recognition of prior learning (rpl) assessment tool...

Department of Education and TrainingWestern Australia

RPL Assessment Tool Kit

TAA50104Diploma of Training and Assessment

First published 2009

ISBN 978-1-74205-396-7

© Department of Education and Training

All rights reserved.

Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training.

Published by and available from

WestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393

Email: [email protected]

Website: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains Units of Competencies from TAA04: Training and Assessment Training Package – TAA50104 Certificate IV in Training and Assessment, © Commonwealth of Australia 2007 Department of Education Science and Training (DEST), used under the AEShareNet-FfE licence

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Education and Training.

TAA50104 Diploma of Training and AssessmentRPL Assessment Tool Kit

ContentsRecognition of Prior Learning (RPL) Assessment Tool Kit 7

Overview of the Recognition Process 9

PART 1Section 1 – Assessor’s Information 11

Introduction 13

Explanation of RPL documents 14

Section 2 – List of competencies in this RPL Assessment Tool Kit 15

Qualification Rules 17

List of competencies in this RPL Assessment Tool Kit 21

Units of competency covered in this RPL Assessment Tool Kit 21

Section 3 – Interview Question Bank and Recording Sheets 23

Cluster 1 25

Cluster 2 29

Cluster 3 35

Cluster 4 39

Cluster 5 45

Cluster 6 49

Stand-alone Unit 1 – TAADES505B Research and develop competency standards 53

Stand-alone Unit 2 – TAACMQ504B Determine and manage scope of training and/or assessment services 57

Stand-alone Unit 3 – TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships 61

Stand-alone Unit 4 – TAACMQ501B Develop training and/or assessment organisational policies and procedures 65

Section 4 – Practical Tasks and Observation Recording Sheets 69

Practical tasks 71

Cluster 1 73

Instructions for the candidate 73

Demonstration/Observation Checklist 75

Cluster 2 81



Cluster 3 89



Cluster 4 95



of 280 © Department of Education and Training 2009Version 1, August 2009


Cluster 5 103



Cluster 6 111



Stand-alone Unit 1 – TAADES505B Research and develop competency standards 119



Stand-alone Unit 2 – TAADMQ504B Determine and manage scope of training and/or assessment services 125



Stand-alone Unit 3 – TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships 131



Stand-alone Unit 4 – TAACMQ501B Develop training and/or assessment organisational policies and procedures 137



PART 2Section 5 – Candidate’s Information and Self-Evaluation Forms 143

What is Recognition of Prior Learning (RPL)? 145

How to prepare for your RPL assessment 146

The four steps in the RPL assessment process 148

Candidate’s Information Form 151

Candidate’s Employment History Form 153

Candidate’s Self-Evaluation Form 155

Candidate’s Self-Evaluation for Cluster 1 157






Candidate’s Self-Evaluation for Stand-alone Unit 1 177




© Department of Education and Training 2009 of 280Version 1, August 2009


Section 6 – Third Party Report and Supporting Documentation 185

Third Party Report 187

Supporting Documentation 189

Assessor’s Evidence Summary Sheet 191

Section 7 – Mapping of Assessment Tools 193

Mapping document for Clusters 1–6 and Stand-alone Units 1–4 195

Evidence Matrix 197



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Recognition of Prior Learning (RPL) Assessment Tool Kit

TAA50104 Diploma of Training and Assessment This RPL Assessment Tool Kit has been developed by the Western Australian Department of Education and Training, in consultation with industry, as a resource to assist RPL Assessors by providing a set of quality assessment tools, which can be used to conduct whole of qualification RPL. This Kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any modifications or contextualisation, that this assessment kit be validated by the user to ensure it meets the required Australian Qualification Training Framework Standards (AQTF), relevant Training Package requirements and Registered Training Organisation (RTO) policies.

A task-based model for RPL A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses on relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates. This RPL Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and is not reliant on documentary evidence, as the main source of evidence.



Overview of the Recognition Process


Gap Training (if required)

If not ready for RPL, the candidate is to

be provided with training options.

Supporting Evidence/Third Party

Report(If required)

Issue Qualification –Statement of Attainment

By RTO

Candidate Self-Evaluation

Interview and Questioning

Demonstration/Observation of Practical Tasks

Candidate Enquiry Candidate’s Information

Form

STEP 4

STEP 3

STEP 2

STEP 1

TAA50104 Diploma of Training and AssessmentSection 1 – Assessor’s Information

PART 1

Section 1

Assessor’s Information

It is important that you complete both Sections 3 (Interview/Questioning) and 4 (Practical Tasks) when completing RPL assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of questioning, practical assessment and supporting evidence to provide evidence of the candidate’s competence.



IntroductionWelcome to TAA50104 Diploma of Training and Assessment.

This RPL Assessment Tool Kit contains 12 units of competency (five (5) units of competency required for the qualification and an additional seven (7) electives).

It is simply set out, with a covering comprehensive list of instructions at the front of each document, as well as covering instructions for each step of the process, as found in the notes for the Assessor, and notes for the candidate.

Included in this kit are documents as follows:

Explanation of RPL documents

Assessor’s Information

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into clusters/skill sets for assessment

Tool Kits for each cluster/skill set, in order:

Interview Question Bank and Recording Sheets

Practical Tasks and Observation Recording Sheets

Candidate information

Candidate Self-Evaluation (incorporating Third Party Verification)

Mapping Documents (including Dimensions of Competency) for all the units included in this kit.



Explanation of RPL documents

Interview Question Bank and Recording Sheets (Section 3): The interview question bank is the second stage of the process, in which the Assessor and the candidate confirm the knowledge by discussing a series of questions. Each of these questions includes a series of Key Points, which may assist the Assessor in guiding the discussions.

Practical Tasks and Observation Recording Sheets (Section 4): These tools are designed to guide the Assessor and candidate through a workplace observation, proving the candidate’s ability to conduct the specific tasks and skills required for recognition of competency in the particular area.

Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for the candidate to assess their suitability for RPL process, by asking them to consider each of the points and assessing their ability against the task. It has been broken into smaller skill groups, clustering like activities together to enable ease of completion. It is then reinforced by the candidate’s supervisor’s comments, both against tasks and as a summary for each group. This serves as third party validation of the candidate’s claims.

Third Party Report and Supporting Documentation (if applicable) (Section 6): The third party verification report is provided for referees, for example the supervisor, to confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful in addressing Employability Skill requirements. It is imported to note that third party reports are not always available and that Assessors are recommended to use their professional judgement to determine if this is a requirement.

Mapping document (Section 7): This tool demonstrates how each of the documents reflects the units of competency in the particular cluster.


TAA50104 Diploma of Training and AssessmentSection 2 – List of competencies in this RPL Assessment Tool Kit

Section 2

List of competenciesin this

RPL Assessment Tool Kit



Qualification RulesTAA50104 Diploma of Training and Assessment

The following information has been extracted from TAA04 Training Package published by ANTA, 2004.

Requirements

1. Candidates must demonstrate competence in the core units from the Certificate IV in Training and Assessment before being eligible to undertake an RPL in the Diploma. The core units from the Certificate IV are as follows:

TAAENV401B Work effectively in vocational education and training

TAAASS402B Assess competence

TAAENV402B Foster and promote an inclusive learning culture

TAAASS403B Develop assessment tools

TAAENV403B Ensure a healthy and safe learning environment

TAAASS401B Plan and organise assessment

TAADES401B Use Training Packages to meet client needs

TAAASS404B Participate in assessment validation

TAADES402B Design and develop learning programs

TAADEL404B Facilitate work-based learning

TAADEL401B Plan and organise group-based delivery

TAADEL403B Facilitate individual learning

2. Successful completion of a total of 12 units of competency made up of the following five (5) core units:

TAADEL503B Provide advanced facilitation to support learning

TAADES501B Design and develop learning strategies

TAAASS501B Lead and coordinate assessment systems and services

TAAENV501B Maintain and enhance professional practice

TAACMQ503B Lead and conduct training and/or assessment evaluations

and the seven (7) elective units which follow.



A minimum of five (5) units must be TAA coded units packaged within the Diploma listed below. Up to two (2) of the seven (7) elective units may be selected from the identified imported units listed below or from any other Diploma qualification. One (1) of the two (2) elective units may be selected from the TAA40104 Certificate IV in Training and Assessment electives or from any other Certificate IV.

TAADES502B Design and develop learning resources

TAADES503B Research and design e-learning resources

TAADES504B Develop and evaluate e-learning resources

TAADES505B Research and develop competency standards

TAADEL502B Facilitate action learning projects

TAADEL501B Facilitate e-learning

TAATAS501B Undertake organisational training needs analysis

TAADEL504B Lead and coordinate training services

TAATAS503B Manage contracted work

TAATAS502B Prepare a tender bid

TAATAS504B Facilitate group processes

TAACMQ505B Lead a team to foster innovation

TAACMQ501B Develop training and/or assessment organisational policies & procedures

TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships

TAACMQ504B Determine and manage scope of training and/or assessment services



The imported units are:

BSBEBUS508 Build a virtual community

BSBFLM514A Manage people

BSBMGT503A Prepare budgets and financial plans

BSBMGT504A Manage budgets and financial plans

BSBMGT506A Recruit, select and induct staff

BSBMKG501B Identify and evaluate marketing opportunities

BSBRKG502B Manage and monitor business or records systems

BSBWOR502A Ensure team effectiveness

BSBWRK509A Manage industrial relations

CHCCAR501A Provide careers guidance

PSPGOV504B Undertake research and analysis.

Note:This RPL Assessment Tool Kit contains all the TAA units listed at Diploma level. It does not

contain imported units. The candidate must determine which units they are most likely to be successful in when applying for RPL and the RTO must ensure that they satisfy the requirements for qualification packaging listed above.



List of competencies in this RPL Assessment Tool KitThis section identifies the units contained in this kit.

Units of competency covered in this RPL Assessment Tool Kit

Note: Not all clusters need to be completed to qualify for this award.

The candidate may select any clusters which appropriately reflect their skills and experience.

Cluster 1

Unit Code Unit Title Core/ElectiveTAAASS501B Lead and coordinate assessment systems and

servicesCore

TAAENV501B Maintain and enhance professional practice Core


Core

Cluster 2

Unit Code Unit Title Core/ElectiveTAADES501B Design and develop learning strategies Core

TAADES502B Design and develop learning resources Elective

TAADEL504B Lead and coordinate training services Elective

TAATAS501B Undertake organisational training needs analysis Core

Cluster 3

Unit Code Unit Title Core/ElectiveTAADEL502B Facilitate action learning projects Elective

TAADEL503B Provide advanced facilitation to support learning Elective

Cluster 4

Unit Code Unit Title Core/ElectiveTAADES503B Research and design e-learning resources Elective

TAADES504B Develop and evaluate e-learning resources Elective

TAADEL501B Facilitate e-learning Elective

Cluster 5

Unit Code Unit Title Core/ElectiveTAATAS504B Facilitate group processes Elective

TAACMQ505B Lead a team to foster innovation Elective



Cluster 6

Unit Code Unit Title Core/ElectiveTAATAS502B Prepare a tender bid Elective

TAATAS503B Manage contracted work Elective

Stand-alone Unit 1

Unit Code Unit Title Core/ElectiveTAADES505B Research and develop competency standards Elective

Stand-alone Unit 2

Unit Code Unit Title Core/ElectiveTAACMQ504B Determine and manage scope of training and/or

assessment services Elective

Stand-alone Unit 3

Unit Code Unit Title Core/ElectiveTAACMQ502B Coordinate training and/or assessment arrangements

for apprenticeships/traineeships Elective

Stand-alone Unit 4

Unit Code Unit Title Core/ElectiveTAACMQ501B Develop training and/or assessment organisational

policies and procedures Elective


TAA50104 Diploma of Training and AssessmentSection 3 – Interview Question Bank and Recording Sheets

Section 3

Interview Question Bankand

Recording SheetsThis section contains questions the Assessor may ask the candidate while documenting their conversation during the RPL interview.

Assessor’s InstructionsIt is not intended that every question for each competency be asked or discussed during the conversation. Only questions related to those competencies that the initial documentary review has failed to fully address are required.

Each question provides key points to look for in the candidate’s responses. You may wish to use these key points to formulate questions of your own, contextualise, or rephrase the suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate during the conversation. By doing this, you are recording what you have heard the candidate say during the interview.

Use the Assessor’s Comments section next to each question to provide further details about the context of the discussion or other key points and examples the candidate has discussed that may be relevant in confirming competency.

It is important to remember that the notes taken during the questioning interview are important evidence and should be retained as part of the candidate’s assessment records.




