Chapter 6: Communication and promotion strategies - Linking with other networks, page 45.
Use industry-based mentors and experts to provide input to the network. These might be trainers, assessors, managers, regulators, industry association and/or union representatives. Using employers and/or unions who are RTOs (or who have worked in partnerships with RTOs) as mentors will add an extra dimension to the network.
The mentors supporting the Assessor Networks in Action projects were individuals with expertise in the national training system and assessment practice, as well as network facilitation. Mentors were drawn from the industry in which the networks were to operate; these people also suggested alternate contacts for information and support. Mentors can:
* be a sounding board for ideas, processes and products 
* be a source of ideas and expertise on assessment and networking
* be a focus for the review of network activities
* provide encouragement to the facilitator and network members
* contribute to the credibility of the work of the network and facilitator
* assist in the moderation of networking processes and assessment activities. 
Identify suitably experienced individuals capable of providing additional support to the network as the need arises.

1.6	Planning and administration
Reference Chapter 5: Network coordination and management.
Involve network members in the development of a project plan and the identification of objectives and outcomes. Ensure all stakeholders agree on the project plan.
Schedule networking events according to the agreed project plan and timeline. Ensure each network event/meeting has a clearly understood purpose and outcomes.
Determine the degree of formality required by the membership for record keeping, minutes of meetings, provision of discussion papers or other information. Keep records of network activities and industry participation - RTO members can use their participation in the network as a form of evidence for AQTF purposes.
Where necessary, establish financial management procedures for the conduct of network activities or for the production of network products. 

2	Operations
2.1	Maintaining contact
Reference Chapter 6: Communication and promotion strategies, and Chapter 8: Online Networking.
Effective communication strategies are critical to the success of a network. Face-to-face meetings are important in the establishment phase of a network for building trust and understanding between network members.
Establish the preferred communication medium in consultation with members. Consider the following mechanisms for network communication:
* face-to-face meetings and workshops
* telephone (one-to-one)
* teleconferences 
* email
* post
* Web site
* Internet chat rooms
* faxes
* video conferences.
2.2	Providing feedback and encouragement
Reference Chapter 7: Achieving sustainability - Maintaining motivation/commitment, page 52.
Value network members and acknowledge all member input.
Recognise the network's and members' achievements. Strategies such as a network newsletter or articles in industry or RTO publications are ways of providing recognition.
2.3	Organising network events
Reference Chapter 4: Network activities.
Organise network activities in ways that facilitate industry participation. Consider times, mechanisms and locations that are convenient for industry, for example use teleconferences, have breakfast meetings or conduct workshops on industry sites.
Manage well, the limited time industry participants have to participate.
2.4	Recognising problems and facilitating solutions
Reference Chapter 7: Achieving sustainability - Building trust and support, page 56.
Trust between network members is a major issue for the network facilitators to overcome. Use group processes that allow members to explore their areas of difference and similarity to bring about greater understanding of each others' viewpoints and needs.
2.5	Coordinating the production of deliverables
Reference Chapter 4: Networking activities - Issues to consider in organising activities, page 27, and Chapter 5: Network coordination and management - Coordination of functions and tasks, page 31.
Networks are usually established for a specific reason - to produce deliverables. Project manage and cost the production of materials to produce the desired level quality and quantity of materials.

3	Sustainability
3.1	Financial management
Reference Chapter 7: Achieving sustainability - Financial status, page 48.
Establishing a range of income sources will be the most effective means of maintaining sustainability for a network. The funding source will depend on the type of network and the potential network activities. Funding for specific projects carried out by a network may be accessed through various agencies.
In establishing a network that is self sustaining it may be better to view financial arrangements as evolving rather than being linked to one funding source. For example, initial establishment may be achieved through a specific funding grant from a government body. Continued operation may be achieved through the sale of assessment resources or materials, and long term viability may be underpinned by charging a membership fee or establishing consulting or assessment services.
3.2	Coordination structures
Reference Chapter 7: Achieving sustainability - Coordination structures, page 51.
The type of network will dictate the requirements for coordination and administration. The larger and more dispersed the network the greater the coordination effort will be. Try to establish communication strategies that will allow the members to correspond directly with each other thereby reducing the need for them to always be in contact with the network coordinator.
3.3	Motivation and commitment
Reference Chapter 7: Achieving sustainability - Maintaining motivation/commitment, page 52.
Use good facilitation skills and a range of group management strategies to maintain motivation and commitment in the network. Make sure the content of the meeting is relevant to the membership. Meetings held at employer organisations involving workplace observation have proven to maintain interest.
Also refer to comments in the section on providing feedback and encouragement above.

Section three

Information Sheets

Information sheet 1
Starting out
STEPS TO ESTABLISH AN ASSESSOR NETWORK
Step 1 - Clarify purpose
* Why is the network being created? 
* What will the network aim to do? 
* Who will benefit from the network?
* Will the network have a national, state/territory or local focus?

Broadly, the purpose of assessor networks is to allow the collaboration of industry and training provider stakeholders to enhance the quality of assessment and the efficacy of assessment practices. The specific purpose of a network may be quite tangible, such as the development of resources, or rather intangible, such as increasing stakeholder confidence in the consistency of assessment. Whatever the purpose is it must be shared, understood and valued by all network members.
The answers to the questions in step 1 will provide a starting point for the discussions in step 2. They will then need to be reconsidered in light of input from stakeholders.

Step 2 - Survey interest
* Who would like to join the network?
* What do they hope to gain from participation?
* Can any of the potential member organisations provide support to the network?
* How much time could potential members allocate to the network?
* With what types of people do potential members want to network?
* What issues do they want to address?

Talking to key stakeholders is the only way to find out whether the network might be viable. It provides an opportunity to explain your initial aims and intentions for the network and to revise them in light of stakeholder input.

Step 3 - Identify resources
* Do national, state/territory or local programs offer funding that the network could access?
* Is a suitable facilitator available?
* If the network needs a mentor, where can one be found?
* Are any organisations prepared to host the network?

Industry bodies, regulatory agencies, public or private enterprises and RTOs may all have a stake in the operation of the network. They may be willing to provide support in the form of funding, facilitation, meeting space, administrative services, access to information and/or mentoring.
Assessor networks and their facilitators may benefit from the support of an industry-based mentor or expert. A good mentor will have expertise in aspects of assessment and/or the functioning of effective networks, and will provide the network with a broader perspective on the issues they are addressing.

A suitable mentor might be:
* an employee of an industry skills council
* an experienced workplace assessor
* an industry regulator
* a union representative
* an industry association representative.

Step 4 - Explain benefits
* What benefits will network members gain through their participation?
* How will host organisations or member organisations benefit?
* Can these benefits be clearly explained to potential members?

The benefits of participating in an assessor network will be different for different groups of members. Key benefits may include:
* access to up-to-date industry and/or training information
* opportunity to discuss and address issues with industry regulators
* development of consistent assessment approaches across workplaces and RTOs
* moderation of assessment outcomes
* establishment of principles for workplace assessment
* development of links with key personnel in a range of RTOs and enterprises.

Step 5 - Invite members
* Should particular individuals or organisations be invited to join the network?
* Will all interested parties be welcome, or will participation be by invitation only?
* Can the network membership be expanded after its initial establishment?
* Is there a minimum and maximum size for the network?
* Are some types of member essential for the network's success?

The purpose of the network will largely determine the type, number and diversity of members needed. A good cross-section of representatives is needed to generate discussion and to expand the knowledge and experiences of the group.

Think broadly about assessment in the particular field or industry to identify all potential stakeholders. While it may not be possible or desirable to have all stakeholders represented in the network, care should be taken not to accidentally exclude key stakeholders. Possible members might be:
* trainers and assessors from public, private or enterprise-based RTOs
* developers of Training Packages and/or assessment resources
* workplace-based assessors and trainers
* industry training managers or employers responsible for trainees undergoing a Training Package New Apprenticeship
* representatives from regulatory and/or licensing authorities (state/territory and/or national)
* representatives from peak industry bodies, such as employer associations or unions
* trainees or former trainees who can provide input and feedback from a 'client's perspective'.

Information sheet 2
Getting set
INITIAL NETWORK ACTIVITIES
1 Build relationships
Think about:
* how opportunities will be provided for members to establish a working relationship
* what the facilitator's role will be in the relationship building process
* how the strengths of individual members can be used effectively.

While diverse membership is important for generating new thinking and ideas in a network, it can also make building good working relationships more challenging. To reach shared understandings about assessment issues the group will have to first share their individual knowledge and experience. The facilitator should be aware of the strengths and knowledge of each network member around assessment issues and should arrange discussions that will allow this knowledge to be shared and valued by the group. Often the facilitator may need to build the confidence of participants - in effect giving them 'permission' and encouragement to participate.

As well as learning from each other, network members should be provided with relevant information and resources that will help them reach a common level of familiarity on a number of topics. Non-industry members will need to learn about the workplace processes and the work environment, while industry members may need to learn about educational concepts in Training Packages and competency based assessment.

2 Organise activities
Consider:
* how members will be involved in shaping the objectives of the network
* which times are most suitable for members to participate in network activities
* whether the proposed activities are relevant to all members and in line with the network's purpose.

Networks need considerable time to become established and function effectively. Initial activities that require members to establish the network's objectives and operation can help with the 'getting-to-know-you' process. This can also ensure that the network outcomes will be of value to its members. However, these initial network sessions need to be focussed and productive. Members can become disillusioned if too long is spent establishing the network's aims.

