ASD’s Policy Statement


Code of Ethics

  • To operate within all Government Principles and Standards for Registered Training Organisations.
  • To provide equal training opportunities regardless of gender, cultural or ethnic background, marital status, physical disability or sexual preference.
  • To ensure ethical and accurate information of all marketing and promotional material.
  • To provide fair and acceptable refund policy that meets Government regulatory requirements.
  • To maintain all current and archived records securely and with integrity.
  • To provide student(s) with access to their records if requested.
  • To issue certificates within 30 days of course completion.
  • To ensure individualized learning, which focuses on teaching to groups of individuals, rather than teaching in groups.
  • To operate within all current Work Health and Safety and Duty of Care regulations.
  • To contract qualified personnel to deliver a quality service.
  • To provide an adequate environment/facilities to conduct effective training program(s).
  • To implement quality continuous improvement life-cycle as to ensure best practice.

Training and Assessment

  • To have clear and sufficient instructions for enrolled students.
  • To address the entirety of the Unit(s) of Competency (UOCs) being assessed.
  • To cover adequately both the on-and-off the job components of the training.
  • To clearly specify the standard(s) of performance required by student(s) prior commencement
  • To provide fair opportunities to all the students to complete and submit their assignments by the due date.
  • To provide extensions may be granted on genuine case-to-case basis together with student additional support.
  • To obtain student consent regarding any changes to the training plan.
  • To clearly milestone markers / timeframes for targets.

Quality Assurance

  • To deliver training as per the Training Plan.
  • To obtain a constructive feedback from the students with a signed acknowledgement.
  • To develop and implement a schedule for regular validation or reflection meetings.
  • To develop alternative solutions in-case targets are not met.

Work Placement

  • To ensure that each visit related to work placement be properly documented.
  • To provide a simulated workplace experience before the commencement of actual work placement. This process would include:

          A clear demonstration of the competencies involved.

          To provide feedback and suggestions to the students for improvement.

          To obtain the student’s work placement supervisor report.

  • To provide support to the students and ensure that they gain competences prior to the commencement of their work placement. This process at the same time will reduce the workload when  trainers/assessors go off-site to assess student(s).
  • To issue work-placement Certificates of Appreciation to eligible facilities for supporting students, as  work-placement opportunities would create good will and healthy networking relationships.

Work Placement Quality Assurance

  • To cover all areas of workplace performance, incorporating the dimensions of competency – (including task skills, task management skills, contingency management skills, job role/environmental skills and transfer skills).
  • To incorporate a level of difficulty that is appropriate to the Unit(s) of Competency being assessed (wherever possible do not over-assess or over-complicate skills/knowledge transfers).
  • To use documented exemplars, benchmarks and/or checklists for making the assessment decisions (for example assessors marking guides).

Complex Work Environment

  • Depending on the complexity of training need(s) required some strategies could include the usethe following:

          Assistance from a specialised external professionals to develop or deliver parts of the training program.

         Students attend external training to learn from other specialised training organisations. 

         Keeping learning group size to a minimum.

  • For Disengaged or Reluctant Learners

Keep learner listening time to a minimum.

Have learner repeat the directions required.

Include teaching aids that stimulate learner interest such as Short Films / Pictures / Flash Cards / Music.