How Proactive Support Turns QA2 From a Checkbox into Results

Audits don’t create great learner outcomes. Systems do. We pull apart QA2 and rebuild it into a plain-speaking, practical model that any RTO can use to move from policy-on-paper to support that’s embedded, proactive, and evidenced. If you’ve ever wondered why a help inbox and an orientation pack still leave learners drifting, this conversation shows the missing links: weekly monitoring, early risk actions, clear ownership, and follow-through that gets measured.

We start with the purpose of QA2 and the kind of evidence that actually proves support works: dated contacts, issues, actions, outcomes, and follow-ups that show a learner’s story across time. Then we map the four-layer framework to embed support in daily delivery—policy to practice, systematic monitoring, support logs, and review and improvement—so your team knows who does what, when, and why. Along the way, we spotlight a mid-sized provider that shifted from reactive support to a data-led approach, cutting rectifications and lifting engagement with a central log, trained escalations, and leadership oversight.

Tailoring is non-negotiable. Online learners need digital guidance and timely prompts, young learners respond to structure and reminders, adult learners benefit from flexibility, and CRICOS learners require cultural and legal support. We break down how trainers, admin, and leaders each carry a critical role: spotting early signs, keeping records clean, and bringing support data into leadership meetings where risk and outcomes get managed. You’ll leave with a practical support cycle—identify signs, record, support, follow up, track, review—and a checklist to keep it consistent across trainers and modes.

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Episode Transcript

SPEAKER_00 (00:46):
Welcome to the RTO Superhero Podcast with me,
Angela Connell Richards.
Today we focus on one of themost underestimated areas in the
outcome standards.
Learner support sits at thecenter of learner success, yet
many RTOs treat it as a simplepolicy or an email inbox QA2

(01:06):
asks for far more.
Support must be embedded,proactive, tracked, and
measured.
Today you will hear what QA2requires, where RTOs lose
compliance points, how to buildan integrated support system,
and how strong providers use QA2to strengthen outcomes.

(01:28):
Let us start with the purpose ofQA2.
The standard calls for everylearner to receive support that
matches their needs, their modeof study, and their background.
Support must be accessible,contextual, proactive,
measurable, and integrated.
You must show evidence thatsupport works.

(01:50):
This means logs, notes, reviews,and actions.
It also means clarity on whoprovides support, when it occurs
and how it shapes outcomes.
A static policy is not enough.
Now let us look at common gaps.
Many RTOs hold support policieswithout evidence.
They cannot show how supportoccurs, who delivered it, or

(02:14):
what changed orientation happensonce, then support fades.
Learners receive no reminders.
Staff do not check progress.
Many RTOs fail to track delaysin assessment, drops in
attendance, or long gaps incommunication.
These are early signs of risk.
QA2 expects action beforelearners fall behind.

(02:37):
Many RTOs also use one supportmodel for all cohorts.
Online learners need differentsupport from face-to-face.
CRICOS learners carry specificneeds.
Cohorts must shape the supportmodel.
Now let us describe whatembedding support looks like.
We guide our clients throughfour layers.

(02:59):
First is policy to practice.
Support procedures must matchdaily delivery.
Your team must use the policy.
They must know communicationpathways.
They must know who owns eachtask.
Second is systematic monitoring.
You must track engagement,absence, delayed work, and

(03:20):
feedback signals.
You must flag at-risk learnersearly.
Third is support logs.
Each support contact must berecorded.
These logs show patterns andhelp you measure impact.
Fourth is review andimprovement.
Support must adjust afterfeedback, complaints or poor

(03:41):
outcomes.
This closes the loop.
Let us share a real example.
A mid-sized provider deliveredboth CRI, COS and domestic
programs.
Their support was reactive.
Learners had to seek help.
Trainers did not know when toescalate.
Feedback stayed untracked.

(04:01):
After joining the VivacityCompliance System, they adopted
our QA2 support documents.
They built a central supportlog.
They trained their staff to spotearly risk.
They embedded support inleadership meetings.
They linked engagement data torisk actions.
Their compliance officer joinedour monthly sessions and refined

(04:23):
their system.
They saw stronger engagement,clear evidence, and no
rectifications in QA2.
Their team gained confidence.
Now let us introduce the QA2Learner Experience Design Kit.
This tool includes supportmapping templates, risk
indicators, communicationprompts, and a review tracker.

(04:46):
It also shows role-basedresponsibilities.
Use it to build a full supportsystem.
Use it to assign actions.
Use it to link support tooutcomes.
Next, let us talk about what todo if you hold gaps.
If your support is notdocumented, not tracked, not
tailored, or not reviewed, thenyou need a shift.

(05:08):
Support must become a strategy.
Start with a health check if youfeel unsure.
Or join the Vivacity ComplianceSystem for full guidance,
aligned documentation, andstructured training.
Let us now go deeper intoevidence.
QA2 expects logs that show eachcontact.

(05:29):
You must record the date, theissue, the support provided, and
the outcome.
You must track the learner'sprogress after support.
You must record follow-upactions.
This evidence shows your systemin practice.
Monitoring forms another part ofthe system.
Engagement data, absence notes,LMS activity and assessment

(05:54):
delays reveal risk.
You must check these signalseach week.
You must act early.
Early support reduceswithdrawal.
Early support lifts outcomes.
Support must also align with thelearner profile.
You must understand your cohort.
Young learners may need morestructure.

(06:15):
Adult learners may needflexibility.
Online learners may need cleardigital guidance.
CRICOS learners may needcultural and legal support.
You must match services toneeds.
Communication shapes support.
You must give clear contactpoints.
You must remind learners ofsupport channels.

(06:38):
You must provide updates as theyprogress.
You must encourage questions.
You must guide them through eachstage.
Trainers hold a core role.
They notice early signs, theysee learner behavior, they must
know when to escalate, they mustrecord what they see, they must

(06:59):
follow your support process.
Admin staff also support QA too.
They manage communication.
They track documents.
They record attendance.
They support the support system.
Leaders must hold oversight.
They must review support logs.

(07:19):
They must check patterns.
They must track actions.
They must confirm improvement.
Support must appear inleadership meetings, not just
compliance meetings.
Support must link to risk.
When engagement falls, riskrises.
When complaints increase, riskrises.

(07:40):
When outcomes drop, risk rises.
You must adjust support in eachcase.
This proves proactive action.
Now let us outline a practicalsupport cycle.
First you identify early signs,then you record the issue, then
you provide support, then youfollow up.
Then you track results, then youreview your process.

(08:04):
This cycle forms your QA2evidence.
Support must stay consistent.
It must appear across alltrainers.
It must appear across all modes.
It must follow the same steps.
It must be clear, simple, andsteady.
Let us close with a clear path.

(08:25):
Review your support model.
Check your logs.
Check your tracking.
Check your communication.
Check your cohort needs.
Use the design kit.
Build your system.
Train your team.
Reinforce your standards.
Thank you for joining me today.
Stay learner focused, stayevidence driven, and keep

(08:46):
thriving.
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