Facilitators must ensure that the network does not waste members' time. Keep meetings short and outcome-focussed. Industry representatives can be particularly constrained by time. Breakfast meetings, regularly scheduled teleconferences or workshops conducted on-site at key enterprises are some of the strategies that could be used to help busy representatives participate in the network.


3 Communicate
Discuss:
* how often the network should meet face-to-face
* the forms of communication that will be used between meetings
* what group decision-making processes will be used.

Face-to-face meetings are very important when establishing a network. Meeting face-to-face can build relationships within the network. It can strengthen members' initial commitment to the network operations and goals, and boost their confidence in the value of sharing ideas, information, expertise and resources. Potential problems or issues for the network are also more easily identified and addressed through face-to-face meetings.

When other forms of communication, such as email, Internet forums or teleconferences, will be used by networks it is a good idea to establish protocols for participation e.g. response times, quorums for decision-making.

4 Assign responsibility
Agree on:
* who will be responsible for initiating network communications
* which members will take responsibility for particular network activities
* how records will be kept and/or how the requirements of funding/support agreements will be met.

In some networks the facilitator may take responsibility for most of the activities and administrative processes. Sometimes a host organisation may provide administrative support for record-keeping, arranging meetings, communication and other functions. Other networks may share administrative tasks between a number of members and their organisations. In all cases it is important that responsibilities are agreed and understood by all members.

5 Keep records
Maintain:
* records that can be used as evidence of members' participation
* regularly updated list of network benefits to attract new members.

Participation in active assessor networks with industry or enterprise membership can help training providers to meet the AQTF Standards for Registered Training Organisations. Keeping accurate records of network activities and member participation can provide RTO members with useful evidence for AQTF audits.

Regularly considering the benefits of network membership will help to focus activities on the needs of members. It can also help members to explain the value of their participation to their organisations.


Information sheet 3
Keeping it going
DRIVERS AND THREATS TO ASSESSOR NETWORKS

Use drivers for establishment to sustain the network
* Strategic collaboration - assessor networks may arise out of organisations or groups working together for mutual benefit.
Stay focussed on those issues that draw the group together - use collaborations outside the network as catalysts for network activities and discussion. 

* Industrial relations requirements - where assessment is linked to employment conditions the industrial parties may wish to establish a network to provide the consultative framework for process and resource development.
Keep the network alive by sharing knowledge with others in the same industry, or with related training providers. Make sure that all industry parties get access to the same information and that some do not feel they have been left out of the loop.

* Access to resources and information - assessor networks can be established for the production and sharing of materials to support assessment.
Stay up-to-date with new resources or initiatives in your area through links with the relevant industry skills council or Training Package developer. Ensure network members are provided with intelligence on where resources and information can be accessed.

* Industry compliance requirements - regulatory or licensing requirements that are linked to units of competency can be the focus of an assessor network.
Ensure regulators are actively involved.

* AQTF compliance requirements - participation in active assessor networks with industry or enterprise membership can help training providers to meet the AQTF Standards for Registered Training Organisations.
Keep accurate records of network activities and member participation that RTO members can use as evidence for AQTF audits. But remember that industry/enterprise members who are not RTOs will need other reasons for participation in the network.

* Income generation - some networks are established as a means of generating income on a membership subscription basis.
Ensure value-for-money with a well-organised network offering clear benefits for members through regular information, advice and focussed activities.

* Survival - a network can be the means of maintaining or generating interest in a product of service.
Make sure that the network includes a diverse range of members with issues in common so that they will benefit from being brought together to learn from each other.

Monitor and deal with threats to the network 
* Isolation - networks can become insular and self-serving.
Encourage each network member to share information outside the network and to bring knowledge into the network from the organisation they represent to make sure the network is connected with the industry and the assessment environment.

* Competitiveness - a network will not function well if competition between individuals or groups is evident.
Where members are reluctant to share their existing knowledge or resources, design activities that require them to build new knowledge and/or resources as a group so the ownership will be shared.

* Individualism - if individual member or stakeholder interests dominate the network will not function well.
Regularly revisit the network objectives and benefits to ensure that members agree on the purpose and activities of the network. Emphasise and demonstrate the benefits of shared processes and outcomes.

* Time and resources - finding time to attend network meetings is a major issue for most members.
Keep meetings short and outcome-focussed and be inventive with the time and location of meetings to accommodate the schedules of busy members. Where possible combine network meetings with other events that the majority of network members will be attending.

* Funding - funding is the major issue for the establishment and sustainability of most networks.
Explore as many funding options as possible. Clearly identify the network benefits for all stakeholders to make a case for funding support.

* Communications- a network will rely on an effective communication strategy that will keep members abreast of developments.
Develop a communication strategy with member input that identifies the best methods of communication and assigns responsibility for the communication process.

* Shared understanding - the commitment of network members will be undermined if they do not have a shared understanding of the issues being addressed.
A good network needs diverse membership, but different levels of understanding will dictate the pace of progress. A network is a perfect vehicle to provide information and to build understanding of specific assessment issues. Provide interesting opportunities for professional development and for knowledge sharing based on the needs of members.

Information sheet 4
Taking control
ASSESSOR NETWORK ROLES AND RESPONSIBILITIES

Facilitator - the driving force
The facilitator is often the instigator of a network. Facilitators may have very clear ideas about what they want the network to achieve and members will expect them to take control of many aspects of the network's operation. However, members will not fully commit to a network that is perceived as being 'owned' by the facilitator.
A facilitator will generally be responsible for:
* identifying and contacting industry, training provider and regulatory bodies for involvement in the network and its activities
* identifying and negotiating sources of funding to support network activities
* liaising with funding bodies
* organising meetings and other network activities
* assisting with the administrative activities needed to support the network
* initiating discussions with members on the development of network purpose, objectives and activities
* circulating sample assessment resources among network members for discussion
* encouraging all network members to participate in discussions and to share their knowledge and experience
* identifying potential guest speakers, new resources and possible network activities.

Industry mentor - the sounding board
A mentor is not essential for the functioning of a network. However, depending on the experience of the facilitator and network members, an industry mentor can be invaluable for keeping the assessor network focussed.
An industry mentor should have expertise in assessment in the industry on which the network is focussed. The mentor might also have expertise or experience in the facilitation or coordination of networks.
Mentors can:
* be a source of ideas and expertise on assessment and networking
* contribute to the credibility of the work of the network and facilitator
* provide encouragement to the facilitator and network members
* act as a sounding board for ideas, processes and products
* provide a link to other initiatives at the national or state/territory level
* evaluate network activities.

Host organisation - the home base
Most networks will have a host organisation that is the legal body responsible for managing the network's funds. The host organisation is often the facilitator's workplace and it will generally provide some administrative support to the network. The host may be an industry body, government agency, enterprise, union or RTO.
Host organisations could:
* provide administrative functions to support the work of the facilitator
* be the legal entity for entering into contracts or agreements with funding bodies
* manage network funds and audit requirements
* provide a meeting place for the network - although other member organisations may also fill this role
* provide Web site space for the operation of virtual networking, such as chat rooms.

Industry members - the link to the workplace
Industry or enterprise participation in assessor networks brings practical insight to the discussion of assessment issues. Industry members might include representatives from industry skills councils, regulators, enterprises, unions or peak bodies. Industry might also be represented by workplace-based assessors.
Industry members can:
* bring current knowledge about workplace requirements and regulations
* share experiences of workplace assessment
* provide a link with relevant developments in the industry/enterprise
* identify assessment issues that impact on the workplace.

Training provider members - the practitioners
Participation from training provider representatives will bring a wide range of assessment experience and knowledge to the network. Members may come from public, private or enterprise RTOs. While many are likely to be practising assessors and/or trainers, they may also include resource developers and managers.
Training provider members can:
* provide in-depth knowledge of Training Packages and assessment practices
* share assessment resources, methods and processes
* link with other assessor networks or RTO initiatives
* bring resource development skills and experience.

Facilitator and members - the whole network
As a group the network should work together to:
* brainstorm issues related to achieving consistency when conducting assessment against competency standards
* discuss best and worst case experiences in conducting assessment and explore how this information could be used and developed by the network
* identify priorities for assessment materials needed to implement the relevant Training Package, including reviewing/sharing existing materials, identifying gaps and discussing reasons for priority of particular materials
* share knowledge of good assessment practices, processes and resources.