Cluster 1

Assessor’s Instructions

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The Assessor may use these questions to guide the interview, ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only qAt an RTO’s premises q Name:

In the workplace q Name:



Cluster 1

Candidate’s name

Units of competencyTAAASS501B Lead and coordinate assessment systems and servicesTAAENV501B Maintain and enhance professional practice

Units of competencyTAACMQ501B Lead and conduct training and/or assessment evaluations

Questions relating to Cluster 1 Yes No Assessor’s comments

1. How do you continuously improve your own assessment practices and reflect on your own performance in assessing? (TAAASS501B:1)Key Points: feedback; peer review; reflection; analyse results; moderation; consultation

q q

2. How do you plan and organise assessment activities so they meet AQTF 2007, Training Package/accredited course and organisational requirements? (TAAASS501B:2)Key Points: principles of assessment; rules of evidence; assessment guidelines; assessment policy; follow strategy; client consultation; access and equity; validate; trial; continuous improvement

q q

3. What strategies and techniques do you use to manage, lead and develop Assessors? (TAAASS501B:2, TAAASS501B:3)Key Points: communication; consultation; teamwork; meetings; motivate; validation sessions; ethical standards; role model; respect; trust; participative leadership

q q

4. How do you ensure other Assessors are competent in relation to assessment practice meeting AQTF 2007, training package and organisational requirements? (TAAASS501B:3)Key Points: validation sessions; internal audit; training; advice; team work; mentoring; coaching; TNA; induction

q q



Cluster 1

Candidate’s name




5. Explain the assessment validation process and how you support participants in validating assessments and documenting findings for future improvement. (TAAASS501B:4)Key Points: establish validation purpose; collect information; submit information; organise and participate in validation (principles of assessment/rules of evidence); discuss findings and make recommendations; record findings according to organisational procedure

q q

6. Explain an appeals process that meets AQTF 2007 requirements. (TAAASS501B:5)Key Points: explain appeals process; provide appeal documentation; log appeal; record meetings; review assessment tools and records; convene assessment panel; discuss appeal; make decision; inform candidate and Assessor

q q

7. How do you ensure you are a positive role model in the workplace? (TAAENV501B:1)Key Points: follow policies, procedures, codes of practice, AQTF and ethical standards; confidentiality; respect; trust; honesty

q q

8. What are your strengths and weaknesses? How do you address your weaknesses? (TAAENV501B:2) q q

9. Explain how you gather and act on feedback from clients and colleagues. (TAAENV501B:2)Key Points: surveys; ask critical questions; consultation; meetings; peer review; appraisal; seek feedback; collate feedback; make changes based on feedback; seek approval

q q



Cluster 1

Candidate’s name




10. When was the last time you undertook professional development? How did you implement the new knowledge and skills to improve work performance? (TAAENV501B:3)Key Points: networks; forums; projects; development plan; training; mentor; self-assessment

q q

11. Explain the steps you would take in preparing and planning the evaluation of training and/or assessment systems and activities. (TAACMQ503B:1)Key Points: determine scope; create plan; examine policies, procedures, systems, documentation, records, student files; conduct interviews; observations with checklist; survey; AQTF audit

q q

12. When was the last time you undertook training and/or assessment system evaluations? What was the outcome and how did you inform relevant personnel of the results? (TAACMQ503B:3)Key Points: communication media; meetings; consultation; reports

q q

Additional notes from conversation



Assessor’s signature Outcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)

Assessor’s name Date




Cluster 2





Record of interview

Candidate’s name

Assessor’s name






Cluster 2

Candidate’s name

Units of competencyTAADES501B Design and develop learning strategiesTAADES502B Design and develop learning resources

Units of competencyTAADES504B Lead and coordinate training servicesTAATAS501B Undertake organisational training needs analysis


13. Explain how to research training markets to determine possible clients, their needs and characteristics and potential qualifications that may meet their requirements. (TAADES501B:1, TAATAS501B:1)Key Points: target groups; ISC; consultation; TNA; organisation plans; surveys; interviews; industry analysis; industry publications; national strategies

q q

14. What is a learning strategy and how do you ensure it meets the requirements of a Training Package as well as the support, content and pedagogical needs of clients/learners? (TAADES501B:2)Key Points: organising framework for delivery and assessment of qualifications; TNA; Training Package analysis; client consultation

q q

15. What should be included in a learning strategy? (TAADES501B:3)Key Points: objectives; target group; competencies; timeframe; delivery and assessment methods; responsibilities; pathways; resources; context

q q

16. Who should be included in a review and evaluation of learning strategies? (TAADES501B:4)Key Points: clients; learners; colleagues; manager; STA; ISC; subject experts; industry associations

q q

17. How do you determine learning resource requirements that meet the needs of clients and learners? (TAADES502B:1)Key Points: Training Package; target group; client consultation; budget; time; use; context; environment; research

q q



Cluster 2

Candidate’s name




18. Describe a learning resource you designed and developed. How did you ensure that it suited the learning styles of the audience, met the design brief of the client and met the content requirements of the learning program? (TAADES502B:2, TAADES502B:3)Key Points: style guide; questioning; consultation; collaboration; participation; review; research; trial; evaluation; PDSA; development plan; TNA; Training Package analysis

q q

19. For the learning resource you described explain the review and evaluation process you undertook to ensure the resource met all necessary requirements? (TAADES502B:4, TAADES502B:5)Key Points: prototype, design criteria, time, cost response, interviews, survey, focus group, reflection, meetings

q q

20. How do you ensure training meets the needs of clients and learners while adhering to AQTF 2007 and the relevant training package or accredited course? (TAADEL504B:1, TAATAS501B:1)Key Points: consultation; Training Package analysis; teamwork; TNA; internal audit; meetings; trial; review; validation; moderation

q q

21. What communication methods and techniques do you use to effectively communicate with trainers in guiding and supporting them in carrying out their work? (TAADEL504B:2)Key Points: team meetings; internal audits; peer reviews; appraisals; consultation; mentoring; coaching; varied media

q q



Cluster 2

Candidate’s name




22. How are training services monitored and evaluated so continuous improvement occurs and to ensure legal and organisational requirements are met? (TAADEL504B:3)Key Points: internal audits; surveys; feedback forms; online feedback; review of results; team meetings; validation; moderation; STA meetings/forums

q q

23. Explain job and task analysis, skills audits and skills gap analysis. (TAATAS501B:2)Key Points: identify/determine job duties and requirementsKey Points: task frequency; duration; effort; skill; complexity; equipment; standardsKey Points: skills of staff/candidates determinedKey Points: difference between required skills and member skills to determine training needs

q q

24. Describe two situations where you have provided oral and written advice to clients regarding training needs. (TAATAS501B:3)Key Points: program suggestions; TNA; Training Package information; program review; national strategies; apprenticeships/traineeships (TPO); reassessment; appeals; response to feedback

q q

25. How do you gather and act on feedback from clients? (TAATAS501B:3)Key Points: surveys; consultation; meetings; feedback forms; results review; questioning; brainstorming; collate feedback; change programs; trial; review; seek approval/agreement

q q



Cluster 2

Candidate’s name

Units of competency<Insert unit code and title><insert unit code and title>

Units of competency<insert unit code and title><insert unit code and title>



S(Satisfactory)






Cluster 3





Record of interview

Candidate’s name

Assessor’s name






Cluster 3

Candidate’s name

Units of competencyTAADEL502B Facilitate action learning projects

Units of competencyTAADEL503B Provide advanced facilitation to support learning


26. Describe an action learning program you organised and facilitated and how it met the needs of learners and clients and provided learners with adequate resources, instructions and information. (TAADEL502B:1)Key Points: definition – planning, action, reflection and evaluationKey Points: work-focused; learner-directed; challenging; critical thinking; communities of practice; action research; structured networksKey Points: develop new practices; implement organisational plans; change management; learning organisations; facilitation guide; multiple learning resources; communication

q q

27. How would you create a supportive learning environment where learners felt comfortable in expressing themselves? (TAADEL502B:2, TAADEL502B:3))Key Points: rules; model behaviour; appropriate materials; multi-sensory materials; show interest; encourage expression

q q

28. Give a recount of an action learning program or activity where you assisted learners in skill development, problem-solving and participation. (TAADEL502B:2, TAADEL502B:3)Key Points: facilitation guide; action learning plan; multiple resources; supportive/comfortable learning environment; respect; modelling; varied activities

q q

29. Explain how to support learners throughout action learning and how to monitor, record and evaluate learner progress. (TAADEL502B:4)Key Points: environment conducive to learning (resources, comfortable, safe, additional support, rules); guides; plans; structured activities; self-assessment; checklists; task analysis; surveys; observations; discussions; journal; feedback loops

q q



Cluster 3

Candidate’s name




30. Why is it important to guide action learning groups in evaluating and recording group progress against learning objectives? (TAADEL502B:5, TAADEL502B:6)Key Points: continual modification and adaptation of learning process; share learning; organisation procedure; assess success

q q

31. How do you continuously improve your own teaching performance? Explain self-reflection, how you update skills and knowledge, and the process for reviewing delivery plans and strategies. (TAADEL503B:1, TAADEL502B:7, TAADEL503B:4)Key Points: consultation; reflection; feedback; peer review; appraisalKey Points: critical questioning of self; review of journal/success/recordsKey Points: training; research; mentor; industry association; networksKey Points: consultation; audit; ISC; STA meetings; research

q q

32. How do you motivate learners and get them to take responsibility for their own learning? (TAADEL503B:2)Key Points: adult learning principles; self-assessment; structure; formative assessment; diversity; inclusivity; varied delivery styles; support; interpersonal skills

q q

33. How do you create a positive, sensitive learning environment? Explain adult learning principles. (TAADEL503B:3)Key Points: rules; diversity; flexibility; ethical conduct; support; collaboration; inclusivity; internally motivated and self-directed; bring life experiences and knowledge to learning; goal oriented; relevancy oriented; practical; like to be respected

q q



Cluster 3

Candidate’s name





S(Satisfactory)






Cluster 4





Record of interview

Candidate’s name

Assessor’s name






Cluster 4

Candidate’s name

Units of competencyTAADES503B Research and design e-learning resourcesTAADES504B Develop and evaluate e-learning resources

Units of competencyTAADEL501B Facilitate e-learning


34. How do you determine e-learning resource requirements for training programs/packages that meet the needs of clients, learners and own organisation? (TAADES503B:1)Key Points: Training Package analysis, TNA, target group, consultation, instructional design principles, research, trial, ISC, toolboxes, STA meetings, support availability, cost

q q

35. Describe an e-learning resource you designed that met the learning styles of your audience, the design brief of the client, and e-learning instructional design principles. (TAADES503B:2, TAADES503B:3)Key Points: varied styles (visual, auditory, kinaesthetic, PART); learning theory; adult learning principlesKey Points: benchmarks; proposal/tender; TNAKey Points: learner-centred activities; interactivity; collaborative learning; authenticity; logical order and sequence; opportunities for review; learning embedded; feedback; engaging

q q

36. How do you acquire and use feedback on an e-learning resource design idea? (TAADES503B:2, TAADES503B:3)Key Points: survey; trial; consultation; peer review; STA meetings; specialists; brainstorming; structured evaluation; proof of concept; storyboard; sample; presentation

q q

37. Describe a process for reviewing and evaluating an e-learning resource design to ensure the resource meets all necessary requirements? (TAADES503B:4)Key Points: pilot; evaluation criteria; focus group; benchmark matrix; standards for applying technology to VET; survey; questionnaire; adjust; seek approval

q q



Cluster 4

Candidate’s name




38. What skills do you need to be an effective part of an e-learning resource development team? (TAADES504B:1, TAADES504B:3, TAADES504B:4)Key Points: collaboration skills; communication skills; critical thinking skills; team player; accept feedback

q q

39. Tell me about learning content you have developed for an e-learning resource. (TAADES504B:2)Key Points: tutorials; quizzes; case studies; images; audio; problems; interviews; projects; tasks; web-based role-play; e-games for learning; simulation; checklists; online discussions; work-based practice activities

q q

40. Explain a process for trialling, reviewing and evaluating an e-learning resource. How would you report on improvements identified through feedback to team members? (TAADES504B:3, TAADES504B:4)Key Points: navigation/ease of use; quality instructional design; application of relevant standardsKey Points: survey; interview; trial/pilot; focus group; questionnaire; consultation; benchmarksKey Points: varied media; team meetings; reports; presentation; web conference

q q

41. Explain how you would set up an e-learning program that meets the needs of clients and learners while adhering to AQTF 2007 and the relevant Training Package or accredited course. (TAADEL501B:1)Key Points: learner characteristics; learner styles; TNA; consultation; validation; benchmark matrixKey Points: desktop audit; delivery plan; e-resources; principles of assessment; rules of evidence

q q



Cluster 4

Candidate’s name




42. How do you establish an effective e-learning relationship with e-learners? (TAADEL501B:2)Key Points: learner focus; flexible; appropriate feedback mechanisms; support; individual facilitation; communication tools

q q

43. How do you support e-learners when they first begin e-learning, during their studies and at the completion of the program? (TAADEL501B:2, 3)Key Points: technical support; induction; interesting materials; forums; feedback; regular contact; be accessible; offer various media for contact; hand- on approach; rules; structure; reassessment opportunities

q q

44. How do you monitor, record and provide feedback on e-learner progress? (TAADEL501B:4)Key Points: observe forums and interaction; online assessments (formative and summative)Key Points: participate in group work; automatic notification system when assessments complete; online assessments; LMS; variety of communication tools

q q

45. Explain tools that enable e-learners to collaborate in e-learning activities. (TAADEL501B:4)Key Points: forums; chats; group activities; ACollab; blogs; toolboxes; LimeWire; Elluminate; Adobe; Moodle

q q

46. How do you evaluate the success of e-learning programs? (TAADEL501B:5)Key Points: feedback; surveys; reflection; technology review; review success; client consultation; issue identification; complaints

q q



Cluster 4

Candidate’s name





S(Satisfactory)






