You first need to figure out whose LLN skills you will check. For example:
A particular course might have a history of a high percentage of participants who have LLN issues. In this case, your manager might simply decide to assess all prospective participants before admission, or risk-assess all applicants and refer high-risk participants for assessment.
You might have some struggling participants in a course that is already running.
Next, what is the course?Don’t forget to include the electives offered. Questions
What is the name of the course? E.g. Certificate IV in Business, Diploma of Management Construction)
What units are being offered in this course? List them.
Which participants need to be assessed?
Why were these participants identified as needing LLN assessment?
Step 2: Find out the core LLN skill requirements of the course units
Read through the units, select one, and identify the actual LLN skills it requires. Unpacking a unit of competency to identify the LLN skills required
When unpacking a unit of competency the following questions may help you identify the LLN skills:
What do people have to listen to and understand? (e.g. instructions, safety information, complaints)
What do they have to say? (e.g. problems, confirm understanding instructions, give information)
What do they have to read? (e.g. safety signs and information, product labels, record sheets, manuals)
What do they have to write? (e.g. accident reports, notes, e-mails, data sheets, invoices)
Do they need to understand diagrams, pictures or symbols? (e.g. graphs, maps, safety information, flow charts)
What maths calculations do they need to do? (e.g. measure, estimate, add, divide, multiply, subtract, count)
Step 3: Consult industry about their LLN requirements.
You also need to address industry LLN requirements in your training.
As in general course preparation, “consulting industry” depends a great deal on the kind of workplace. An enterprise RTO trains people to work in a specific company and often for specific jobs. Several suitable informants or a review of job descriptions might be enough to give you an adequate picture. By contrast, a general campus program often prepares participants to work anywhere in the industry, which could mean anything from a centralised association to a network of small businesses, to a loose newton of self-employed people.
You should also do a literature review e.g. an Internet search) showing what the literature says about LLN requirements for this kind of employment.
LLN put into practice.
Adult language, literacy and numeracy educators and learners need the resilience to adjust to the evolving economic, social and political climate. This means being bold, adaptable, flexible, courageous and willing to take risks. A major risk for educators is the range of external pressures which threaten the continued provision of quality programs. The risk for learners is not reaching their full potential.
Step 4: Determine the LLN requirements of the training context
The LLN skills that a learner uses on the job are highly dependent on the job role and the particular workplace.
Training and assessment should:
be based on current workplace documentation and procedures and reflect workplace requirements
match the level of language, literacy and numeracy performance with what is actually required in the unit of competency and is not inappropriately high or low.
What LLN skills will participants need in their particular training context? Participants might be learning on the job or in a campus, imposing its own requirement.
For example, a campus or classroom situation might require reading skills for using a library, writing skills for assignments, discussion skills for class participation, or note-taking skills for classes. By contrast, a workplace might require participants to write reports, to use numbers and estimate quantities, and to read procedures and labels. If the candidates are working in the community, they might need very good oral communication skills to talk to people, listen to them, encourage them, and resolve problems.
The interesting point is that campus-style study, unlike the community or workplace, might require LLN skills that are not necessarily used for work. For example, most employees don’t write essays at work.
The training context can introduce a set of skills that is quite divorced from the job requirements, essay-writing skills being one of the most common. Check that your assessments are still valid; otherwise you could be assessing student’s skills in course-taking rather than doing a particular job.