Information sheet 5
Quick tips
FOR FACILITATING A HEALTHY NETWORK

Starting out
* Survey stakeholders and potential members
gauge interest in the proposed network before inviting participants
* Identify benefits of the network
use survey information to find network outcomes that would benefit members
* Begin small
build the network with a small but diverse group before expanding
* Allow time to build relationships
don't expect too much from your members until they get to know each other

Joining up
* Explain the network benefits to potential members and their organisations
continue to consider and emphasise benefits after the network's establishment
* Invite VET sector leaders from a range of RTOs and industry
consider how the connections of each member can expand the network's reach
* Involve key industry stakeholders, including regulators
first-hand industry input will be essential for addressing assessment issues
* Encourage membership diversity
stakeholders, other than assessors, may share an interest in the network aims
* Limit the size of the network
a focus on the needs of members may be lost if the network becomes too big
* Share ownership of the network activities with all members
allow the network to make key decisions about its purpose, aims and activities

Building together
* Establish a clear set of outcomes as a group
members need to feel that there is a clear direction and a shared purpose
* Use the development of goals to strengthen network relationships
discuss longer term visions, as well as planned outcomes and activities
* Consider timelines and resources
be realistic about what can be done with the time and resources available
* Set achievable goals
the group will build cohesiveness and commitment through shared achievement 
* Maintain flexibility in the planned outcomes
accommodate new ideas, unforseen obstacles or delays  
* Establish an agreed project structure
agree on mechanisms, roles and responsibilities to achieve the set goals

Keeping going
* Have an active facilitator
take responsibility for supporting the network activities and members
* Share ownership of the network with members
members other than the facilitator should lead most activities and discussions
* Keep the network on track
focus on the agreed outcomes and steer away from unrelated issues
* Give members a reason to participate
ensure that network activities and meetings are seen as beneficial to members
* Be aware that stated commitment is not always translated into action
maintain flexibility to accommodate delays and inactivity
* Provide members with records of participation
evidence of participation in network activities can be used for RTO audits

Networking
* Make face-to-face the network's primary communication method
talking face-to-face is essential, especially during the establishment phase
* Value all member input
create an environment where all member input is welcome and respected
* Build on the ideas, issues and suggestions of members
use member input to guide discussion and generate ownership of the network
* Put a communication and promotion strategy in place
tell stakeholders and potential members about the network and its activities
* Link with other assessor groups
learn from the experiences of other networks and share your group's learning

Meeting
* Let the network decide how frequently to meet
respect the value of members' time - only meet when there is a purpose
* Invite participation
encourage members to contribute to meeting agendas and activities
* Provide resources
make publications and information available to members at meetings
* Make meetings worthwhile
each meeting should have an outcome to maintain member commitment
* Stay focussed
stick to the agenda and keep meetings short - 90 minutes is long enough


Information sheet 6
Building blocks
THE ARCHITECTURE OF NETWORKS


Networks come in a variety of shapes and structures. The most suitable structure for a network will be determined by the network purpose and objectives.
Organic networks
Features of an organic network are that:
* network members can interact with all other members
* network members are seen as equals with a shared commitment to contribute to network outcomes
* network activities will grow and develop out of network interactions.

Central hub
Networks with a central hub are generally coordinated by one organisation or individual. Networks participating in the Assessor Networks in Action project generally used this model with industry skills councils or industry training bodies acting as the hub.
Where networks have a central hub, that organisation or individual can support the network by:
* identifying and accessing sources of funding
* liaising and contracting with funding and regulatory bodies
* identifying potential network participants
* assisting with the administrative activities to support network establishment, operation and sustainability
* organising meetings and other network activities
* coordinating and stimulating network activities
* providing expert input and advice, including mentor support
* providing Web site facilities/access
* organising remote communications such as teleconferences or web-based chat rooms.



Multi level
Networks typically need to operate over different levels of authority and degrees of centralisation. Vertical and horizontal communications often have to occur to achieve network outcomes. These include disseminating information, gaining approval, reporting outcomes, providing advice, and accessing resources.




Information sheet 7
Success factors
TEN REQUIREMENTS FOR EFFECTIVE NETWORKS

1. A facilitator
An effective facilitator is crucial to network success, especially during the establishment phase. In many cases the facilitator is the instigator of a network, and they may have very clear ideas about what they want the network to achieve. Members will expect the facilitator to take responsibility for many aspects of the network's operation, however members will not fully commit to a network that is perceived as being 'owned' by the facilitator.
2. A diversity of members
Network theorists have noted that networks can become rigid clans, elitist, insular, idiosyncratic, corrupt or destructive5. A good cross-section of representatives is needed to bring a range of experiences, knowledge and interest to the group to prevent it from becoming too narrow or introspective.
Network members should be encouraged to maintain and build links outside the network so that new ideas and issues will be introduced. Presentations from outside experts can be used to challenge the network's thinking and to encourage new approaches. Facilitated discussions and group exercises should be used to build a flexible, inventive and collaborative network environment.
3. A focus and shared purpose
Progress toward group solutions or resolutions in a network cannot be made until members have developed a shared focus and purpose. Establishing the network purpose and objectives should be the first task of a network. Where members have diverse backgrounds and needs this will require considerable discussion of the key issues identified by individual members. Members need to be encouraged to learn from, and to understand, the expectations and objectives of other members.
4. A timeline for project completion
When planning activities it is easy to overestimate the network's ability to address issues within a given timeframe. The knowledge, experiences, values and priorities of the group naturally affects the direction of the activities. Facilitators need to be flexible and able to modify processes and possible outcomes as activities progress.
Although flexibility is necessary for group activities, time limits can be a positive stimulus for project activity. They provide members with a focus and sense of purpose, and a means of evaluating the group's achievements.
5. A mechanism for communication
Effective communication strategies are critical to the success of a network. While a range of communication methods are available to networks, face-to-face meetings are important during the establishment phase.
Meeting face-to-face can build relationships within the network. It can strengthen members' initial commitment to the network operations and goals, and boost their confidence in the value of sharing ideas, information, expertise and resources. Potential problems or issues for the network are also more easily identified and addressed through face-to-face meetings.
When other forms of communication will be used by networks it is a good idea to establish protocols for participation e.g. response times and quorums for decision-making.
6. An environment of trust
The primary aim of networks is to share and build knowledge. This can only be achieved where there is trust between network members. Building levels of trust within a network takes time. Facilitation should focus on allowing members to explore their areas of difference and to identify areas of similar understanding.
Network members should not be forced into sharing information, experiences or resources before they are ready. Initially it may be better for the group to discuss hypothetical situations and general issues, or to collaborate on the development of new materials. Trust between members will grow as mutual understandings are reached and common outcomes are achieved.
7. Information and access to resources
Network activities must be informed by up-to-date information and current good practice if the outcomes are to benefit members. Networks need to have links to relevant national, state/territory and local industry and training organisations to stay abreast of new developments and issues. Members should be encouraged to take responsibility for keeping the network informed of relevant issues within their own area of expertise. Presentations from outside experts can be an effective way to keep the network informed.
8. The ability to operate on many levels
When a network is being formed it should be recognised that to achieve its purpose it might need to operate over different levels of authority. Vertical and horizontal communications generally have to occur to achieve network outcomes. It is therefore important that network members have connections outside the network that will allow them to progress issues on behalf of the network.
9. Members who are empowered to make decisions
Some network members may have limited authority, responsibility or ability to make decisions within their organisation. These constraints can limit their ability to contribute to network activities. During the network establishment phase it is a good idea to discuss these constraints and the effect they may have on the network's objectives. It may be necessary to adjust the planned outcomes, or strategies may be developed to overcome the initial constraints by working more closely with members' organisations.
Sometimes network members doubt their own ability to speak or operate on behalf of an industry, employer or other interest group. This will impact on their willingness to contribute to group discussions or decision-making processes. Facilitators need to recognise this problem and to find ways to encourage and empower individual members. This might be achieved by encouraging members to initially validate their ideas and opinions with colleagues while they build confidence in their own viewpoint.
10. Recognition for their members' expertise and position
One of the basic principles of network operation is that all members' input should be valued equally. Members should be encouraged to value and learn from the experiences, knowledge and perspective of others. Facilitators should ensure that members with expertise in particular areas are given the opportunity to present this to the group when it is relevant to discussions.


Information sheet 8
Lifecycle approach
A LINK TO TRAINING PACKAGE DEVELOPMENT


Networking approaches may need to vary according to the stage of development of competency based training within an industry sector. The level of industry and training provider acceptance and understanding of a Training Package will influence the type of activities that will be of value to network members.

Initial development of a Training Package
When a Training Package has just been developed network activity will be likely to focus on learning about this new approach to training and assessment. Activities may include:
* sharing and building knowledge about the Training Package and competency based assessment issues
* building a shared understanding of the diversity of needs and contexts that must be served by the Training Package and the related assessment
* developing an understanding of options for competency based assessment, and the benefits of each
* identifying appropriate strategies for the collaborative development of assessment systems and tools, and ways of collectively resourcing the work required.

Initial implementation of a Training Package
When a new Training Package is being implemented network activity is likely to focus on the identification and development of tools that will aid the assessment process. Activities may include:
* learning about suitable assessment products and ways to access, customise, develop and use them
* identifying, developing and/or adapting suitable assessment tools
* developing the skills and knowledge required to design and use appropriate assessment tools and approaches
* preparing resources to guide assessors using assessment tools in a variety of institutional and workplace contexts.

First review of a Training Package
When a Training Package is undergoing its first review network activity may focus on identifying issues, options or solutions that could be addressed through the review process. Activities may include:
* reviewing the initial implementation of the Training Package and the related competency based assessment
* organising appropriate forums, Web sites, chat rooms etc. to enable assessors and other stakeholders to provide feedback on identified assessment issues
* identifying various problems and issues experienced in implementation, and developing and sharing appropriate solutions
* identifying options for changes to assessment tools and working together to develop and implement them.