Cluster 5





Record of interview

Candidate’s name

Assessor’s name






Cluster 5

Candidate’s name

Units of competencyTAATAS504B Facilitate group processes

Units of competencyTAACMQ505B Lead a team to foster innovation


47. Explain how to assist a group in identifying: objectives; roles and responsibilities; and resources, in order to complete work. (TAATAS504B:1)Key Points: facilitation skills; support; structured activities; action learning; coaching; mentoring; training, communication; information sharing; time; develop roles

q q

48. How can you support a group in becoming an effective and cohesive team? (TAATAS504B:2)Key Points: allow time for development; facilitate development; rewards; training; negotiate roles; select members based on skill and ability; time; set objectives; support individual needs

q q

49. How would you gain participation in group work from all members and extend and challenge a group in completing objectives? (TAATAS504B:2)Key Points: facilitation skills; participative decision-making; goal setting; mild competition; rewards; positive feedback; support; rules; information

q q

50. Explain a situation where you have developed group autonomy. (TAATAS504B:3, TAATAS504B:4)Key Points: task interdependence; training, motivation; structure; role development; rewardsKey Points: encouragement; manage group dynamics; decision-making models; support

q q

51. Describe a process for gathering feedback on group performance. How would you report possible improvements to the group? (TAATAS504B:3, TAATAS504B:4)Key Points: surveys, interviews, analyse results, appraisal (group and individual), consultation with stakeholdersKey Points: meetings, brainstorming sessions, report, presentation, action learning

q q



Cluster 5

Candidate’s name




52. How do you promote workplace innovation? How do you organise work teams so they have the right mix of personnel for innovation to occur? (TAACMQ505B:1, TAACMQ505B:2)Key Points: rewards, positive feedback, give credit, development time, newsletters, modellingKey Points: task role selection for members, selection criteria, training, group dynamics, review records, TNA

q q

53. How do you encourage innovative practice so that it becomes part of everyday work processes? (TAACMQ505B:3)Key Points: goal setting; creative thinking; accept mistakes; reward effort; quality circles; information sharing; team work; positive culture; training

q q

54. Explain how you assist team members and workplace personnel to be innovative. (TAACMQ505B:4)Key Points: encourage positive reinforcement, rewards, training; accept mistakes; coaching; mentoring; modelling; leadership; goal setting; performance targets

q q

55. Explain how you monitor, evaluate and report on innovative practices. (TAACMQ505B:5)Key Points: feedback; trend analysis; review statistics; newsletters; client consultation; multi-medium reports; presentations

q q



Cluster 5

Candidate’s name





S(Satisfactory)






Cluster 6





Record of interview

Candidate’s name

Assessor’s name






Cluster 6

Candidate’s name

Units of competencyTAATAS502B Prepare a tender bid

Units of competencyTAATAS503B Manage contracted work


56. Describe your process for analysing a tender (including OHS and legal ramifications) to determine your organisation’s capacity to undertake the work. (TAATAS502B:1)Key Points: quality requirements; organisational policies; reporting requirements; strategic/operational plans; resource requirements; AQTF; OHS Act; EEO; IR legislation; tender criteria; timing; staff level; costs; technology; TNA

q q

57. Explain risk assessment and a situation where you have conducted one. (TAATAS502B:1)Key Points: possible disruption to business; probability of disruption; severity of disruption; steps to get back to normal operations from a disruption event; alternative resources and infrastructure; insurance

q q

58. Explain how to determine resources, including human, timeframes, budgets and deliverables to address tender requirements. (TAATAS502B:2)Key Points: scheduling tools; Gantt; PERT; project management software; trend analysis; TNA; charting; fixed costs/variable costs; stock take; resource plan

q q

59. How do you write, format and submit a tender bid that meets all the requirements of the tender? (TAATAS502B:3)Key Points: identify deliverables, address performance standards, propose activities to be undertakenKey Points: address time and cost parameters, quality standards, legal requirements, insurance requirementsKey Points: follow organisation procedure, client documentation requirements, seek approval

q q



Cluster 6

Candidate’s name




60. Describe the details of a plan you have created for completing contracted work. How did you address risk? Was the plan agreed to by your organisation and the client after the first draft? (TAATAS503B:1)Key Points: goals; scheduling; resource plans; management methodology; risk management/contingency plan; budgets; timeframes; communication/consultation strategies; KPI

q q

61. What factors must you consider when organising the resources required for completing a contract? (TAATAS503B:2, TAATAS503B:3)Key Points: technical; human; material; management; consumable resourcescompetition for resources; skill levels; cost

q q

62. Recount a contract you have managed and how you monitored and adjusted progress, resource and expenditure use, and quality of outputs, in order to meet the client’s requirements. (TAATAS503B:2,TAATAS503B:3)Key Points: goals; KPI; budgets; meetings; software tools; Gantt; consultation; continual evaluation; PERT; data analysis; observation

q q

63. For the contract you described, how did you evaluate and report on success and determine improvements for future work? (TAATAS503B:4)Key Points: feedback; survey; client consultation; interviews; reflection; brainstorming; team meetings; peer review

q q



Cluster 6

Candidate’s name





S(Satisfactory)






Stand-alone Unit 1 – TAADES505B Research and develop competency standards





Record of interview

Candidate’s name

Assessor’s name






Stand-alone Unit 1

Candidate’s name

Units of competencyTAADES505B Research and develop competency standards

Questions relating to stand-alone unit 1 Yes No Assessor’s comments

64. Explain how to develop competency standards that meet the needs of the client. What research activities would you undertake? (TAADES505B:1)Key Points: scope; discussions; consultation; research; consultants; surveys; TNA; trend analysis; technology; industry associations; functional analysis; ISC; document analysis; structured interviews; work observations; literature research; simulations

q q

65. What process would you follow to ensure competency standards were user-friendly and met industry/accreditation guidelines as well as client needs? What guidelines must be followed when writing competency standards and what authority determines national validity? (TAADES505B:2)Key Points: consultation; focus group; pilot; industry language; realistic outcomes; dimensions of competency; reflect work; follow competency standard guidelinesKey Points: DEEWR; STA; ISC; NQC; AQF

q q

66. Give a recount of the details of a group validation session you organised and facilitated to review, evaluate and amend (if necessary) draft competency standards. (TAADES505B:3, TAADES505B:4)Key Points: provide Training Package, competency standard, decision process, policies/procedures, feedback, audit reports, communications, questioning, confidentiality agreement; record outcomes; honest discussion; listen; check documentation accuracy; make recommendations

q q

67. How did you reflect on your own performance in competency standard development and identify future improvements? (TAADES505B:3,TAADES505B:4)Key Points: seek feedback; consultation; peer review; survey; analyse data and results; review issues; critical thinking

q q



Stand-alone Unit 1

Candidate’s name

Units of competencyTAADES505B Research and develop competency standards



S(Satisfactory)






Stand-alone Unit 2 – TAACMQ504B Determine and manage scope of training and/or assessment services





Record of interview

Candidate’s name

Assessor’s name






Stand-alone Unit 2

Candidate’s name

Units of competencyTAACMQ504B Determine and manage scope of training and/or assessment services


68. Explain how you researched, analysed and evaluated existing and potential scope of training and/or assessment services for an organisation. Provide details of the results. (TAACMQ504B:1)Key Points: location; community need; business consultations; Training Package review; organisational capacity; ISC; change; licensing; SWOT; trend analysis

q q

69. How can you determine an organisation’s capacity to provide training and/or assessment services and the costs and benefits to the organisation of providing them? (TAACMQ504B:2)Key Points: registration; scope; TNA; policy/procedure; audit; resource capacityKey Points: outsourcing; skill capacity; infrastructure; personnel levels; culture; funding; fee for service; levies; intellectual property

q q

70. To what authorities must you submit documentation relating to modifying scope? (TAACMQ504B:3)Key Points: STA – TAC; DET

q q

71. Give a recount of a situation where you reported on changes (identified by monitoring the training and assessment environment) that may impact on scope. What format did your report take? What was the end result? (TAACMQ504B:4)Key Points: internal audit; Training Package review; client feedback; complaints; policy change; legislation change; staff levels; AQTF changeKey Points: presentation; written; meeting; formal

q q



Stand-alone Unit 2

Candidate’s name

Units of competencyTAACMQ504B Determine and manage scope of training and/or assessment services



S(Satisfactory)






Stand-alone Unit 3 – TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships





Record of interview

Candidate’s name

Assessor’s name






Stand-alone Unit 3

Candidate’s name

Units of competencyTAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships


72. Explain three trainee or apprentice training and assessment arrangements you organised and how you ensured that regulatory, RTO, funding and reporting requirements were met. (TAACMQ502B:1)Key Points: Training Plan; research state/federal regulations; National Apprenticeship Traineeship Information Service; CCI; RTO scope; learner management system; government financial reporting requirements; risk management plan; consultation; Training Package analysis

q q

73. How have you communicated apprenticeship or traineeship arrangements with personnel relevant or impacted on by the arrangement? What were some of the concerns raised and how did you deal with them? (TAACMQ502B:1)Key Points: Training Plan; reporting and recording systemsKey Points: consultation with apprentice/trainee, employer, New Apprenticeship Centres, STA, workplace mentor/supervisor, trainer/facilitator, Assessor, industry contacts

q q

74. What support have you had to arrange for apprentices and trainees? How did you identify support needs? (TAACMQ502B:1)Key Points: LLN; special learning; counselling; feedback; ESL; OHS; return to work; new employerKey Points: interview; enrolment forms; Training Plan; specialists; employer; parents; academic results

q q



Stand-alone Unit 3

Candidate’s name



75. Describe in detail trainee or apprenticeship Training Plans you have developed and implemented. How did you communicate responsibilities and OHS issues? Explain the OHS issues. (TAACMQ502B:2)Key Points: competencies to be obtained; timeframe; training; delivery modes; details and duties; removal from routine work duties; assessment details; parties responsible for delivery and/or assessment; record of RPL and cross-credit hours granted; name of qualification to be issuedKey Points: various media; interview; meetings; induction; training; RTOKey Points: supervision; OHS Act responsibilities; PPE requirements; risk; prosecution

q q

76. How do you monitor and document apprentice or trainee performance against Training Plans both in on and off the job delivery? (TAACMQ502B:3)Key Points: LMS; TPO; incident reports; interviews; observation; meetings; RTO/workplace visits; signoffs; RTO documentation; statement of attainment

q q

77. What are the government compliance requirements in apprenticeship or traineeship arrangements? Explain the relevance of AQTF 2007 in apprenticeship or traineeship arrangements? (TAACMQ502B:4)Key Points: funding; financial reporting; AVETMISS; statement of attainment; certificate; Training Plan; signoff; record retention 30 yearsKey Points: compliance with all standards; rules of evidence; principles of assessment; NQC; access and equity

q q

78. What process have you followed to review and improve apprenticeship or traineeship arrangements and Training Plans? (TAACMQ502B:5)Key Points: audit; consultation; feedback; reflection; interviews; IME; team meetings; results analysis

q q



Stand-alone Unit 3

Candidate’s name




S(Satisfactory)





Stand-alone Unit 4 – TAACMQ501B Develop training and/or assessment organisational policies and procedures





Record of interview

Candidate’s name

Assessor’s name






Stand-alone Unit 4

Candidate’s name

Units of competencyTAACMQ501B Develop training and/or assessment organisational policies and procedures


79. Describe the process you followed in determining the requirements for new policies and procedures and the consultations that took place in the development phase. (TAACMQ501B:1)Key Points: audits; feedback; legal requirements; STA; communication with stakeholders; interviews; focus groups

q q

80. What were the policies and procedures you developed? Why were they needed? (TAACMQ501B:1)Key Points: continuous improvement; structure framework; transparency; consistency; non-compliance

q q

81. How have you implemented new or modified policies and procedures? What process did you follow to ensure implementation was successful? (TAACMQ501B:3,4)Key Points: consultation; communication; reports; focus groups; pilots; change management; coaching; consultants; training; rewards

q q



Stand-alone Unit 4

Candidate’s name

Units of competencyTAACMQ501B Develop training and/or assessment organisational policies and procedures



S(Satisfactory)




TAA50104 Diploma of Training and AssessmentSection 4 – Practical Tasks and Observation Recording Sheets

Section 4

Practical Tasksand

ObservationRecording Sheets

This section contains practical assessment tasks that the candidate will complete to assist you in determining a candidate’s skills and knowledge.

Assessor’s instructionsUse the Observation Recording Sheets for each of the practical tasks to document the skills and knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or their work environment.

Not all tasks need to be completed by the applicant. The Assessor should select only those tasks that will provide the required evidence to prove competency by the candidate.

For a whole qualification it may be necessary to perform all tasks.

It is important to remember that the notes made by the Assessor during the observation of the practical demonstration are important evidence and should be retained as part of the candidate’s assessment records.



Practical tasksWhile performing the various practical tasks, it is important that the principles of Occupational Health and Safety, and workplace safety requirements be met at all times.

Assessors need to ensure that the specifications for materials/resources used in the practical tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of Assessment Tools document for more information)

Cluster 1

The candidate is to organise, facilitate, evaluate and report on an assessment validation.

Cluster 2

The candidate is to design two learning strategies with training schedules and a print-based learning resource that supports a program of learning developed from one of the learning strategies.

Cluster 3

The candidate is to facilitate an action learning program.

Cluster 4

The candidate is to organise an e-learning program, and design and develop an e-learning resource for the program. The resource will need to be trialled and evaluated.

Cluster 5

The candidate is to create a project brief for a team that includes strategies for innovative work practice. An evaluation and a report will need to be developed as part of the task



Cluster 6

The candidate is to prepare a tender for a project then manage the contract process.


The candidate is to develop a unit of competency.


The candidate is to investigate and evaluate current scope of training and/or assessment services for a registered training organisation (RTO).


The candidate is to develop and coordinate apprentice/trainee training and assessment arrangements.


The candidate is to develop or modify a workplace or RTO training and assessment policy and procedure



Cluster 1

Instructions for the candidate

Outline of taskFor this task you will be required to organise, facilitate, evaluate and report on an assessment validation. In doing this you must do the following.

1. Demonstrate support of Assessors during the validation by:

managing, leading and developing Assessors before, during and after validation

ensuring Assessors adequately cover the appeals process when undertaking assessments

supporting Assessors in improving their practices

providing advice on the appeals process

documenting your performance in covering the above points.

2. Develop an evaluation plan and conduct an evaluation of the validation session and your organisation’s validation procedure and process. The evaluation should include:

evaluation scope, objectives and outcomes

evaluation schedules/timelines

evaluation processes for gaining evidence

evaluation methods for collecting evidence

feedback and reporting strategies and timelines

contingency plans

a report to the chief executive officer/managing director and Assessors on the training and/or assessment organisation's validation procedure and process, including suggested improvements.

3. Assess your own performance during the validation and in conducting the evaluation. Prepare a personal professional development plan to improve your leadership skills and any deficiencies you identify. Ensure you:

gather and act on feedback from clients and colleagues.