Implementation of first review of a Training Package
When the first review of a Training Package has been completed network activity may be similar to that used during the initial implementation. Activities may include:
* learning about changes to the Training Package and new requirements for assessment
* identifying ways to redevelop or adapt existing assessment tools, and any gaps where new assessment tools need to be developed
* considering opportunities and strategies for cross-industry or cross-sector assessment where competencies are used across qualifications, Training Packages or industries
* revising or updating resources to guide assessors using assessment tools in a variety of institutional or workplace settings.

Ongoing implementation and review
As the Training Package matures network activities may focus on more detailed aspects of competency based assessment. Activities may include:
* staying up-to-date with industry and legislative changes through formal links or interactions with industry and regulatory representatives
* monitoring and evaluating assessment approaches and tools used in a range of contexts, and moderating or comparing assessment outcomes
* arranging collaborative trials of new approaches to assessment or new assessment tools
* finding ways to share learning from the network with the broader industry and VET sector.

5 Cohen, D and Prusak, L 2001, In good company. How social capital makes organisations work, Havard Business School Press, Boston.

Section four

Case Studies

Case study 1
Developing consistent resources
NETWORK
The Community Services & Health (CS&H) Industry Skills Council (formerly Community Services and Health Training Australia Ltd) facilitated national assessor networks with the aim of developing recognition resources for the following qualifications:
* Certificate IV in Alcohol and Other Drugs Work
* Certificate III in Aged Care Work
* Certificate III in Disability Work
* Certificate IV in Mental Health Work (non clinical)
* Certificate IV in Youth Work (Juvenile Justice). 
The facilitation of the Assessor Networks in Action project was based on ensuring consistency in assessment recognition tools. Other network goals were to develop tools that were user friendly, able to be used by all assessors, and that were learner/candidate focused not teacher driven.
PROCESS
The network facilitation strategies included ten national face-to-face workshops, with telephone and email contact. A key objective of the initial face-to-face workshops was to rapidly bring network participants together through a range of group activities to:
* engage with other assessors through specialised networks 
* recognise each other's needs and strengths
* identify common goals and problems
* develop collective strategies to achieve the goals and deal with the problems
* build enduring relationships between participants
* develop an understanding of the benefits to be achieved through ongoing active involvement in the network.
After the workshops, the participants were asked to do further work on the development of the recognition assessment templates specific to their area of specialisation in the industry. 
Feedback on the resources is ongoing and will continue into a second stage of the project funded by the CS&H Industry Skills Council.
All the focus group/workshop participants were encouraged to hold regular meetings and/or teleconferences as well as be a part of a virtual national network of assessors.
PRODUCT
Recognition tools have been designed for candidates to be assessed against. Behavioural questioning techniques, scenarios, observation and third party validation assessment are the desired methods of assessment. These tools involve very little or no written work unless it is a specific requirement of the job role.
The CS&H Industry Skills Council plans to continue facilitating the networks with the use of an electronic forum based on an open-source program called the CS&H Industry Skills Council's Online Discussion Forums. The forum is designed to be as user-friendly as possible and has secure access to ensure that the forum is only open to registered network members.
The forum is moderated by volunteer 'champions' of the CS&H industries and is managed by the Industry Skills Council. Relevant topics are posted for network members to discuss and provide feedback. The forum has the facility for network members to ask each other questions, and to share information with each other. For further information regarding this online forum go to the CS&H Industry Skills Council Web site (www.cshisc.com.au).
OUTCOMES
In forming the networks, the facilitator worked with small groups in face-to-face workshops to recognise the benefits of coming together and to collectively identify what the members could achieve for themselves and each other as a network. The facilitator encouraged the network to focus on developing joint reasons to come together.
'Ownership of the network goals and objectives was found to be crucial in cultivating the involvement and ongoing commitment of participants in the networks'. 
One of the issues workshops addressed was to provide an environment of trust to allow the sharing of information: 
'It was not that individuals or organisations did not want to share assessment tools already developed. It was that organisations felt that the tools they had developed had not been benchmarked against industry-developed tools and perhaps would be critiqued as below the standard. As no benchmark previously existed to measure whether the tools they had developed were candidate-focused and AQTF compliant, this prevented many organisations collectively sharing resources'.
Other issues that impacted on the operation of the network or on participants of the network included lack of expertise in assessment design, different levels of understanding about Training Packages, limited funding and a diversity of industry needs. The CS&H Industry Skills Council was instrumental in addressing some of these issues through its national industry connections.
The network provided its members with:
* the opportunity to purchase customised Recognition Assessment Tools for core units of competency across a range of community services sectors at a subsidised cost
* free access to an assessor network online forum that enables assessors to build and maintain their industry specific networks
* a shared understanding of the issues facing assessors
* the understanding that evidence requirements for 'recognition assessment' i.e. skills recognition through an assessment only pathway should not be more onerous than assessment through a learning and assessment pathway (where learning is combined with assessment)
* a shared understanding of best practice
* shared common ground to develop further
* access to support materials and resources that allow national consistency
* an understanding of how to customise and implement the qualifications and competencies in CHC02 Community Services Training Package.
The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 2
Quality evidence collection
NETWORK
The Victorian Department of Human Services (DHS) contracts fourteen RTOs to deliver training and assessment to its employees throughout Victoria. These RTOs deliver the Certificate IV in Disability Work from the Community Services Training Package and the Certificate IV in Assessment and Workplace Training, and had formed a network to cooperate on training delivery issues.
The assessor network was established specifically to address issues related to consistency of assessment with the main focus being on quality evidence collection and valid, consistent assessment processes.
PROCESS
The timeframe for the Assessor Networks in Action project allowed the network to scope out the consistency issues and agree on a framework for addressing them.
A structured meeting and facilitation process was planned to accommodate the wishes and diverse locations of participants. This included an initial two-day workshop where participants had an opportunity to get to know each other, to identify issues and to establish working groups that would report back to the wider network.
The network convenor (DHS) played a central role in establishing the environment and organisational framework for identifying and resolving any issues. The fact that DHS both funds training delivery and employs people with qualifications justified this approach.
'The establishment of the DHS assessor network has highlighted the capacity of a single organisation to change the direction of the fourteen RTOs' assessment processes through direct intervention'.
A key aspect was to include RTOs who were also service deliverers, to support the relationship between assessors and the disability organisations. Consequently, many people with a disability who are assessors or training to be assessors also joined the network, creating a network that models contact with not just the workforce, but the end service user. 
PRODUCT
With input from disability services support users, the network drafted protocols for the role of people with a disability in the workplace assessment process, including as a provider of evidence.
However the timeframe for the project essentially only allowed the network to agree on issues to be resolved and the approaches that would need to be taken. The network agreed to continue operating into 2004, beyond the life of the project, to implement their planned approaches.
The network will explore the ways in which it can develop, share and validate resources involving RTOs, industry and people with a disability. It will also consider ways in which it can be sustainable in the longer term, such as by linking into the existing Victorian Assessor Network. 