Demonstration/Observation Checklist – Cluster 1Reporting and recording document

Workplace observation/practical task checklistCandidate’s name

Assessor’s name

Unit(s) of competency TAAASS501B Lead and coordinate assessment systems and servicesTAAENV501B Maintain and enhance professional practiceTAACMQ Lead and conduct training and/or assessment evaluations

Workplace or simulated environment either

Instructions: As this is a flexible assessment tool, the Assessor is encouraged to adapt it to suit his/her own particular assessing style and the needs of the candidate. The candidate needs to perform the task in front of the Assessor or provide current evidence of completing the task in the workplace. Evidence submitted is subject to the rules of evidence. The first section below contains the actual task to perform; the second section contains a list of critical evidence to examine in judging competence; the third section contains a list of the skills required for competence.

Task – Organise, facilitate, evaluate and report on an assessment validation. Each of the following must be covered.

1. Demonstrate support of Assessors during the validation: manage, lead and develop Assessors before, during and after validation ensure Assessors adequately cover the appeals process when undertaking assessments support Assessors in improving their practices provide advice on the appeals process document your performance in covering the above points.

Task (continued) – Organise, facilitate, evaluate and report on an assessment validation. Each of the following must be covered.




Assessor’s name



2. Develop an evaluation plan and conduct an evaluation of the validation session and your organisation’s validation procedure and process. The evaluation should include: evaluation scope, objectives and outcomes evaluation schedules/timelines evaluation processes for gaining evidence evaluation methods for collecting evidence feedback and reporting strategies and timelines contingency plans a report to the chief executive officer/managing director and Assessors on the training and/or assessment organisation's validation procedure and

process including suggested improvements.

3. Assess your own performance during the validation and in conducting the evaluation. Prepare a personal professional development plan to improve your leadership skills and any deficiencies you identify. Ensure you: gather and act on feedback from clients and colleagues.

Did the candidate do the following? Yes No Comment

T1. Demonstrate support of Assessors during the validation. Make sure Assessors adequately cover the appeals process when undertaking assessments. q q

T2. Develop an evaluation plan and conduct an evaluation of the validation session within your organisation’s validation procedure and process. The evaluation should include: q q

evaluation scope, objectives and outcomes q q evaluation schedules/timelines q q




Assessor’s name



evaluation processes for gaining evidence q q evaluation methods for collecting evidence q q feedback and reporting strategies and timelines q q contingency plans q q a report to the chief executive officer/managing director and Assessors on the training and/or

assessment organisation's validation procedure and process including suggested improvements.

q q

T3. Assess their performance during the validation and in conducting the evaluation. Prepare a personal professional development plan to improve leadership skills and any deficiencies identified. q q

During the demonstration or observation of skills, did the candidate do the following? Yes No Comment

D1. Demonstrate the ability to continuously improve their own assessment practices and reflect on their own performance in assessing. (TAAASS501B:1) q q

D2. Demonstrate the ability to plan and organise assessment activities that meet AQTF 2007, Training Package/accredited course and organisational requirements. (TAAASS501B:2) q q

D3. Demonstrate the ability to manage, lead and develop Assessors. (TAAASS501B:2) q qD4. Demonstrate the ability to monitor, evaluate and report on Assessor competence in relation to

assessment practice meeting AQTF 2007, Training Package and organisational requirements. (TAAASS501B:3)

q q

D5. Demonstrate the ability to support Assessors in improving their practices. (TAAASS501B:3) q q




Assessor’s name



D6. Demonstrate the ability to organise assessment validation sessions and to support validation participants in validating assessments and documenting findings for future improvement. (TAAASS501B:4)

q q

D7. Demonstrate the ability to assess appeals. q qD8. Demonstrate the ability to provide advice on appeals. q qD9. Demonstrate the ability to be a positive role model in the workplace. (TAAENV501B:1) q qD10. Demonstrate the ability to assess their own work performance and identify areas of strength,

weakness and future development. (TAAENV501B:2) q q

D11. Demonstrate the ability to gather and act on feedback from clients and colleagues. (TAAENV501B:2) q q


D12. Demonstrate the ability to undertake professional development on a continuous basis and implement new knowledge and skills for improved work performance. (TAAENV501B:3) q q

D13. Demonstrate the ability to monitor, evaluate and report on professional practice and development. (TAAENV501B:3) q q

D14. Demonstrate the ability to prepare and plan the evaluation of training and/or assessment systems and activities. (TAACMQ503B:1) q q

D15. Demonstrate the ability to carry out training and/or assessment system evaluations. (TAACMQ503B:3) q q




Assessor’s name



D16. Demonstrate the ability to record and report on training and/or assessment system evaluations. (TAACMQ503B:4) q q

Dimensions of competencyDuring demonstration of the skill, did the candidate show evidence of the following? Yes No Comment

Task skills – perform the task to the required standard as described in the unit of competency q qTask management skills – manage a number of different tasks within the job q qContingency management skills – respond to problems, breakdowns and changes in routine q qJob/role environment skills – fulfil the responsibilities and expectations of a workplace q qTransferability – apply skills that are generic across workplaces q qThe candidate’s overall performance met the standard. Yes q No q

Comments/Observations




Assessor’s name



Assessor’s nameOutcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)Assessor’s name

Candidate’s signature Date



Cluster 2


Outline of taskFor this task you will be required to design two learning strategies with training schedules and a print-based learning resource that supports a program of learning developed from one of the learning strategies.

Task 1

Design two learning strategies (based on a Training Package or accredited course) with different design structures in each that reflect the specific qualification requirements, client needs and contexts of application. Ensure you:

research training markets to determine possible clients, their needs and characteristics and potential qualifications that may meet their requirements

liaise with clients to determine training needs

perform job and task analysis, skills audits and skills gap analysis for clients

develop a learning strategy that meets the requirements of a Training Package as well as the support, content and pedagogical needs of clients/learners

develop a procedure to review and evaluate learning strategies in consultation with internal and external clients

gather and act on feedback from clients.

Task 2

Establish operational parameters and requirements and develop training schedules for the delivery of one learning strategy. Ensure:

you clearly express content sequence, outcomes, learning/assessment pathways, delivery and assessment approaches to be used and resourcing requirements

that training will meet the needs of clients and learners while adhering to AQTF 2007.



Task 3

Develop a complete print-based learning resource product that supports a program of learning developed from one of the learning strategies (the program must be based on a Training Package or accredited course). Ensure you:

determine learning resource requirements for training programs that meet the needs of clients, learners and your own organisation

develop a resource that suits the learning styles of the audience, meets the design brief of the client, meets the content requirements of the learning program, and is formatted using a style guide

document your review, evaluation and reflection on the learning resource design and development





Assessor’s name

Unit(s) of competency TAADES501B Design and develop learning strategiesTAADES502B Design and develop learning resources

TAADEL504B Lead and coordinate training servicesTAATAS501B Undertake organisational training needs analysis

Workplace or simulated environment

either


Task 1

Design two learning strategies (based on a Training Package or accredited course) with different design structures in each that reflect the specific qualification requirements, client needs and contexts of application. Ensure you: research training markets to determine possible clients, their needs and characteristics and potential qualifications that may meet their requirements liaise with clients to determine training needs perform job and task analysis, skills audits and skills gap analysis for clients develop a learning strategy that meets the requirements of a Training Package as well as the support, content and pedagogical needs of clients/learners develop a procedure to review and evaluate learning strategies in consultation with internal and external clients gather and act on feedback from clients.

Task 2




Assessor’s name




either

Establish operational parameters and requirements and develop training schedules for the delivery of one learning strategy. Ensure: you clearly express content sequence, outcomes, learning/assessment pathways, delivery and assessment approaches to be used and resourcing

requirements that training will meet the needs of clients and learners while adhering to AQTF 2007.

Task 3

Develop a complete print-based learning resource product that supports a program of learning developed from one of the learning strategies. (The program must be based on a Training Package or accredited course.) Ensure you: determine learning resource requirements for training programs that meet the needs of clients, learners and your own organisation develop a resource that suits the learning styles of the audience, meets the design brief of the client, meets the content requirements of the learning

program, and is formatted using a style guide document your review, evaluation and reflection on the learning resource design and development.


T4. Design two learning strategies (based on a Training Package or accredited course) with different design structures in each that reflect the specific qualification requirements, client needs and contexts of application.

q q

T5. Establish operational parameters and requirements, and develop training schedules for the delivery of one of the learning strategies. q q

T6. Develop a complete print-based learning resource product that supports a program of learning developed from one of the learning strategies. (The program must be based on a Training Package or accredited course.)

q q




Assessor’s name




either


D17. Demonstrate the ability to research training markets to determine possible clients, their needs and characteristics and potential qualifications that may meet their requirements. (TAADES501B:1) q q

D18. Demonstrate the ability to develop a learning strategy that meets the requirements of a Training Package as well as the support, content and pedagogical needs of clients/learners. (TAADES501B:2)

q q


D19. Demonstrate the ability to develop a structured learning strategy that clearly expresses content sequence, outcomes, learning/assessment pathways, delivery and assessment approaches to be used and resourcing requirements. (TAADES501B:3)

q q

D20. Demonstrate the ability to review, evaluate and continuously improve learning strategies in consultation with internal and external clients. (TAADES501B:4) q q

D21. Demonstrate the ability to determine learning resource requirements for training programs that meet the needs of clients, learners and their own organisation. (TAADES502B:1) q q

D22. Demonstrate the ability to design and develop a learning resource that suits the learning styles of the audience, meets the design brief of the client, meets the content requirements of the learning program, and is formatted using a style guide appropriate to the content and audience. (TAADES502B:2, TAADES502B:3)

q q

D23. Demonstrate the ability to review, evaluate and reflect on the learning resource design and development process to ensure the resource meets all necessary requirements and for continuous improvement of own performance. (TAADES502B:4, TAADES502B:5)

q q




Assessor’s name




either

D24. Demonstrate the ability to organise training that meets the needs of clients and learners while adhering to AQTF 2007 and the relevant Training Package or accredited course. (TAADEL504B:1) q q

D25. Demonstrate the ability to organise resources (including qualified human resources) that meet the requirements of training programs and clients. (TAADEL504B:1) q q

D26. Demonstrate the ability to effectively communicate with trainers as well as guide and support them in carrying out their work. (TAADEL504B:2) q q


D27. Demonstrate the ability to monitor, record, evaluate and continuously improve training services while ensuring legal and organisational requirements are met. (TAADEL504B:3) q q

D28. Demonstrate the ability to effectively liaise with clients to determine training needs. (TAATAS501B:1) q q

D29. Demonstrate the ability to collect information on training needs, and perform job and task analysis, skills audits and skills gap analysis. (TAATAS501B:2) q q

D30. Demonstrate the ability to provide accurate oral and written advice to clients regarding training needs. (TAATAS501B:3) q q

D31. Demonstrate the ability to gather and act on feedback from clients. (TAATAS501B:3) q qDimensions of competencyDuring demonstration of the skill, did the candidate show evidence of the following? Yes No Comment




Assessor’s name




either






Assessor’s name




either


S(Satisfactory)





Cluster 3


Outline of taskFor this task you will be required to facilitate an action learning program. You will need to arrange a group of students or colleagues and give them a learning project to complete using action learning principles. In completing this you need to do the following.

Apply learning theories. You must:

create effective learning experiences, motivate learners and get them to take responsibility for their own learning

create a positive, sensitive learning environment where adult learning principles are used.

Select and use different teaching and delivery methods which are relevant and appropriate to different learners and their needs. Ensure you:

provide learners with adequate resources, instructions and information.

Support learners to develop competencies. Ensure you:

create a supportive learning environment where action learning objectives and expectations are clearly understood and learners feel comfortable in expressing themselves

guide the group through action learning activities and assist them in skill development, problem-solving and participation

monitor, record and evaluate learner progress.

Document an analysis of feedback from learners and a reflection on your own performance.





Assessor’s name

Unit(s) of competency TAADEL502B Facilitate action learning projectsTAADEL503B Provide advanced facilitation to support learning



Task – Facilitate an action learning program. You will need to arrange a group of students or colleagues and give them a learning project to complete using action learning principles. Each of the following must be covered.

1. Apply learning theories. You must: create effective learning experiences, motivate learners and get them to take responsibility for their own learning create a positive, sensitive learning environment where adult learning principles are used.

2. Select and use different teaching and delivery methods which are relevant and appropriate to different learners and their needs. Ensure you: provide learners with adequate resources, instructions and information

3. Support learners develop competencies. Ensure you: create a supportive learning environment where action learning objectives and expectations are clearly understood and learners feel comfortable

in expressing themselves guide the group through action learning activities and assist them in skill development, problem-solving and participation monitor, record and evaluate learner progress.

4. Document an analysis of feedback from learners and a reflection on your own performance.





Assessor’s name



T7. Apply learning theories. q qT8. Select and use different teaching and delivery methods which are relevant and appropriate to

different learners and their needs. q q

T9. Support learner's developing competency. q qT10. Document analysis of feedback from learners and reflection on performance. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment

D32. Demonstrate the ability to set up an action learning program that meets the needs of learners and clients and provides learners with adequate resources, instructions and information. (TAADEL502B:1)

q q

D33. Demonstrate the ability to create a supportive learning environment where action learning objectives and expectations are clearly understood and learners feel comfortable in expressing themselves. (TAADEL502B:2, TAADEL502B:3)

q q

D34. Demonstrate the ability to guide a group through action learning activities and assist them in skill development, problem-solving and participation. (TAADEL502B:2, TAADEL502B:3) q q

D35. Demonstrate the ability to support learners throughout the action learning program and monitor, record and evaluate learner progress. (TAADEL502B:4) q q

D36. Demonstrate the ability to encourage learners to reflect on their own performance. (TAADEL502B:4) q qD37. Demonstrate the ability to guide action learning groups in evaluating and recording group progress

against learning objectives. (TAADEL502B:5, TAADEL502B:6) q q

D38. Demonstrate the ability to evaluate, record and report on their own performance. (TAADEL502B:7) q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment




Assessor’s name



D39. Demonstrate the ability to continuously improve their own teaching performance through self-reflection, updating of skills and knowledge, and review of delivery plans and strategies. (TAADEL503B:1)

q q

D40 Demonstrate the ability to create effective learning experiences, motivate learners and get them to take responsibility for their own learning. (TAADEL503B:2) q q

D41. Demonstrate the ability to create a positive, sensitive learning environment where adult learning principles are used to help with learner development. (TAADEL503B:3) q q

D42. Demonstrate the ability to monitor, reflect, evaluate and improve on their own training practices. (TAADEL503B:4) q q







Assessor’s name




S(Satisfactory)





Cluster 4


Outline of taskFor this task you will be required to organise an e-learning program, and design and develop an e-learning resource for the program. The resource will need to be trialled and evaluated.

Task 1

Organise an e-learning program that meets the needs of clients and is based on a Training Package unit and/or qualification or an accredited course. You must:

adhere to AQTF 2007

establish an effective e-learning relationship with e-learners

support e-learners when they first begin e-learning, during their studies and at the completion of the program

monitor, record and provide feedback on e-learner progress

provide e-learners with opportunities to collaborate

make recommendations on e-learning programs

document your performance in completing the above tasks.

Task 2

Design and develop an e-learning resource for the program with colleagues. Ensure you:

determine e-learning resource requirements that meet the needs of clients, learners and your own organisation

design a resource that suits the learning styles of the audience, meets the design brief of the client, and meets e-learning instructional design principles

are an effective part of the e-learning resource development team

develop learning content that suits learner needs and learning objectives.



Task 3

Conduct a trial and evaluation of the resource. You must:

review, evaluate and reflect on the e-learning resource design process to ensure the resource meets all necessary requirements

prepare a report on improvements identified through feedback for team members

respond to feedback by modifying the prototype and finalising the resource.





Assessor’s name

Unit(s) of competency TAADES503B Research and design e-learning resourcesTAADES504B Develop and evaluate e-learning resourcesTAADEL501B Facilitate e-learning



Read each task carefully to ensure you understand what is required. This assessment relates to e-learning and developing and facilitating an e-learning experience for students.

Task 1

Organise an e-learning program that meets the needs of clients and is based on a Training Package unit and/or qualification or an accredited course. You must:

adhere to AQTF 2007 establish an effective e-learning relationship with e-learners support e-learners when they first begin e-learning, during their studies and at the completion of the program monitor, record and provide feedback on e-learner progress provide e-learners with opportunities to collaborate make recommendations on e-learning programs document your performance in completing the above tasks.

Task 2




Assessor’s name



Design and develop an e-learning resource for the program with colleagues. Ensure you:

determine e-learning resource requirements that meet the needs of clients, learners and your own organisation design a resource that suits the learning styles of the audience, meets the design brief of the client, and meets e-learning instructional design principles are an effective part of the e-learning resource development team develop learning content that suits learner needs and learning objectives.

Task 3

Conduct a trial and evaluation of the resource. You must:

review, evaluate and reflect on the e-learning resource design process to ensure the resource meets all necessary requirements prepare a report on improvements identified through feedback for team members respond to feedback by modifying the prototype and finalising the resource.


T11. Facilitate an e-learning program that meets the needs of clients and is based on a Training Package unit and/or qualification or an accredited course. q q

T12. Design and develop an e-learning resource for the program with colleagues. q qT13. Conduct a trial and evaluation of the resource prior to implementation. q qT14. Respond to feedback by modifying the prototype and finalising the resource. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment




Assessor’s name



D43. Demonstrate the ability to determine e-learning resource requirements for training programs/packages that meet the needs of clients, learners and their own organisation. (TAADES503B:1)

q q

D44. Demonstrate the ability to design an e-learning resource that suits the learning styles of the audience, meets the design brief of the client, and meets e-learning instructional design principles. (TAADES503B:2, TAADES503B:3)

q q

D45. Demonstrate the ability to acquire and use feedback on an e-learning resource design concept. (TAADES503B:2, TAADES503B:3) q q

D46. Demonstrate the ability to review, evaluate and reflect on the e-learning resource design process to ensure the resource meets all necessary requirements and for continuous improvement of their own performance. (TAADES503B:4)

q q

D47. Demonstrate the ability to be an effective part of an e-learning resource development team. (TAADES504B:1) q q


D48. Demonstrate the ability to develop an e-learning resource from a design concept that meets the design parameters. (TAADES504B:2) q q

D49. Demonstrate the ability to develop learning content for an e-learning resource. (TAADES504B:2) q qD50. Demonstrate the ability to trial, review and evaluate an e-learning resource and report on

improvements identified through feedback to team members. (TAADES504B:3, TAADES504B:4) q q

D51. Demonstrate the ability to collaborate with others in e-learning resource development including meeting own role responsibilities and supporting other team members. (TAADES504B:3, TAADES504B:4)

q q




Assessor’s name



D52. Demonstrate the ability to set up an e-learning program that meets the needs of clients and learners while adhering to AQTF 2007 and the relevant Training Package or accredited course. (TAADEL501B:1)

q q

D53. Demonstrate the ability to establish an effective e-learning relationship with e-learners. (TAADEL501B:2) q q

D54. Demonstrate the ability to support e-learners when they first begin e-learning, during their studies and at the completion of the program. (TAADEL501B:2) q q

D55. Demonstrate the ability to monitor, record and provide feedback on e-learner progress. (TAADEL501B:4) q q

D56. Demonstrate the ability to provide e-learners with opportunities to collaborate in e-learning activities and reflect on their own e-learning progress. (TAADEL501B:4) q q


D57. Demonstrate the ability to review report and make recommendations on e-learning programs both during and after program delivery. (TAADEL501B:5) q q


Task skills – perform the task to the required standard as described in the unit of competency q qTask management skills – manage a number of different tasks within the job q qContingency management skills – respond to problems, breakdowns and changes in routine q q




Assessor’s name



Job/role environment skills – fulfil the responsibilities and expectations of a workplace q qTransferability – apply skills that are generic across workplaces q qThe candidate’s overall performance met the standard. Yes q No q



S(Satisfactory)





Assessor’s name






Cluster 5


Outline of taskFor this task you will be required to create a project brief for a team that includes strategies for innovative work practice. An evaluation and report will need to be developed as part of the task.

Select a team for a work project of your choice. The team must comprise the right mix of expertise, knowledge and skills for successful completion of the project. In completing this task you must do the following.

1. Create a project brief for the team that includes innovative work practice. The brief must:

meet client needs

assist the group in identifying objectives, group roles and responsibilities and in identifying resources

support a group in becoming an effective and cohesive team.

2. Develop strategies to support innovative practices. Ensure you:

extend and challenge the group in completing objectives

develop group autonomy

provide examples of innovative practice

encourage innovation.

3. Document:

work plan

resource requirements

information to be given to team members

engagement strategies

how you covered the points specified in 1 and 2 above.



4. Conduct an evaluation of both the team’s performance and your performance as a leader. Ensure you:

monitor, document and evaluate group outcomes including gathering feedback on performance.

5. Report on group success and possible future improvements. Include the success or otherwise of innovative practices in completing the project.





Assessor’s name

Unit(s) of competency TAATAS504B Facilitate group processes




Task – Select a team for a work project of your choice. The team must comprise the right mix of expertise, knowledge and skills for successful completion of the project. In completing this task, you must do the following.

1. Create a project brief for the team that includes innovative work practice. The brief must:

meet client needs

assist the group in identifying objectives, group roles and responsibilities and in identifying resources

support a group in becoming an effective and cohesive team.

2. Develop strategies to support innovative practices. Ensure you:

extend and challenge the group in completing objectives

develop group autonomy

provide examples of innovative practice

encourage innovation.

Task (continued) – Select a team for a work project of your choice. The team must comprise the right mix of expertise, knowledge and skills for successful completion of the project. In completing this task, you must do the following.




Assessor’s name




3. Document:

work plan


information to be given to team members

engagement strategies

how you have covered the points specified in 1 and 2 above.

4. Conduct an evaluation of both the team’s performance and your performance as a leader. Ensure you:

monitor, document and evaluate group outcomes including gathering feedback on performance.

5. Report on group success and possible future improvements. Include the success or otherwise of innovative practices in completing the project.


T15. Create a brief for the team on innovative work practice q qT16. Develop strategies to support innovative practices q qDid the candidate do the following? Yes No Comment

T17. Document:

work plan q q resource requirements q q information to be given to team members q q engagement strategies. q q




Assessor’s name




T18. Either while the work project is being undertaken or after it has been completed, conduct an evaluation of both the team’s performance and your performance as a leader. q q

T19. Record and report on outcomes. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment

D58. Demonstrate the ability to form a work group to meet client needs. (TAATAS504B:1) q qD59. Demonstrate the ability to assist a group in identifying objectives, group roles and responsibilities

and in identifying resources available for completing work. (TAATAS504B:1) q q

D60. Demonstrate the ability to support a group in becoming an effective and cohesive team. (TAATAS504B:2) q q

D61. Demonstrate the ability to gain participation in group work from all members and extend and challenge a group in completing objectives. (TAATAS504B:2) q q

D62. Demonstrate the ability to develop group autonomy in task completion. (TAATAS504B:3, TAATAS504B:4) q q


D63. Demonstrate the ability to monitor, document and evaluate group outcomes including gathering feedback on performance and reporting on group success and possible future improvements. (TAATAS504B:3, TAATAS504B:4)

q q

D64. Demonstrate the ability to promote workplace innovation through providing examples of innovative practice and by organising work teams so they have the right mix of personnel for innovation to occur. (TAACMQ505B:1, TAACMQ505B:2)

q q




Assessor’s name




D65. Demonstrate the ability to organise work in such a way that innovative practice is encouraged and becomes part of everyday work processes. (TAACMQ505B:3) q q

D66. Demonstrate the ability to assist team members and workplace personnel to be innovative. (TAACMQ505B:4) q q

D67. Demonstrate the ability to monitor, evaluate and report on innovative practices in work teams. (TAACMQ505B:5) q q







Assessor’s name





S(Satisfactory)





Cluster 6


Outline of task:For this task you will be required to prepare a tender for a project then manage the contract process. In completing this task you need to complete the following.

1. Prepare a tender proposal/submission which addresses:

tender specifications

organisational viability

detailed methodology with identified stages, activities, timelines and deliverables

risk assessment


budget

format requirements.

2. Assuming you win the tender, develop:

strategies for achieving contract outcomes

a risk management plan

quality assurance goals and strategies

communication strategies

a progress report template

methods to evaluate project processes and outcomes.





Assessor’s name

Unit(s) of competency TAATAS502B Prepare a tender bid




Read each task carefully to ensure you understand what is required. This assessment requires you to prepare a tender for a project then manage the contract process. In completing this task you must do the following.

1. Prepare a tender proposal/submission which addresses:

tender specifications

organisational viability

detailed methodology with identified stages, activities, timelines and deliverables

risk assessment


budget

format requirements.




Assessor’s name




2. Assuming you win the tender, develop: strategies for achieving contract outcomes a risk management plan quality assurance goals and strategies communication strategies a progress report template methods to evaluate project processes and outcomes.


T20. Prepare a tender proposal/submission which addresses: q q tender specifications q q organisational viability q q detailed methodology with identified stages, activities, timelines and deliverables q q risk assessment q q resource requirements q q budget q q format requirements. q q


T21. For the contract won, develop: q q strategies for achieving contract outcomes q q




Assessor’s name




a risk management plan q q quality assurance goals and strategies q q communication strategies q q a progress report template q q methods to evaluate project processes and outcomes q q


D68. Demonstrate the ability to analyse a tender (including OHS and legal ramifications) to determine their own organisation’s capacity to undertake the work. (TAATAS502B:1) q q

D69. Demonstrate the ability to conduct a risk assessment. (TAATAS502B:1) q qD70. Demonstrate the ability to determine resources, including human, timeframes, budgets and

deliverables to address tender requirements. (TAATAS502B:2) q q

D71. Demonstrate the ability to write, format and submit a tender bid that meets all the requirements of the tender. (TAATAS502B:3) q q

D72. Demonstrate the ability to develop a plan for completing contracted work that includes a risk management plan and is signed off and agreed to by the client. (TAATAS503B:1) q q


D73. Demonstrate the ability to organise the resources required for contract completion. (TAATAS503B:2, TAATAS503B:3) q q

D74. Demonstrate the ability to monitor and adjust contract progress, resource and expenditure use, and quality of outputs, in order to meet the client’s requirements. (TAATAS503B:2, TAATAS503B:3) q q




Assessor’s name




D75. Demonstrate the ability to monitor, record, evaluate and report on contract success, and determine improvements for future work. (TAATAS503B:4) q q







Assessor’s name





S(Satisfactory)







Outline of taskFor this task you will be required to develop a unit of competency. You must do the following.

1. Research information for developing competency standards that meet the needs of a particular client.

2. Encompass the design features, structure and format for competency standards as specified by DEEWR. Ensure you:

write user-friendly competency standards that meet industry/accreditation guidelines as well as client needs.

3. Validate draft competency standards. You must:

organise a group validation session to review, evaluate and amend draft competency standards so they can be finalised and handed over to client

document your reflection on your own performance.



Demonstration/Observation Checklist – TAADES505B Research and develop competency standardsReporting and recording document


Assessor’s name

Unit(s) of competency TAADES505B Research and develop competency standards



Task – In completing this assessment, you are required to develop a unit of competency. You must do the following.

1. Research information for developing competency standards that meet the needs of a particular client.

2. Encompass the design features, structure and format for competency standards as specified by DEEWR. Ensure you: write user-friendly competency standards that meet industry/accreditation guidelines as well as client needs.