OUTCOMES
In 2004 the network plans to focus on ways to engage workplace assessors without a full-time role in assessment, in the networking activities. The network also intends to develop a strategy to engage employers in the moderation of new assessment tools.
The network members have indicated a strong interest in providing valid assessment and exploring the notion of evidence - how to collect it and then present it for auditing purposes.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 3
Cultural sensitivity in assessment
NETWORK
The Queensland Community Services and Health Industries Training Council established a network of Indigenous industry experts to explore issues affecting Indigenous assessors. The network aimed to promote consistency in assessment by providing leadership in identifying culturally inclusive evidence gathering techniques and examples of good practice.
The big picture issues tackled by the network included:
* How will the new Training and Assessment Training Package affect the quality of assessor training offered to Indigenous assessors?
* How can the professional role of Indigenous assessors in the workplace be promoted?
* What are the professional development and support needs of Indigenous assessors?
PROCESS
Many government and community initiatives to promote skill development for Indigenous people in Queensland have ensured that there are significant numbers of Indigenous trainers and RTOs operating in the community services and health industries.
The network included a range of influential Indigenous organisations, people involved in the delivery of training and representatives from Indigenous communities. Care was taken to include all major geographic regions in Queensland, as well as key services and RTOs. Meetings were arranged in Brisbane and Cairns to maximise participation across Queensland.
To answer some of the big picture questions, the network chose to conduct a survey of RTOs and Indigenous assessors. With the information gathered the network aimed to:
* develop a profile of Indigenous assessors operating in the community services and health industries in Queensland
* build an assessor database that could be accessed by RTOs seeking Indigenous assessors
* gain insight into the adequacy of assessor training provided to Indigenous assessors
* broaden input into the network processes.
PRODUCT
Within the available timeframe the network could only partially achieve its original aims. The survey of Indigenous RTOs received approximately twenty responses providing information that can be expanded on in the future.
Two case studies were developed identifying different approaches and processes that can be employed when assessing Indigenous candidates.
'The use of culturally appropriate evidence collection techniques was found to be the key issue to be addressed and the network saw the opportunity to showcase good practice examples'.
OUTCOMES
Due to the time and process required for appropriate consultation on issues affecting Indigenous communities, the engagement of key industry people in the network was crucial for the project.
Although the substantial aims of the network could not be achieved within the timeframe of the project, the participation of key stakeholders in the network meant that the groundwork has been done to allow further work. The project has the potential to have a significant impact on assessment across industries by having Indigenous assessors and employers identify cultural considerations in relation to evidence gathering.
During the course of the project the network made the following observations:
* an important initial activity for the network was to develop an understanding of the vocational education and training (VET) system, the AQTF and the way in which individual network members linked into it
* geographical distances between members impacted on communication strategies
* other time demands on the network members and facilitator, including the review of draft Aboriginal Health Work Competency Standards, impacted on their ability to fully participate in the network
* a large number of qualifications in the Community Services Training Package include a statement that workers will be required to have an understanding of Indigenous culture and history and to work with local communities in the provision of services, but at this stage of the implementation of the Training Package it is unclear how assessment of these requirements is being satisfied.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 4
Assessment in the workplace
NETWORK
The ACT Community Services and Health ITAB convened a network to address assessment issues for the Diploma of Children's Services when delivered through a workplace cadetship (New Apprenticeship) arrangement. The Diploma of Children's Services is the qualification required to be a director of a childcare centre in the ACT. The qualification directly relates to national accreditation of childcare facilities and the state/territory licensing arrangements for them.
PROCESS
The network included representatives from public and private RTOs, and industry (childcare centre employers). The group met fortnightly during the establishment phase. Initial meetings were restricted to RTO members only to overcome existing barriers to trust and cooperation before the industry members were invited to join the network. 
During the establishment phase RTO members were encouraged to share success stories and to identify assessment issues. The network facilitator also engaged other expertise to conduct sessions with the group, including a national CS&H ITAB representative with expertise in assessment and Training Package assessment tools.
The project mentor assisted with a process to bring the industry members into the network. In this process each group met separately to scope out their needs and expectations, including their expectations of the other group. The whole network was then brought together to develop a consolidated view of what was needed for effective assessment of the Diploma qualification.
A dinner meeting was structured to provide the opportunity and safe environment for employers to identify their critical issues and to discuss their expectations of the cadetship outcomes. 
'The involvement of employers was seen as an opportunity to resolve work-based assessment issues at the industry, rather than RTO level'.
PRODUCT
During the project the network identified critical aspects of higher-level qualifications and their impact on the development of assessment strategies. The network agreed on goals and outcomes for a set of benchmarks for quality assurance and consistency in assessment.
Additionally, the network:
* recognised the need for clearly defined work roles, including skills and knowledge, as opposed to job descriptions
* involved employers and candidates in designing assessment strategies
* engaged stakeholders in the process of deciding on appropriate and sufficient sources of evidence for both an assessment only pathway (skills recognition)  and a learning and assessment pathway (where learning is combined with assessment) to determining competence
* reviewed assessment strategies to incorporate workplace projects in evaluating competency over time
* facilitated opportunities for assessors to collaborate at both the local and national levels through a range of workshops and forums
* provided input into the development of assessment tools by Community Services and Health Training Australia
* engaged with the national agenda to examine the impact of changes in legislation.
OUTCOMES
The network has highlighted that the priorities and concerns of RTOs do not necessarily match those of employers. Both parties have agreed to continue to meet into 2004 to continue to clarify and align their needs, and intend to:
* continue to develop equal trust between all RTOs (both public and private) - this will rely on the RTOs understanding and valuing different assessment approaches that may be used by their colleagues and agreeing that different approaches do not necessarily impact on the consistency of assessment outcomes
* arrange the release of trainees from their workplace for one day per month as part of their training commitment
* access appropriate assessment tools to support Diploma level delivery
* provide opportunities to validate assessment strategies and to promote consistency in assessment practice.
A major challenge for the network will be to continue to engage employers. Most employers are small businesses operating for long hours with little time available to attend regular meetings. They will need to see value in their ongoing participation and so the network will continue to focus on aspects of the work-based cadetship which are of particular relevance to employers.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 5
Developing an assessment passport
NETWORK
EE-Oz Training Standards used an assessor network to focus on the development of a consistent approach to assessment against the Certificate III in ESI-Distribution (Powerline).
In order to maintain consistency in assessment the electricity supply industry (ESI) had decided to develop a consensus approach compliant with the Training Package and AQTF requirements. The aim of the consensus approach was that all assessors would contribute to acquiring and sharing information on the assessment requirements within their respective states and territories.
The ESI network is a well established national forum dedicated to setting up an assessor network to benefit all ESI stakeholders. A planned outcome of the network activities was the development and implementation of an 'assessment passport' within Australia.
PROCESS
The ESI network convened by EE-Oz Training Standards is active in all states and territories and seeks to involve local stakeholders in all matters relating to training standards. Regular network meetings were held around the country to discuss assessment issues relating to the industry. Discussion focused on the requirements for the development of an assessment passport that would:
* provide increased mobility for companies and their staff
* reduce bureaucratic barriers to recognition across state/territory borders 
* increase consistency in training and assessment
* introduce moderation and mentoring for RTOs and workers respectively
* increase the attractiveness of the ESI to career aspirants.
A subgroup of the network, consisting of trainers, assessors, field practitioners, and industry personnel was formed to prepare base level work for presentation to all network representatives from RTOs and key industry stakeholders.
'The most effective strategy employed by the network was via the activities of the local state ITABs, which sought to fully engage local stakeholders with a view to them embracing nationally consistent approaches to assessment and training'.
PRODUCT
Consistency has been addressed in the reporting of the skills related to the vocation of lineworker [Certificate III in ESI-Distribution (Powerline)] that will be acceptable to the industry and regulators, and which is compliant with the Training Package and AQTF requirements.
Assessors have gained an understanding of reporting mechanisms which require them to share and in turn gain information on, the varying requirements that apply in their enterprises, state/territory or country. RTOs and their assessors servicing the industry are keen to implement agreed common reporting of competency outcomes.
An agreement to trial a national assessment passport within Australia has been reached.
OUTCOMES
The electricity supply industry has endorsed national consistency in assessment as the way of the future. It has committed considerable energy to networking however the network still has issues to address. The use of electronic distribution for work in progress as a means of gathering feedback was a major challenge. Recipients were often slow to deliver on outcomes and, in some cases, did not respond at all.
Strategies to overcome the network's challenges are still being developed, and will be addressed at upcoming industry forums, however it suggested that future networks:
* ensure there is an agreed project structure
* rely less on electronic interaction - use face-to-face meetings wherever possible
* establish an independent network secretariat to facilitate dialogue and development.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 6
Assessment for licensing outcomes
NETWORK
The Major Industries Training Advisory Council (MITAC) is responsible for coverage of the electrotechnology industry in the Northern Territory. Through stakeholder feedback, MITAC became aware of shortcomings in the training of electrical apprentices in the Territory, and identified the quality of workplace assessment as a serious concern.
An industry working group (IWG) was formed in March 2003 to:
* investigate perceived deficiencies in workplace assessment in the electrotechnology industry
* clarify issues concerning compliance with AQTF standards by RTOs
* provide recommendations to the MITAC Board.
The IWG identified that insufficient on-the-job evidence of apprentice performance was a particular concern when determining the competence of an apprentice. The broad recommendations of the IWG that were endorsed by the MITAC Board were that:
* industry must be involved in the training and assessment of apprentices
* monitoring of apprentice training and assessment is required
* electronic workplace profiling should be re-introduced to support workplace monitoring and assessment.
MITAC conducted an Assessor Networks in Action project to begin implementing these recommendations. The project focused on the development of a consistent approach to assessment against the Certificate III in Systems Electrician, from the Training Package.
PROCESS
MITAC planned and presented a number of workshops/forums in both Darwin and Alice Springs. Teleconferencing facilities were made available to enable participation from across the Territory. Key stakeholders were informed of the importance of the project via electronic and hard copy information bulletins. 
Although these strategies were well planned and executed, the primary stakeholders, employers and employee representatives, were in the main not present at the workshops/forums. Limited staff and funding and geographical constraints prevented MITAC officers from visiting all key stakeholders to gain better support for the project.
RTO representatives were generally supportive of the assessor network concept. They possessed an understanding of the assessment issues and were willing to engage in dialogue with industry.
However, minimal input from industry stakeholders considerably reduced the impact of the project. Due to the inability and/or unwillingness of industry stakeholders to attend the majority of the workshops/forums, the aims of the project were largely not met.

PRODUCT
During the project planning phase industry members and stakeholders willingly discussed issues and concerns in telephone conversations and informal meetings. However gaining their commitment to be actively involved in the network was another matter. Project activities which had initially seemed promising quickly became very frustrating as attendances dwindled. 
'The key bodies, which represent industry, must be convinced of the merits of increased activity within an assessor network'.
Without industry engagement the project was unable to tackle the issues of consistency in assessment.
OUTCOMES
The Training Package mandates that nationally endorsed assessment guidelines must be adopted in order for trainees to be deemed competent. Achievement of the Certificate III in Systems Electrician through the national industry-agreed assessment process allows the individual to apply for an electrical licence. It is a possibility that graduates in the Northern Territory may not have their licences recognised in other states and territories.
Historically industry within the Northern Territory has expected the RTO to determine the competence of apprentices. Now, AQTF and Training Package assessment requirements stipulate a greater involvement and level of cooperation between RTOs and industry. 
Although a strong network does not currently exist, RTO representatives and MITAC officers believe that the network will be needed to address the impacts of the national assessment process. Challenges for the engagement of industry in a network will be employers' unwillingness to identify with the problems of assessment, and with the role required of them by the AQTF.
Factors that may have contributed to the disengagement of industry are:
* low level of business confidence - higher priorities than training matters
* shortage of tradespeople - employers have less time to commit to networks
* shortage of work - employers chasing work rather than considering less vital issues
* lack of confidence that the problems of the apprentice system can be overcome
* timing - winding down to Christmas.
MITAC officers are committed to creating an assessor network project and will endeavour to eventually bring the parties together, throughout 2004 and beyond.
MITAC advice for would-be assessor networks:
* survey stakeholders to gauge their level of commitment before deciding to proceed
* don't assume stakeholders share your enthusiasm and goals
* don't assume assessors automatically see the benefits of networks
* don't assume that stated commitment translates into action.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 7
Implementing a new Training Package
NETWORK
TDT Victoria implemented the aviation assessor network to address the following objectives:
* provide an induction to the new Aviation Training Package for RTOs, flying schools and industry agencies
* examine assessment issues for the aviation sector
* develop a process for sharing resources, moderating assessment, and provide continuing professional development for assessors and training providers.
The network membership was a mixture of large public RTOs and smaller flying schools who were either registered RTOs or working in partnership with a large public RTO. The majority of the participants were from small flying schools and had been delivering training programs for students wishing to achieve a private or commercial pilot's license. Most had not used and were not familiar with Training Packages, competency based systems or AQTF requirements.
PROCESS
Three workshops were conducted, taking network members from an introduction to the VET training system, Training Packages and the Certificate IV in Transport & Distribution (Aviation Flight Services) through to the development of a model for delivery and the beginnings of discussions about assessment. Discussions focussed on similarities and differences between the current Civil Aviation Safety Authority (CASA) requirements and those of the Aviation Training Package.
The role of the facilitator was seen as critical to the success of this network. Skilful facilitation enabled the participants to speak their minds, air their concerns and contribute to each other's learning during each of the sessions. In addition the facilitator ensured that the sessions built on each other, did not become 'bogged down' on circular discussions or contentious issues, and at the same time made sure that new participants were able to catch up and contribute when they joined.
'Involve key stakeholders in the industry, including regulators, as soon as conceivably possible to minimise negativity and misconceptions of the relevant Training Package and its implementation, and also to gain commitment to the same'.
'Work with the ideas, issues and suggestions of the participants so that recognition and ownership of outcomes/agreement is achieved'.
The facilitator also drew upon the skills and knowledge of individual participants, as well as those of both the national and state industry training bodies. This process acknowledged the individual participants and their current and previous work in training and assessment in the aviation industry. The acknowledgement of this work was a major contributing factor in the development of a strong network, keen to continue to work together to resolve issues in the implementation of the new Training Package.

PRODUCT
The establishment of a network at the introductory phase of a new Training Package has provided an opportunity for the industry to work together to identify and resolve issues that it will face during implementation. In this way the industry as a whole - enterprises, RTOs, regulatory bodies and trainers/assessors - benefits from a larger number of people working collectively to resolve implementation issues rather than working in isolation to identify and address them.
The project was able to demonstrate that the CASA regulatory assessment requirements were generally compatible with the AQTF validated assessment strategies and practices, including audit requirements.
The project developed a model training and assessment plan in which the participants all contributed. 
'One of the greatest benefits to the individual participants was the opportunity for the recognition of shared problems and concerns rather than a feeling of isolation in dealing with the implementation of the new Training Package'.
OUTCOMES
The network workshops provided participants with an introduction to the Aviation Training Package and the opportunity to gain acceptance and commitment to its implementation. Some members of the network began their participation with negative views on the introduction of the Aviation Training Package and the value of belonging to a network. Overcoming these views was an initial challenge for the network. One of the highlights of one meeting toward the end of the project was this statement by such a participant:
'This is really valuable. I didn't think I would learn anything by coming to these sessions but I've learnt heaps. I hope it can continue next year'.
Another major challenge was determining the need for a Certificate III qualification for private pilots that was not covered by the Training Package. Exploring the extent to which the CASA testing and regulatory requirements were compatible with the AQTF compliance requirements also caused considerable discussion. 
The design and development of a model training/assessment program to fulfil the Certificate IV in Transport and Distribution (Aviation Flight Operations) requirements was a significant outcome of the project. The model complies with CASA requirements and participant expectations of the training requirements for RTOs involved in training and assessing for pilot licensing.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 8
Assessment and regulatory frameworks
NETWORK
TDT Victoria established a maritime network to examine assessment strategies for the Maritime Training Package. The network consisted of trainers and assessors from Victorian RTOs, two members of the Marine Board Victoria and the Curriculum Maintenance Manager for Transport and Distribution in Victoria. 
It was particularly important to have participants from the Marine Board as a part of the network, for while RTOs assess for competency and qualifications, the Marine Board assesses for a licence outcome. 
This group of representatives had been meeting regularly for some time. Previous meetings had addressed the implementation of the Maritime Training Package. The Assessor Networks in Action project was the first opportunity that the group had to address assessment.
PROCESS
'In planning the activities for this project, it was important to set realistically achievable goals as the meetings could only establish a framework for the future work of the network'. 
Face-to-face meetings were held at different venues to cater for network members who came from varied parts of the state such as Portland, Geelong, Gippsland and Melbourne. 
Initially there was a need to explore the concept of assessment and to establish common understandings of the role, methods and purpose of assessment. It was necessary to establish common understandings of terms, particularly competency and its relationship to different frameworks. RTOs must align to the AQTF, while a company must align to Quality Assurance Procedures, and the regulator must align to regulatory requirements such as the Universal Shipping Law (USL) code.
In subsequent meetings the group developed assessment tools and strategies, focussing on the eight compulsory 'pre-sea' level 1 units from the Training Package. A network meeting was conducted on board a vessel at the Geelong Yacht Club to trial and validate one of the newly developed assessment tools, the 'pre-departure checklist'.
The assessor network model and its outcomes were shared nationally with state/territory industry training bodies and the national Industry Skills Council. It was generally agreed that the network model could be replicated in each state, but more particularly in those which make up the greatest proportion of the maritime industry namely New South Wales, Queensland and Tasmania.
'Ensuring that staff from regulatory bodies are involved from the beginning and that they were active members of the group and not just observing gave credibility to the assessment tools developed by the network'.


PRODUCT
The project achieved its aim of examining assessment strategies for the Maritime Training Package by focusing on the eight compulsory 'pre-sea' units. The Training Package guidelines recommend that these units be assessed holistically. The competency standards were unpacked to determine commonalities to plan for assessment, and then sample assessment instruments were developed.
This project also started the process of educating and informing the Victorian regulatory authority on how competency standards are assessed and that there is no single approach to assessment. The experience demonstrated that each provider may well approach the task differently and that this is legitimate. The materials that were developed by the project address AQTF compliance and can be readily adapted by assessors to fit their particular circumstances.
The cooperative environment of the workshops demonstrated that, despite the widely differing circumstances of the members, the network is quite cohesive. While RTOs within the network are competitors they were still able to share materials they had developed.
'The project demonstrated one way of achieving consistency in assessment, by working cooperatively to develop assessment strategies and materials'.
The products were trialled on board a training vessel, simulating a real workplace and members reported on the value of this exercise, from the aspects of their own nautical knowledge as well as the assessment process.
'The project achieved real outcomes that had immediate benefit for the members who could use the products'.
OUTCOMES
The major challenge for the network was the marriage of perspectives between the RTOs and the regulators who work in very different realms and assess according to different frameworks. The network proved to be a valuable mechanism for bringing the Victorian Marine Board members and RTOs together to discuss assessment issues and practices.
'... the maritime sector is too small to tackle the complexity of assessment without networking'.
At the completion of the project members reported an increased understanding of competency standards and how Training Packages can be implemented. There was a realisation that past practice is relevant to the implementation of the Training Package, and that this past experience and practice was valuable.
'Building on their material confirmed they were on the right track'.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Case study 9
Existing worker New Apprenticeships
NETWORK
Changes to Western Australian Government policy permitting the registration of existing transport workers into New Apprenticeships has led to an enormous growth in the delivery of the Transport and Distribution Training Package. In recognition of the 'growing pains' being experienced by RTOs during this period, the Western Australian Transport and Storage Industry Training Council convened and facilitated a road transport assessor network.
The network provided an opportunity for RTOs to focus on issues of consistency in assessment and the interpretation of guidelines, and to give support to each other.
PROCESS
The network membership consisted of a large number of assessors, many based in the workplace. An information sharing model using collaborative discussion was adopted with the facilitator providing a time management and discussion focussing role. By the second network meeting it was clear that to maximise the value for members, a practical learning exercise was required.
The practical task selected for network completion involved dissecting a unit of competency and, through discussion, establishing a common understanding of what would be considered reasonable assessment.
From the outset of the project, members decided the direction that the assessor network would take. It was agreed that this was the best method to keep the network relevant to members and to provide them with useable outcomes.
The role of the facilitator was to keep discussions on track and members on task to achieve the outcomes that had been identified and agreed by the group. This was achieved by:
* summarising the ideas and issues raised
* resolving issues that were preventing the network from achieving its identified and agreed outcomes
* keeping the discussions relevant to the members so that they felt ownership of the outcomes
* allowing all participants the opportunity to present ideas.
PRODUCT
As the project progressed, participant involvement in the network increased and communication between members during meetings improved. The assessor network provided a forum for supporting assessors and building relationships between members, which improved their understanding in areas of common concern.
Industry regulators were invited to network meetings. Discussing issues improved the group's understanding of the needs of the various stakeholders in assessment practices.
Members have identified that assessors can have very different ideas on how consistency should be addressed and also about what is considered acceptable assessment. Progress is being made in consistency of assessment and will be a part of the network's future agenda.
'These issues will continue to be addressed carefully so that all members feel they can benefit from the outcomes the group achieves'.
The network has also changed its focus when looking at consistency in assessment. This has occurred as members gain a better understanding of the ideas and approaches used by other assessors. The network is aiming to create assessment tools that provide not only an agreed standard but also provide enough flexibility for assessors to adapt the assessment tools to meet their individual client needs. Creation of these tools will take time as members refine and agree on the approaches to adopt.
OUTCOMES
Establishing an effective communication mechanism was a challenge for this network. The most successful means of communication between the members was at the meetings. Members tended to network extensively between themselves before and after the formal meeting times, and during the meetings there was considerable discussion between the members.
A Web site was established for members to post questions and answers, and to display member information and contact details. Although few members chose to use this communication tool the contact information was valued, particularly when representatives from the regulatory authority became network members.
The network has continued to operate beyond the conclusion of the project, focussing on the development of a good practice guide for RTOs, and approaches to the moderation/validation of assessment.