3. Validate draft competency standards. You must: organise a group validation session to review, evaluate and amend draft competency standards so they can be finalised and handed over to client document your reflection on your own performance.


T22. Research information for developing competency standards that meet client needs. q qT23. Encompass the design features, structure and format for competency standards as specified by

DEEWR. q q

T24. Validate draft competency standards. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment




Assessor’s name



D76. Demonstrate the ability to research information for the development of competency standards that meet the needs of a client. (TAADES505B:1) q q

D77. Demonstrate the ability to write user-friendly competency standards that meet industry/accreditation guidelines as well as client needs. (TAADES505B:2) q q

D78. Demonstrate the ability to organise a group validation session to review, evaluate and amend (if necessary) draft competency standards so they can be finalised and handed over to client. (TAADES505B:3, TAADES505B:4)

q q

D79. Demonstrate the ability to reflect on their own performance in competency standard development and identify future improvements. (TAADES505B:3, TAADES505B:4) q q







Assessor’s name




S(Satisfactory)





Stand-alone Unit 2 – TAADMQ504B Determine and manage scope of training and/or assessment services


Outline of taskFor this task you will be required to organise, facilitate, evaluate and report on an assessment validation. In doing this you must do the following.

1. Analyse market trends. Ensure you:

research, analyse and evaluate existing and potential scope of training and/or assessment services

consult with personnel, clients and stakeholders.

2. Research the organisation's capacity and requirements to support existing and/or proposed training and/or assessment services. Ensure you:

document costs and benefits to the organisation of providing them

prepare documentation relating to modifying scope.

3. Develop a plan for monitoring the scope of training and/or assessment services. The plan should report on any changes that may impact on scope.



Demonstration/Observation Checklist – TAACMQ504B Determine and manage scope of training and/or assessment servicesReporting and recording document


Assessor’s name

Unit(s) of competency TAACMQ504B Determine and manage scope of training and/or assessment services



Task – Investigate and evaluate current scope of training and/or assessment services for a registered training organisation. You must do the following.

1. Analyse market trends. Ensure you:

research, analyse and evaluate existing and potential scope of training and/or assessment services

consult with personnel, clients and stakeholders

2. Research the organisation's capacity and requirements to support existing and/or proposed training and/or assessment services. Ensure you:

document costs and benefits to the organisation of providing them

prepare documentation relating to modifying scope.

3. Develop a plan for monitoring the scope of training and/or assessment services. The plan should report on any changes that may impact on scope.


T25. Analyse market trends. q qT26. Consult with personnel, clients and stakeholders. q q




Assessor’s name




T27. Research the organisation's capacity and requirements to support existing and/or proposed training and/or assessment services. q q

T28. Develop a plan for monitoring the scope of training and/or assessment services. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment

D80. Demonstrate the ability to research, analyse and evaluate existing and potential scope of training and/or assessment services for an organisation. (TAACMQ504B:1) q q

D81. Demonstrate the ability to determine an organisation’s capacity to provide training and/or assessment services and the costs and benefits to the organisation of providing them. (TAACMQ504B:2)

q q

D82. Demonstrate the ability to finalise and submit documentation relating to modifying scope, to the appropriate authorities. (TAACMQ504B:3) q q

D83. Demonstrate the ability to report on changes (identified by monitoring the training and assessment environment) that may impact on scope. (TAACMQ504B:4) q q


Task skills – perform the task to the required standard as described in the unit of competency q qTask management skills – manage a number of different tasks within the job q qContingency management skills – respond to problems, breakdowns and changes in routine q qJob/role environment skills – fulfil the responsibilities and expectations of a workplace q q




Assessor’s name



Transferability – apply skills that are generic across workplaces q qThe candidate’s overall performance met the standard. Yes q No q



S(Satisfactory)







Outline of taskFor this task you will be required to develop and coordinate apprentice/trainee training and assessment arrangements. In completing this task you must do the following.

1. Determine and confirm apprentice/trainee, training and/or assessment requirements. Ensure you:

communicate apprenticeship or traineeship arrangements with personnel relevant to or impacted on by the arrangement

arrange support for apprentices and trainees.

2. Adhere to relevant legal/organisational responsibilities, policies and procedures. You will need to:

develop training and assessment arrangements that meet regulatory, RTO, funding and reporting requirements.

3. Develop or organise a Training Plan. You must:

communicate the Plan’s responsibilities and OHS issues with the personnel impacted.

4. Organise monitoring arrangements for work-based/on-the-job training. You must:

monitor and document apprentice or trainee performance.

5. Report and record apprentice or trainee performance. Ensure you:

follow government compliance requirements, including AQTF 2007.

6. Document:

your performance in completing the above tasks

a review of apprenticeship/traineeship outcomes and the Training Plan.



Demonstration/Observation Checklist – TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeshipsReporting and recording document


Assessor’s name

Unit(s) of competency TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships



Task – For this assessment, you are required to develop and coordinate apprentice/trainee training and assessment arrangements. In completing this task, you must do the following

1. Determine and confirm apprentice/trainee, training and/or assessment requirements. Ensure you: communicate apprenticeship or traineeship arrangements with personnel relevant or impacted on by the arrangement arrange support for apprentices and trainees.

2. Adhere to relevant legal/organisational responsibilities, policies and procedures. You will need to: develop training and assessment arrangements that meet regulatory, RTO, funding and reporting requirements.

3. Develop or organise a Training Plan. You must: communicate the Plan’s responsibilities and OHS issues with personnel impacted.

4. Organise monitoring arrangements for work-based/on-the-job training. You must: monitor and document apprentice or trainee performance.

5. Report and record apprentice or trainee performance. Ensure you: follow government compliance requirements, including AQTF 2007.




Assessor’s name



Task (continued) – For this assessment, you are required to develop and coordinate apprentice/trainee training and assessment arrangements. In completing this task, you must do the following

6. Document: your performance in completing the above tasks a review of apprenticeship/traineeship outcomes and the Training Plan.


T29. Determine and confirm apprentice/trainee, training and/or assessment requirements. q qT30. Adhere to relevant legal/organisational responsibilities, policies and procedures. q qT31. Develop or organise a Training Plan. q qT32. Organise monitoring arrangements for work-based/on-the-job training. q qT33. Report and record apprentice or trainee performance. q qT34. Review apprenticeship/traineeship outcomes and Training Plan. q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment

D84. Demonstrate the ability to develop trainee or apprentice training and assessment arrangements that meet regulatory, RTO, funding and reporting requirements. (TAACMQ502B:1) q q

D85. Demonstrate the ability to effectively communicate apprenticeship or traineeship arrangements with personnel relevant or impacted on by the arrangement. (TAACMQ502B:1) q q

D86. Demonstrate the ability to arrange support for apprentices and trainees. (TAACMQ502B:1) q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment




Assessor’s name



D87. Demonstrate the ability to develop and implement trainee or apprenticeship Training Plans and communicate the Plan’s responsibilities and OHS issues with personnel impacted on or affected by the Plan. (TAACMQ502B:2)

q q

D88. Demonstrate the ability to monitor and document apprentice or trainee performance against the Training Plan both in on and off the job delivery. (TAACMQ502B:3) q q

D89. Demonstrate the ability to follow government compliance requirements, including AQTF 2007, in apprenticeship or traineeship arrangements. (TAACMQ502B:4) q q

D90. Demonstrate the ability to effectively review and improve apprenticeship or traineeship arrangements and Training Plans. (TAACMQ502B:5) q q







Assessor’s name




S(Satisfactory)







Outline of task:For this task you will be required to develop or modify a workplace or RTO training or assessment policy and procedure. Document:

the research undertaken by determining the requirements for new policies and procedures

internal consultation and communication processes used by stating what consultations took place in the development phase

an implementation plan for implementing new or modified policies and procedures

the procedures developed to regularly review and improve quality of policies/procedures by stating the process you followed to ensure that implementation was successful.



Demonstration/Observation Checklist – TAACMQ501B Develop training and/or assessment organisational policies and proceduresReporting and recording document


Assessor’s name

Unit(s) of competency TAACMQ501B Develop training and/or assessment organisational policies and procedures



Task – You are required to develop or modify a workplace or RTO training or assessment policy and procedure. You must document the following.

the research undertaken by determining the requirements for new policies and procedures internal consultation and communication processes used by stating what consultations took place in the development phase an implementation plan for implementing new or modified policies and procedures the procedures developed to regularly review and improve quality of policies/procedures by stating the process you followed to ensure that

implementation was successful.


T35. research undertaken q qT36. internal consultation and communication processes used q qT37. an implementation plan q qT38. procedures developed to regularly review and improve quality of policies/procedures q qDuring the demonstration or observation of skills, did the candidate do the following? Yes No Comment




Assessor’s name



D91. Demonstrate the ability to develop policies and procedures including the process followed in determining the requirements for new policies and procedures and the consultations that took place in the development phase. (TAACMQ501B:1)

q q

D92. Demonstrate the ability to implement new or modified policies and procedures and the process they followed to ensure implementation was successful. (TAACMQ501B:3) q q







Assessor’s name




S(Satisfactory)




TAA50104 Diploma of Training and AssessmentSection 5 – Candidate’s Information and Self-Evaluation Forms

PART 2

Section 5

Candidate’s Informationand

Self-Evaluation Forms

It is recommended that candidates be provided with this information before applying for RPL.



What is Recognition of Prior Learning (RPL)?RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside the formal education and training system and includes work and life experience including paid and volunteer work and skills attained through leisure pursuits such as musical, mechanical or linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in which students are enrolled. The individual may not need to complete all of a training program if he or she already possesses some of the competencies taught in the program.

Why you should apply for RPLIf you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understand

It is important that you understand the following term to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and work experiences as well as any training that you have successfully completed that can be matched against a set of industry performance standards referred to as units of competency. These units are grouped together to form a specific industry qualification, within the Australian Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall achievement or demonstration of competence). Each of these elements is further broken down into a set of performance criteria which give a more detailed description of the skills and knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach your qualification more quickly.



How to prepare for your RPL assessmentIn order for your skills to be formally recognised as part of a national qualification, Assessors must make sure that you (the candidate) have the required skills and knowledge to meet the industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you have gained over time can be correctly identified and suitably demonstrated. This evidence is gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the opportunity to ask questions and clarify requirements. Being prepared for the assessment process and knowing what you need to provide can save you valuable time and ensure that the RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.

Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either certified copies or the originals to the interview with the Assessor and they can make a copy of them.

3. Bring along any other documentation that you think would support your claim that you have done this work over time.

The following is a list of some of the documents you can provide as examples of your work history:

• brief CV

• certificates/results of assessment

• any licences

• tickets held, eg forklift, crane

• photographs of work undertaken

• diaries/task sheets/job sheets/logbooks

• site training records

• site competencies held record

• membership of relevant professional associations

• hobbies/interests/special skills outside work

• references/letters from previous employers/supervisors

• industry awards



• any other documentation that may demonstrate your trade or industry experience or support your claim.

Depending on where you have worked and what the work may have included, you may or may not have documentary evidence. Do not be put off if you do not have documentary evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.

Is your employer happy to support your aim to become qualified?

Would you feel comfortable if the Assessor contacted your current workplace or previous workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in the industry.

Think about who the best person to confirm your skill level would be.

Think about current or recent supervisors or employers who have observed your work and who would be able to confirm your previous work skills and experience. The Assessor will need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade or industry in which you are seeking recognition.

These could include letters from employers, records of any training courses or professional development sessions attended, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as there are no confidentially issues – see below) or any other relevant documents.

Confidentiality issuesIt is important that sensitive information is not included as part of your Supporting Documentation (as identified in Section 6 and any other documentation you wish to use as evidence). You may need authorisation from your supervisor to use some of your evidence, so it is always best to check the privacy and confidentiality policies of the organisation. Client names should be deleted and financial figures or other personal details should be blacked out and made unidentifiable.



The four steps in the RPL assessment processOnce your training organisation has provided you with the information you need to apply for RPL, you need to follow these four steps in order to complete the process.

Step 1 – Self-Evaluation

Before you decide to apply for RPL you need to assess your current competence for one or several units of competency.

Complete the candidate information and self-evaluation forms provided with as much information of your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to see whether you can demonstrate the required skills and knowledge. You can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements/performance criteria for the relevant unit/s of competency.

It is not enough to simply state that you possess the skills and knowledge required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the variety of experience you have had. You should supply examples of your work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL, as your Assessor will work with you throughout the RPL process.

You will also need to supply the contact details of work referees who can confirm your skills in the industry.

You will also be provided with a list of suggested evidence that you could use to demonstrate that you are competent in a particular unit or units of competency. This list is a guide only. If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with your Assessor.

If you do not believe that you have any suitable evidence, then you should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that you would like to continue with the RPL process, make an appointment for an interview and enrol for RPL.

Note: It is possible to gain RPL for an entire qualification.



Step 2 – Enrolment and interview with the Assessor

An interview with an Assessor who understands your industry will be organised for you. They will review – usually with you – the information and supporting documentation you have provided and match up your skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions relating to your work experience. This questioning forms part of the assessment, as it will identify your current knowledge and skills regarding the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this qualification, it is important that you let your Trainer know that you intend to apply for RPL, then nominate the units you have selected for RPL so that the required documentation can be processed and your application can go ahead.

It is at this stage that a decision will be made whether you are able to proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical demonstration of your skills

Your Assessor will organise with you and your employer to conduct a practical skills test at your workplace (if appropriate) or other suitable location.

This is your opportunity to demonstrate your level of competence on a practical level. The assessment will focus on the skills required in the work activities which relate to the qualification in which you are applying for recognition.

Your Assessor will identify the skills they want you to demonstrate by asking you to complete certain tasks.