The Assessor Networks in Action project was conducted by the Australian National Training Authority during 2003 with funding from the Department of Education, Science and Training. The aim of the project was to demonstrate the effectiveness of industry-focussed assessor networks for improving the consistency of assessment and building stakeholder confidence in assessment outcomes. Nine assessor networks were established through the project. Each network focussed on a particular industry area and included industry or enterprise representatives and a mentor with industry expertise.

Section five

Role Play Resources

Role Play Resources for Preparing Assessor Network Facilitators
The following role play exercise could be used during professional development for facilitators of assessor networks. Seven briefing notes are provided for the participants in the role play.
Select seven participants in the role play to take on the various roles. Provide pens and paper (as a minimum), and a simulated meeting room with table and chairs. An overhead projector (OHP) and transparencies with OHP pens would make the role play more realistic.
Encourage participants to take on a persona of their role play character (as outlined in the briefing notes) and to make reasonable assumptions regarding their input, responses and interactions and typical issues that might arise.
Adjust the genders, names and other context variables to accommodate the participants in the role play.
Focus questions for debrief at the completion of the role play:
1. What other approaches could the facilitator have used?
2. How could the participants have been more inspired? 
3. How should invitees have been approached?  
4. What are some of the ways the benefit of the network could have been demonstrated?  
5. What participant needs can be built on in the future? For example, if there are questions for the regulator hold another meeting and ask the regulator to attend. Brief the regulator about these questions beforehand and give the regulator enough time to research the issue.


Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR 'NAOMI' 
THE NETWORK FACILITATOR
You are facilitating the formation of a new assessor network. You are a project officer in the national Industry Skills Council. The network's members will be distributed across six states and territories, and will include assessors from TAFE institutions, private RTOs, trainers and assessors from industry, the state/territory industry training bodies, and representatives from relevant unions and employer associations.

You are the facilitator of the new network and you are conducting the first workshop in one of the states. 

Bronwyn, the executive officer of the local state industry training body for the industry concerned has helped you to organise the workshop; twenty people were invited from the above groups.

Only five of the invitees have actually turned up for the workshop. They are Mary and Peter from two different TAFE institutes, Susan from Bradmoore College (a private RTO), Tom a trainer/assessor from a local company and Veronica a representative from one of the unions.

Demonstrate through the role play how you would plan and conduct the workshop. You will need to determine the agenda for the workshop and use the workshop to:
* establish and confirm the network goals and processes
* build the relationships between the network members
* deal with issues and problems that may be raised by the participants
* address the issue of  low numbers attending the workshop.

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR'MARY' TAFE REPRESENTATIVE #1
You are a teacher and assessor in the Brookville TAFE Institute (a metropolitan institution). Your head of department has nominated you to attend the workshop but has not given you much information on what it is about.

You are a very busy teacher and don't have any spare time for extra-curricula activities.

You have developed all of the assessment resources in your area within the institute and you're not anxious for other VET providers to be just given the resources as you have put a lot of your own time and effort into them.

Issues you may raise during the workshop include:
* lack of time to participate in the network
* what are the benefits, if any, of being involved in the network?
* under whose authority will the network be operating?
* you're not sure that you can agree to anything as you don't have authority to do so from the senior management at the institute
* who will own the products produced by the network?

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR'PETER' TAFE REPRESENTATIVE #2
You are a head teacher with responsibility for teaching and assessment in the Goanna Creek TAFE College (a remote rural institution). You were invited to attend the workshop and you think it may be a good way of finding out more about the Training Package for your area and how to implement it.

You are fairly busy but believe you must make the effort to come up to speed on the new VET reforms, and the employers and the Indigenous community in your area seem pretty keen to set up traineeships using the Training Package.

You're not too clear on the requirements of the AQTF and hope that being in the assessor network will help you to get a better understanding.

Your college is small, has fairly primitive communications facilities, and you're still waiting to be connected to the Internet.

Issues you may raise during the workshop include:
* communications between network members
* what is the AQTF and its requirements as they relate to assessment?
* how will you be able to get information on assessment requirements and methods?
* will there be a travel budget for future meetings?
* can the workplace assessors from the local Indigenous community served by the college join the network?

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR'SUSAN' BRADMOORE COLLEGE (A PRIVATE RTO)
You are the principal of Bradmoore College (a private RTO in a metropolitan area). Bradmoore College is keen to set up a traineeship in the area covered by the Training Package concerned.

You see the assessor network as a means of accessing information and resources that will help you to break into this training market, fulfilling the audit requirements for registration as a provider, and being attractive to the local employers and potential students as a responsive and quality training institution.

You enthusiastically responded to the invitation to attend the workshop but are worried that the network may not achieve its objectives. 

You don't want to put time into an activity that won't produce results for your college.

Issues you may raise during the workshop include:
* access to information and resources
* ownership and copyright arrangements for information and resources produced within the network
* access to persons with appropriate expertise
* time required for participation in the network
* who else will be involved in the network?
* can the college's assessment coordinator join the network?

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR'TOM' A TRAINER/ASSESSOR FROM A LOCAL COMPANY
You are a trainer/assessor from a local company, Star Enterprises. You conduct the on-the-job training and workplace assessment for trainees in the company. The company is conducting a traineeship in partnership with the local TAFE institute.
You are keen to participate in the network to find out how you can improve the functioning of the traineeship. Your company is committed to implementing the Training Package and has ten trainees. 

Issues you may raise during the workshop include:
* how to cover assessment issues and resources that help enterprises to have appropriate assessment arrangements in terms of their own needs and that meet the standards and requirements of the VET system
* how to ensure that assessment can be customised to industry requirements
* company confidentiality issues
* how much time will be needed for participation in the network?
* requirements of the relevant licensing regulatory authorities 
* can assessors from associated companies in other states be included in the network?

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR VERONICA
A REPRESENTATIVE FROM ONE OF THE UNIONS
You are an organiser in the XYZ Union and have been actively involved in the establishment of the Training Package for the industry. You have been invited as an industry representative to be part of the assessor network. You have achieved a Certificate IV in Workplace Assessment and are keen to ensure that members of your union are not disadvantaged by unfair assessment practices or assessment arrangements that devalue the implementation of the Training Package.

You are keen to ensure that the network produces eventual benefits for your members but you are sceptical of possible institutions/assessors that might not uphold the AQTF standards.

Issues you may raise during the workshop include:
* requirements of the relevant licensing regulatory authorities 
* consistency of assessment outcomes
* reasons why so few participants have come to the workshop
* why the union was not consulted on the agenda for the meeting
* using assessment panels
* what funding/resources will be made available to the network.

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Conducting an initial face-to-face workshop of a new assessor network group

BRIEFING NOTES FOR'BRONWYN'
EXECUTIVE OFFICER OF THE STATE INDUSTRY TRAINING BODY
You are the executive officer of the state ITAB for the industry concerned. You have been working with Naomi, the national facilitator for the new assessor network and you have helped her to organise the first face-to-face-workshop in your state. 

You have found it difficult to identify the appropriate potential members of the network in your state. You eventually identified twenty suitable participants who all agreed on the phone that it was a useful exercise and that they would come. You sent each an email confirming the time and place of the workshop, and details of the purpose and agenda of the workshop supplied to you by Naomi.

You are at a loss to understand why only five of the participants have turned up and in the early part of the workshop you spend some time on your mobile checking why people haven't come. Reasons include an unexpected problem, sickness, not certain that it is relevant to their role, not given release by senior officer to participate, etc.

You are keen for the assessor network to be established and to be successful as you see that it will play an important role in the longer term implementation of the industry Training Package.

You may make any reasonable assumptions about the context and the planned purpose and goal of the network.