Step 4 – Provision of further supporting evidence

Your Assessor will need to confirm your previous work experience with someone (such as your supervisor or employer) who can vouch for your skills over a period of time.

They will contact the referees you have provided as part of the candidate information.

Your Assessor may ask you to give your selected workplace contacts or previous employers the Third Party report to complete. Authentication of these reports by the Assessor would then be required.



After the assessmentAfter the assessment, your Assessor will advise you of the units of competency you have successfully completed. You will also be advised whether you have gained the full qualification or if gaps have been identified during the recognition process. If you do have skill gaps, these may be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor.



Candidate’s Information Form

(You may find it easier to provide the information for the following by attaching a résumé.)

Qualification/Industry in which you are seeking recognition

TAA50104 Diploma of Training and Assessment

Personal details

Surname

First name/s

Any other name/s used

Home address

Postal address (if different from above)

Telephone numbers Home: Work:

Mobile: Fax:

Email address

Are you a permanent resident of Australia?

Yes q No q

Do you need an interpreter to help you with an interview? Yes q No qDo you have a disability which we should be aware of? Yes q No qWill you need special aids if you are required to undertake a practical assessment?

Yes q No q

Please provide details or special needs so that we can assist you if required.

Current employment

Are you currently employed? Yes q No qIf ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

How long have you worked in this job approximately? year/s month/s

Is this occupation in the same industry as the industry in which you are applying for recognition?

Yes q No q If ‘no’, go to the next page.



If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant to your RPL application.

If you have further recent industry experience relevant to your application, please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Training and Assessment Yes No Possibly

I think my experience is of a high level. q q qI think I am skilled to do this job. q q qI know how to do the work tasks really well. q q qI can explain my experience and provide documentary evidence. q q q

I have undertaken much of this work without supervision. q q q

Further training

I have attended training courses in this area of work. q qIf ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Name



Professional referees (relevant to work situation if not already listed on your résumé)

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate’s Employment History Form

(You may attach a current résumé in place of completing this section.)

Name, address and phone number

of employers

Period of employment(DD/MM/YYYY) Position/s

heldFull-timePart-timeCasual

Description of major duties

From To

1.

2.

3.

4.

5.

Attach additional sheet if required.

DeclarationI declare that the information contained in this application is true and correct and that all documents are genuine.




Candidate’s Self-Evaluation Form

Completion instructions

The purpose of completing the Self-Evaluation Form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.

Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below

Competency/TaskI have performed these tasks

Supervisor’s Evaluation

Evidence to support claim

Frequently Never Sometimes Doc No.

Documentation provided (Number and name the document you are providing for easy reference.)

Using a computer to enter or change work information or data. q Not

Well Not Well

Using personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Well q Well1 Copy of Company Personal Protective

Equipment Requirements for my job role.



Candidate’s Self-Evaluation

Cluster 1Candidate’s name Date completed

Cluster 1Competency/Task

I have performed these tasksSupervisor’s Evaluation



Documentation provided (Number and name the document you are providing for easy

reference.)

Q1. Can you demonstrate the ability to continuously improve your own assessment practices and reflect on your own performance in assessing? (TAAASS501B:1)

Q2. Can you demonstrate the ability to plan and organise assessment activities that meet AQTF 2007, Training Package/accredited course and organisational requirements? (TAAASS501B:2)

Q3. Can you demonstrate the ability to manage, lead and develop Assessors? (TAAASS501B:2)

Q4. Can you demonstrate the ability to monitor, evaluate and report on Assessor competence in relation to assessment practice meeting AQTF 2007, Training Package and organisational requirements? (TAAASS501B:3)

Q5. Can you demonstrate the ability to support Assessors in improving their practices? (TAAASS501B:3)



Candidate’s name Date completed






reference.)

Q6. Can you demonstrate the ability to organise assessment validation sessions and to support validation participants in validating assessments and documenting findings for future improvement? (TAAASS501B:4)

Q7. Can you demonstrate the ability to assess appeals to assessment outcomes in line with organisational and AQTF 2007 requirements? (TAAASS501B:5)

Q8. Can you demonstrate the ability to provide advice to an appeal panel, document appeal decisions and communicate decisions to appellant and Assessor? (TAAASS501B:5)

Q9. Can you demonstrate the ability to be a positive role model in the workplace? (TAAENV501B:1)

Q10. Can you demonstrate the ability to assess your own work performance and identify areas of strength, weakness and future development? (TAAENV501B:2)

Q11. Can you demonstrate the ability to gather and act on feedback from clients and colleagues? (TAAENV501B:2)

Q12. Can you demonstrate the ability to undertake professional development on a continuous basis and implement new knowledge and skills for improved work performance? (TAAENV501B:3)









reference.)

Q13. Can you demonstrate the ability to monitor, evaluate and report on professional practice and development? (TAAENV501B:4)

Q14. Can you demonstrate the ability to prepare and plan the evaluation of training and/or assessment systems and activities? (TAACMQ503B:1, 2)

Q15. Can you demonstrate the ability to carry out training and/or assessment system evaluations? (TAACMQ503B:3)

Q16. Can you demonstrate the ability to record and report on training and/or assessment system evaluations? (TAACMQ503B:4)

Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)









reference.)

Supervisor’s name PositionSupervisor’s signature Date










reference.)

Q17. Can you demonstrate the ability to research training markets to determine possible clients, their needs and characteristics and potential qualifications that may meet their requirements? (TAADES501B:1)

Q18. Can you demonstrate the ability to develop two learning strategies that meet the requirements of a Training Package as well as the support, content and pedagogical needs of clients/learners? (TAADES501B:2)

Q19. Can you demonstrate the ability to develop a structured learning strategy that clearly expresses content sequence, outcomes, learning/assessment pathways, delivery and assessment approaches to be used and resourcing requirements? (TAADES501B:3)

Q20. Can you demonstrate the ability to review, evaluate and continuously improve learning strategies in consultation with internal and external clients? (TAADES501B:4)









reference.)

Q21. Can you demonstrate the ability to determine learning resource requirements for training programs that meet the needs of clients, learners and own organisation? (TAADES502B:1)

Q22. Can you demonstrate the ability to design and develop a learning resource that suits the learning styles of the audience, meets the design brief of the client, meets the content requirements of the learning program, and is formatted using a style guide appropriate to the content and audience? (TAADES502B:2, TAADES502B:3)

Q23. Can you demonstrate the ability to review, evaluate and reflect on the learning resource design and development process to ensure the resource meets all necessary requirements and for continuous improvement of own performance? (TAADES502B:4, TAADES502B:5)

Q24. Can you demonstrate the ability to organise training that meets the needs of clients and learners while adhering to AQTF 2007 and the relevant Training Package or accredited course? (TAADEL504B:1)









reference.)

Q25. Can you demonstrate the ability to organise resources (including qualified human resources) that meet the requirements of training programs and clients? (TAADEL504B:1)

Q26. Can you demonstrate the ability to effectively communicate with trainers as well as guide and support them in carrying out their work? (TAADEL504B:2)

Q27. Can you demonstrate the ability to monitor, record, evaluate and continuously improve training services while ensuring legal and organisational requirements are met? (TAADEL504B:3)

Q28. Can you demonstrate the ability to effectively liaise with clients to determine training needs? (TAATAS501B:1)

Q29. Can you demonstrate the ability to collect information on training needs and perform job and task analysis, skills audits and skills gap analysis? (TAATAS501B:2)

Q30. Can you demonstrate the ability to provide accurate oral and written advice to clients regarding training needs? (TAATAS501B:3)

Q31. Can you demonstrate the ability to gather and act on feedback from clients? (TAATAS501B:3)









reference.)












reference.)

Q32. Can you demonstrate the ability to set up two action learning programs that meet the needs of learners and clients and provides learners with adequate resources, instructions and information? (TAADEL502B:1)

Q33. Can you demonstrate the ability to create a supportive learning environment where action learning objectives and expectations are clearly understood and learners feel comfortable in expressing themselves? (TAADEL502B:2, TAADEL502B:3)

Q34. Can you demonstrate the ability to guide a group through action learning activities and assist them in skill development, problem-solving and participation? (TAADEL502B:2, TAADEL502B:3)

Q35. Can you demonstrate the ability to support learners throughout the action learning program and monitor, record and evaluate learner progress? (TAADEL502B:4)

Q36. Can you demonstrate the ability to encourage learners to reflect on their own performance? (TAADEL502B:4)









reference.)

Q37. Can you demonstrate the ability to guide action learning groups in evaluating and recording group progress against learning objectives? (TAADEL502B:5, TAADEL502B:6)

Q38. Can you demonstrate the ability to evaluate, record and report on your own performance? (TAADEL502B:7)

Q39. Can you demonstrate the ability to continuously improve your own teaching performance through self-reflection, updating of skills and knowledge, and review of delivery plans and strategies? (TAADEL503B:1)

Q40. Can you demonstrate the ability to create effective learning experiences, motivate learners and get them to take responsibility for own learning? (TAADEL503B:2)

Q41. Can you demonstrate the ability to create a positive, sensitive learning environment where adult learning principles are used to help with learner development? (TAADEL503B:3)

Q42. Can you demonstrate the ability to monitor, reflect, evaluate and improve on your own training practices? (TAADEL503B:4)










reference.)











reference.)

Q43. Can you demonstrate the ability to determine e-learning resource requirements for training programs/packages that meet the needs of clients, learners and your own organisation? (TAADES503B:1)

Q44. Can you demonstrate the ability to design an e-learning resource that suits the learning styles of the audience, meets the design brief of the client and meets e-learning instructional design principles? (TAADES503B:2, TAADES503B:3)

Q45. Can you demonstrate the ability to acquire and use feedback on an e-learning resource design concept? (TAADES503B:2, TAADES503B:3)

Q46. Can you demonstrate the ability to review, evaluate and reflect on the e-learning resource design process to ensure the resource meets all necessary requirements and for continuous improvement of your own performance? (TAADES503B:4)









reference.)

Q47. Can you demonstrate the ability to be an effective part of an e-learning resource development team? (TAADES504B:1)

Q48. Can you demonstrate the ability to develop an e-learning resource from a design concept that meets the design parameters? (TAADES504B:2)

Q49. Can you demonstrate the ability to develop learning content for an e-learning resource? (TAADES504B:2)

Q50. Can you demonstrate the ability to trial, review and evaluate an e-learning resource and report on improvements identified through feedback to team members? (TAADES504B:3, TAADES504B:4)

Q51. Can you demonstrate the ability to collaborate with others in e-learning resource development, including meeting your own role responsibilities and supporting other team members? (TAADES504B:3, TAADES504B:4)

Q52. Can you demonstrate the ability to set up an e-learning program that meets the needs of clients and learners while adhering to AQTF 2007 and the relevant Training Package or accredited course? (TAADEL501B:1)

Q53. Can you demonstrate the ability to establish an effective e-learning relationship with e-learners? (TAADEL501B:2, 3)









reference.)

Q54. Can you demonstrate the ability to support e-learners when they first begin e-learning, during their studies and at the completion of the program? (TAADEL501B:2, 3)

Q55. Can you demonstrate the ability to monitor, record and provide feedback on e-learner progress? (TAADEL501B:4)

Q56. Can you demonstrate the ability to provide e-learners with opportunities to collaborate in e-learning activities and reflect on their own e-learning progress? (TAADEL501B:4)

Q57. Can you demonstrate the ability to review, report and make recommendations on e-learning programs both during and after program delivery? (TAADEL501B:5)










reference.)











reference.)

Q58. Can you demonstrate the ability (three times) to form a work group to meet client needs? (TAATAS504B:1)

Q59. Can you demonstrate the ability to assist a group in identifying objectives, group roles and responsibilities and in identifying resources available for completing work? (TAATAS504B:1)

Q60. Can you demonstrate the ability to support a group in becoming an effective and cohesive team? (TAATAS504B:2)

Q61. Can you demonstrate the ability to gain participation in group work from all members and extend and challenge a group in completing objectives? (TAATAS504B:2)

Q62. Can you demonstrate the ability to develop group autonomy in task completion? (TAATAS504B:3, TAATAS504B:4)









reference.)

Q63. Can you demonstrate the ability to monitor, document and evaluate group outcomes, including gathering feedback on performance and reporting on group success and possible future improvements? (TAATAS504B:3, TAATAS504B:4)

Q64. Can you demonstrate the ability to promote workplace innovation through providing examples of innovative practice and by organising work teams so they have the right mix of personnel for innovation to occur? (TAACMQ505B:1, TAACMQ505B:2)

Q65. Can you demonstrate the ability to organise work in such a way that innovative practice is encouraged and becomes part of everyday work processes? (TAACMQ505B:3)

Q66. Can you demonstrate the ability to assist team members and workplace personnel to be innovative? (TAACMQ505B:4)

Q67. Can you demonstrate the ability to monitor, evaluate and report on innovative practices in work teams? (TAACMQ505B:5)










reference.)











reference.)

Q68. Can you demonstrate the ability to analyse a tender (including OHS and legal ramifications) to determine your own organisation’s capacity to undertake the work? (TAATAS502B:1)

Q69. Can you demonstrate the ability to conduct a risk assessment? (TAATAS502B:1)

Q70. Can you demonstrate the ability to determine resources, including human, timeframes, budgets and deliverables to address tender requirements? (TAATAS502B:2)

Q71. Can you demonstrate the ability to write, format and submit a tender bid that meets all the requirements of the tender? (TAATAS502B:3)

Q72. Can you demonstrate the ability to develop a plan for completing contracted work that includes a risk management plan and is signed off and agreed to by the client? (TAATAS503B:1)

Q73. Can you demonstrate the ability to organise the resources required for contract completion? (TAATAS503B:2, TAATAS503B:3)









reference.)