Section six

Resource Index

Resource Index for facilitating assessor networks
This index provides links and references to sources of information on various aspects of networking and assessment that may be useful when facilitating an assessor network.
Assessment issues
_ Maximising confidence in assessment decision-making: Current approaches and future strategies - Berwyn Clayton, Sue Roy, Robin Booth, Robyn House
This report provides a literature review and history of approaches to quality assurance of assessment in the vocational education and training (VET) sector in Australia and overseas. It also examines eight potential models that can be used by individual assessors or groups of assessors within a training organisation. The report is published by the National Centre for Vocational Research (NCVER) and can be downloaded from their Web site (http://www.ncver.edu.au/publications/1315.html).
_ Maximising confidence in assessment decision-making: Resource kit for assessors - Robyn Booth, Berwyn Clayton, Robyn House, Sue Roy
This resource contains practical material to help assessors maintain the quality of their assessment systems. It includes an overview of how registered training organisations (RTOs) can develop a validation or moderation process, and a range of checklists that assessors can use as part of the assessment review process. Also included is a sample of a code of practice for assessors, guidelines for set-up simulated assessment and gathering evidence, and guidelines for training organisations on documenting partners and collaborative assessment arrangements. The resource is designed as a series of strategies with case study examples and scenarios of how particular RTOs have dealt with assessment issues. The resource is published by the NCVER and can be downloaded from their Web site (http://www.ncver.edu.au/publications/780.html).
_ Recognition of qualifications through multiple pathways - Queensland Department of Employment and Training
This is the final report from a project to develop strategies for enhancing the efficacy of training outcomes from a range of delivery and assessment environments. Among the issues considered in the report are: the role of industry in learning and assessment, assessment partnerships, and the moderation and validation of assessment. The report can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=561).
Meeting the AQTF Standards for Registered Training Organisations
_ AQTF Standards for Registered Training Organisations - Australian National Training Authority
The AQTF Standards for Registered Training Organisations is a set of nationally agreed standards to ensure the quality of vocational education and training services throughout Australia. It includes standard 9.1b which states that: RTOs must develop assessment strategies in consultation with enterprises/industry. Copies of the standards can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=86).
_ Evidence of RTO Training Delivery and Assessment Strategies Template - Australian National Training Authority
This template is part of the Learning and Assessment Strategies Kit and is one of ten tools to assist practitioners in engaging with enterprises/ industry when developing and validating learning and assessment strategies. It can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=453).
_ Evidence of Consultation Record Template - Australian National Training Authority
This template is part of the Learning and Assessment Strategies Kit and is one of ten tools to assist practitioners in engaging with enterprises/industry when developing and validating learning and assessment strategies. It can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=455).
_ AQTF Internal Audit Templates All Standards 01-12 - Australian National Training Authority
These self-assessment templates are designed to assist RTOs undertaking an internal audit against the AQTF Standards for Registered Training Organisations. They can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=274).
_ AQTF Evidence Guide for Registered Training Organisations and Auditors - Australian National Training Authority
This guide is for use by both RTOs and auditors in assessing compliance with the AQTF Standards for Registered Training Organisations. The guide can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=237).
Establishing networks
_ Building Industry Training Networks - John Mitchell
This Reframing the Future report contains findings from an evaluation of 24 industry training networks. The report describes how effective VET networks can be structured, facilitated and sustained. It can be downloaded from the publications section of the Reframing the Future Web site (http://www.reframingthefuture.net).
_ Networking and the National Training System: Core Ideas - John Mitchell & Susan Young
This Reframing the Future paper focuses on the skills and knowledge needed for networking in the VET sector to support the national training system. It highlights the need for training and assessment practitioners to link with others in the system. The paper can be downloaded from the publications section of the Reframing the Future Web site (http://www.reframingthefuture.net).
_ Effectively Structuring Communities of Practice in VET - John Mitchell
This Reframing the Future paper explores findings from an evaluation of 48 communities of practice that were managed by Reframing the Future in 2002. It provides a range of exemplars of communities of practice that are structured appropriately and outlines significant benefits for the VET sector in using a communities of practice approach. The paper can be downloaded from the publications section of the Reframing the Future Web site (http://www.reframingthefuture.net).
Building relationships
_ Guide 9: Networking for Assessors - Australian National Training Authority
This guide from ANTA's Training Package Assessment Materials suite of resources is a guide to establishing, supporting and sustaining both formal and informal assessor networks. Hard copies of the guide can be purchased from Australian Training Products (www.atpl.net.au, phone 03 9655 0600). It can also be accessed freely online through ANTA's Resource Generator (www.resourcegenerator.gov.au). (Tip: type 'networking for assessors' into the search text box.)
_ Reframing the Future Web Site
Sub-program 4 of Reframing the Future focuses on networking and communities of practice. In 2004 this sub-program includes projects in the areas of communities of practice, industry training networks, assessor networks and teaching and learning networks. Information on current and past projects is available on the Web site (http://www.reframingthefuture.net/).
Working with industry
_ Learning & Assessment Strategies Kit - Australian National Training Authority
This how-to kit steps RTOs through the process of developing, documenting and reviewing learning and assessment strategies in consultation with industry stakeholders. The kit includes a resource guide and a series of customisable templates. It can be downloaded from the ANTA Web site (http://www.anta.gov.au/search.asp?qsScope=1&qsSubject=15&search=go).
_ 
Partners in Training Web Site and Success Checklist - Australian National Training Authority
The Partners in Training Web site (http://www.anta.gov.au/rtoPartners.asp) provides information on ways in which enterprises and training providers are working together to implement industry training. The success checklist provides tips for enterprises and providers for developing successful working relationships (http://www.anta.gov.au/publication.asp?qsID=521).
_ Working together: Industry and VET Provider Training Partnerships - Victor Callan & Peta Ashworth
This report investigates the nature of the larger VET industry training partnerships and provides practical guidelines for training providers when setting up and managing these partnerships. The report is published by the NCVER and can be downloaded from their Web site (http://www.ncver.edu.au/publications/1459.html).
Networking with new technologies
_ Building Communities: Managing Community Content - Australian Flexible Learning Framework
This Web site provides a variety of information and activities to enable people in the VET sector to become online moderators or facilitators. Topics covered include planning and management, legal and technical requirements of maintaining an online community (http://flexiblelearning.net.au/buildingcommunities/index.htm).
Access to resources
_ A New Assessment Tool - Australian National Training Authority
This information kit for assessors and workplace trainers focuses on ways to incorporate language, literacy and numeracy skills into the assessment of Training Package competencies. It can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=28).
_ Frequently Asked Questions about Language, Literacy and Numeracy Issues in the Australian Quality Training Framework - Australian National Training Authority
This resource provides information to help RTOs understand how language, literacy and numeracy fit into the delivery of quality training and assessment. In addition to answers to 33 Frequently Asked Questions (FAQs) it also contains links to over 40 additional language, literacy and numeracy resources via hotlinks. It is a complementary resource to the AQTF Standards for Registered Training Organisations and the Evidence Guide for Registered Training Organisations and Auditors. The resource can be downloaded from the ANTA Web site (http://www.anta.gov.au/publication.asp?qsID=435).
_ Online Assessment Strategies and Models Web Site - Australian Flexible Learning Framework
The aim of this Web site is to assist VET professionals plan, design and deliver assessment using the Web. The three parts to the Web site include a guide to conducting assessment online, resources to support online assessment, and research into the use of online assessment (http://flexiblelearning.net.au.assessing/).
Support groups and organisations
_ Industry Skills Councils
The role of industry skills councils (ISCs) is to provide information to the VET sector about the current and future skill needs and training requirements of industry. They also support the development, implementation and continuous improvement of nationally recognised training products and services, including Training Packages. ISCs can be a source of expert advice and support for assessor networks. Contact details for each ISC can be found on the ANTA Web site (http://www.anta.gov.au/lnkAdvisory.asp).
_ 
Professional Development Calendar - WA Department of Education and Training
The WA professional development calendar for 2004 includes sessions on learning and assessment strategies and moderation/validation of assessment. It can be access on the Department's Web site (http://www.training.wa.gov.au/initiatives-events/content-initiatives.asp).
_ Professional Development Program 2004 - NSW Department of Education and Training
To help trainers, assessors, individuals and RTOs to work more effectively with Training Packages and the AQTF, the NSW Department of Education and Training has developed a suite of six professional development workshops. Program information is available on the Department's Web site (http://www.det.nsw.edu.au/industryprograms/forueven/assstrat/genlinfo.htm).
_ Calendar of Events 2004 - SA Department of Further Education, Employment, Science and Technology
The SA calendar of events includes workshops on assessing qualifications at higher Australian Qualifications Frameworks (AQF) levels, maintaining registration requirements under the AQTF and developing assessment strategies. Details are available on the Department's Web site (http://www.training.sa.gov.au/OVETevents/pages/default/events/).
_ Partners Events Calendar - Queensland Department of Employment and Training
The Queensland calendar of events includes workshops on designing learning and assessment strategies, recognition of prior learning, validating learning and assessment tools, and AQTF standards. Events information is available on the Department's Web site (http://www.trainandemploy.qld.gov.au/partners/calendar/index.php?/public/view.main/sdn=1092578400/view.main.main/sdn=1092578400/view.main.main.week/sdn=1092578400&RC=1).
_ Communities and Networks Page - Queensland Department of Employment and Training
This section of the Department's Web site contains information and links to people, projects and publications related to communities of practice and networks within the VET sector (http://www.trainandemploy.qld.gov.au/partners/training_delivery/prof_practice/communities.htm).
_ Tasmanian Assessors and Workplace Trainers (TAWT) Network
This network provides information and professional development to trainers and assessors working within the VET sector. TAWT provides access to professional development activities, workshops and reviews conducted as part of the national training agenda (http://www.opcet.tas.gov.au/assessor/default.htm).