Q74. Can you demonstrate the ability to monitor and adjust contract progress, resource and expenditure use, and quality of outputs, in order to meet the client’s requirements? (TAATAS503B:2, TAATAS503B:3)

Q75. Can you demonstrate the ability to monitor, record, evaluate and report on contract success and determine improvements for future work? (TAATAS503B:4)






Stand-alone Unit 1 – TAADES505B Research and develop competency standardsCandidate’s name Date completed

Stand-alone Unit 1Competency/Task





reference.)

Q76. Can you demonstrate the ability to research information for the development of competency standards that meet the needs of a client? (TAADES505B:1)

Q77. Can you demonstrate the ability to write user-friendly competency standards that meet industry/accreditation guidelines as well as client needs? (TAADES505B:2)

Q78. Can you demonstrate the ability to organise a group validation session to review, evaluate and amend (if necessary) draft competency standards so they can be finalised and handed over to client? (TAADES505B:3, TAADES505B:4)

Q79. Can you demonstrate the ability to reflect on your own performance in competency standard development and identify future improvements? (TAADES505B:3, TAADES505B:4)










reference.)





Stand-alone Unit 2 – TAACMQ504B Determine and manage scope of training and/or assessment servicesCandidate’s name Date completed






reference.)

Q80. Can you demonstrate the ability to research, analyse and evaluate existing and potential scope of training and/or assessment services for an organisation? (TAACMQ504B:1)

Q81. Can you demonstrate the ability to determine an organisation’s capacity to provide training and/or assessment services and the costs and benefits to the organisation of providing them? (TAACMQ504B:2)

Q82. Can you demonstrate the ability to finalise and submit documentation relating to modifying scope, to the appropriate authorities? (TAACMQ504B:3)

Q83. Can you demonstrate the ability to report on changes (identified by monitoring the training and assessment environment) that may impact on scope? (TAACMQ504B:4)


Supervisor’s name Position









reference.)

Supervisor’s signature Date





Stand-alone Unit 3 – TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeshipsCandidate’s name Date completed






reference.)

Q84. Can you demonstrate the ability to develop trainee or apprentice training and assessment arrangements for three separate trainees or apprentices, that meet regulatory, RTO, funding and reporting requirements? (TAACMQ502B:1)

Q85. Can you demonstrate the ability to effectively communicate apprenticeship or traineeship arrangements with personnel relevant or impacted on by the arrangement? (TAACMQ502B:1)

Q86. Can you demonstrate the ability to arrange support for apprentices and trainees? (TAACMQ502B:1)

Q87. Can you demonstrate the ability to develop and implement trainee or apprenticeship Training Plans and communicate the Plan’s responsibilities and OHS issues with personnel impacted on or affected by the Plan? (TAACMQ502B:2)









reference.)

Q88. Can you demonstrate the ability to monitor and document apprentice or trainee performance against the Training Plan both in on and off the job delivery? (TAACMQ502B:3)

Q89. Can you demonstrate the ability to follow government compliance requirements, including AQTF 2007, in apprenticeship or traineeship arrangements? (TAACMQ502B:4)

Q90. Can you demonstrate the ability to effectively review and improve apprenticeship or traineeship arrangements and Training Plans? (TAACMQ502B:5)










reference.)





Stand-alone Unit 4 – TAACMQ501B Develop training and/or assessment organisational policies and proceduresCandidate’s name Date completed






reference.)

Q91. Can you demonstrate the ability to develop policies and/or procedures including the process you followed in determining the requirements for new policies and procedures and the consultations that took place in the development phase? (TAACMQ501B:1, 2)

Q92. Can you demonstrate the ability to implement new or modified policies and procedures and the process you followed to ensure implementation was successful? (TAACMQ501B:3, 4)




TAA50104 Diploma of Training and AssessmentSection 6 – Third Party Report and Supporting Documentation

Section 6

Third Party Reportand

Supporting DocumentationIt is recommended that the Assessor verify the third party report with the person who completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.



Third Party Report(Referee testimonial)

All people who verify your work are to complete the details below to ensure validity. (You may need multiple copies of this form.)

TAA50104 Diploma of Training and Assessment

Candidate’s nameReferee’s name(Name of person providing this evidence)

Position/titleWorkplaceWorkplace address

Telephone numbersEmail addressThis report was completed: via interview by Assessor q independently by referee q

Interview conducted by (if applicable)

Date of interviewInstructions As part of the assessment for TAA50104 Diploma of Training and

Assessment, the candidate requires evidence from a third party (employer, supervisor or equivalent). This evidence will be used to validate the candidate’s skills and experience.A letter of support from the organisation validating a range of tasks performed by the candidate over a period of time is useful in identifying competence.

To whom it may concernRe: _____________________________________ who is a ____________________________.

(insert candidate’s name) (insert industry/job title).

I certify that the above-named person has:

worked at ________________________ for a period of ________________________(insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes NoI understand the evidence/tasks the candidate has performed on which I am required to comment. q qI am willing to be contacted if further verification of my statements is required. q q

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely



Signature: _____________________________________ Date: ________________________



Supporting DocumentationCandidate’s name:Date:

TAA50104 Diploma of Training and Assessment required documentary evidence

Document number

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.



Assessor’s Evidence Summary SheetThe Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Place a tick in the appropriate evidence collection method column for each unit of competency.

Place a line through those units not examined as part of this RPL assessment.

Candidate’s name

Date

Unit Code Unit Title

Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Third

Par

ty

Rep

ort

Oth

er

evid

ence

Core units

TAADEL503B Provide advanced facilitation to support learningq Yesq No


q Yesq No


q Yesq No

TAADES501B Design and develop learning strategiesq Yesq No

TAAENV501B Maintain and enhance professional practiceq Yesq No

Elective units

TAADES502B Design and develop learning resourcesq Yesq No

TAADES504B Develop and evaluate e-learning resourcesq Yesq No

TAADEL502B Facilitate action learning projectsq Yesq No

TAATAS501B Undertake organisational training needs analysisq Yesq No

TAATAS503B Manage contracted workq Yesq No

TAATAS504B Facilitate group processesq Yesq No

TAACMQ501B Develop training and/or assessment organisational policies and procedures

q Yesq No

TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/traineeships

q Yesq No

TAACMQ504B Determine and manage scope of training and/or assessment services

q Yesq No

Elective units

TAADES503B Research and design e-learning resourcesq Yesq No



Unit Code Unit Title

Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Third

Par

ty

Rep

ort

Oth

er

evid

ence

TAADES505B Research and develop competency standardsq Yesq No

TAADEL501B Facilitate e-learningq Yesq No

TAADEL504B Lead and coordinate training servicesq Yesq No

TAATAS502B Prepare a tender bidq Yesq No

TAACMQ505B Lead a team to foster innovationq Yesq No

Assessor’s signature

Assessor’s name

Date



TAA50104 Diploma of Training and AssessmentSection 7 – Mapping of Assessment Tools

Section 7

Mapping ofAssessment Tools

This section contains tables with mapping of each of the assessment tools provided, against the requirements of the units of competency, for the qualification, that makes up this Assessment Tool Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered the developers do not give any warranty nor accept any liability in relation to the mapping provided.

Note: It is recommended that these Assessment Tools be validated prior to using them for the first time or after any customisation has been made, to ensure they meet the requirements of the organisation and meet AQTF Standards.



Mapping document for Clusters 1–6and Stand-alone Units 1–4

Using this documentThis document is mapped to the direct sources of evidence required to satisfy competency in this particular cluster.

Each of the columns reflects the particular tool in use, and the numbers relate to the question numbers in that tool which support the relevant performance criteria, critical aspects of evidence or required knowledge and skills in this cluster.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of documentary evidence that the candidate may use to support their application for RPL.



Evidence MatrixThe evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate competence against the elements, performance criteria and critical aspects of evidence, underpinning skills, knowledge, and dimensions of competency (Task Skill – TS, Task Management Skill – TMS, Contingency Management Skill – CS, Job role environment – JRE).

LegendQuestion

(Q)Task(T)

Demonstration(D)

Cluster 1Units of competencyTAAASS501B Lead and coordinate assessment systems and servicesTAAENV501B Maintain and enhance professional practice


Element Performance Criteria Questions Practical TasksSupplementary Evidence

Candidate’s Evidence

Third Party Report








Third Party Report

Element 1 – Develop and extend assessment expertise

1.1 Relevant and current research on assessment is accessed, read and incorporated into own and others' assessment practice.

1.2 Opportunities to extend assessment expertise are sourced and accessed and new/extended assessment skills and knowledge are incorporated into own and others' assessment practice.

1.3 A range of assessment methods is demonstrated in assessment practice.

1.4 Cognitive skills are used to guide and support quality assessment practice and address issues in assessment practice.

1.5 Ethical standards underpin assessment practice.1.6 Reflection is used to explore and extend expertise in

assessment.

Q1 T1D1

Q1 Q1








Third Party Report

Element 2 – Lead assessment activities

2.1 Assessment strategies are developed and confirmed in assessment only pathways.

2.2 Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed.

2.3 AQTF and organisational requirements relating to the competence of assessors are confirmed and documented.

2.4 Where required, partnership arrangements are initiated and developed setting out identified roles, responsibilities and services to be provided.

2.5 Strategies for communication and networking are established and maintained with and between assessors.

2.6 Leadership skills are used to provide clear direction, advice and support to assessors.

2.7 Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel.

Q2, 3 T1, 2D2, 3

Q2, 3 Q2, 3

Element 3 – Monitor assessment practice

3.1 Assessment practice of assessors is systematically monitored in relation to:3.1.1 how client/candidate needs are being met3.1.2 how effectively and accurately the designated

competency standards are being interpreted by assessors as the benchmarks for assessment

3.1.3 how the principles of assessment are being applied in assessment practice

3.1.4 assessors' application of assessment methods and assessment tools

Q3, 4 T2D4, 5

Q4, 5 Q4, 5








Third Party Report

3.1.5 how the rules of evidence are being applied in gathering evidence

3.1.6 whether assessment is being conducted in accord with the policies and procedures of the organisation's assessment system

3.1.7 whether organisational/legal/ethical requirements are being met.

3.2 Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice.

3.3 Assessment records are analysed to ensure legal/organisational/ethical requirements are being met and appropriate advice is provided to improve record keeping arrangements where issues arise.

Element 4 – Manage assessment appeals

4.1 Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements.

4.2 Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities.

4.3 Approaches to validation are considered and determined.4.4 Participants in validation are determined and/or

confirmed, and materials and resources needed for validation activities are organised.\

4.5 Guidance and leadership is provided to direct and support participants throughout the validation process.

Q5 T1, 2, 3D6

Q6 Q6







Third Party Report


4.6 Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe.

4.7 Recommendations from validation processes are identified and forwarded to the appropriate authority.

Element 5 – Manage assessment appeals

5.1 Assessment system policies and procedures for assessment appeals are accessed and interpreted.

5.2 Documented appeal claims are accessed, read and interpreted.

5.3 Relevant parties to the appeal are interviewed, and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate.

5.4 Appeal panel is constituted and a timetable is set to hear unresolved claims.

5.5 Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance.

5.6 All documentation relevant to the appeal process is checked for accuracy and completeness.

5.7 Panel decision is confirmed and recorded in accordance with organisational policy and procedures, and outcomes are communicated to the parties.

Q6 T1D7, 8

Q7, 8 Q7, 8







Third Party Report

TAAENV501B Maintain and enhance professional practiceElement 1 – Model high standards of performance

1.1 Personal performance is consistent with the organisation's goals and objectives.

1.2 Appropriate professional techniques and strategies are modelled.

1.3 Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with organisational/legal requirements.

1.4 Ethical and inclusive practices are applied in professional practice.

Q7 T1D9

Q9 Q9

Element 2 – Determine personal development needs

2.1 Personal knowledge and skills are assessed against units of competency and other relevant benchmarks to determine development needs and priorities.

2.2 Changes in vocational education and training policy and operating environments are identified and the impact on professional practice and personal development needs is determined.

2.3 Feedback from colleagues and clients is used to identify personal learning needs/areas of professional development.

2.4 Future career options are identified.2.5 Personal learning needs are documented and updated.2.6 Personal development needs are discussed with relevant

personnel for inclusion in the professional development plan.

Q8, 9 T3D10, 11

Q12Q10, 11

Q12Q10, 11







Third Party Report

TAAENV501B Maintain and enhance professional practice

Element 3 – Participate in professional development activities

3.1 Development opportunities suitable to personal learning style/s are selected and used to support continuous learning and maintain currency of professional practice.

3.2 Professional networks are participated in to support continuous learning and to maintain professional practice.

3.3 Own performance and professional competency is continuously improved through engagement in professional development activities.

3.4 Technology is used to maintain regular communication with relevant networks, organisations and individuals.

Q10 T3D12

Q12 Q12

Element 4 – Reflect on and evaluate professional practice

4.1 Developments and trends impacting on professional practice are researched and integrated into work performance.

4.2 Feedback from colleagues/clients is used to identify and introduce improvements in work performance.

4.3 Innovative and responsive approaches for improving professional practice are identified through the use of continuous improvement techniques and processes.

4.4 Records, reports and recommendations for improvement are managed within the organisation's systems and processes.

Q10 T2, 3D13

Q13 Q13







Third Party Report

TAACMQ503B Lead and conduct training and/or assessment evaluationsElement 1 – Identify the basis for the evaluation

1.1 The purpose, objectives and scope of the evaluation are determined and confirmed with relevant persons.

1.2 Previous relevant evaluations are accessed and reviewed, where appropriate.

1.3 Relevant framework and criteria for conducting the evaluation are identified and interpreted.

1.4 Appropriate evaluation models/methods are considered and selected in accordance with purpose, scope and operating context, and appropriate instruments are developed.

Q11 T2D14

Q14 Q14

Element 2 – Plan evaluation of training and/or assessment services/system

2.1 Specific organisational documentation/information required for the evaluation is sourced and collated.

2.2 Persons to be involved in the evaluation process are determined, consulted and roles and responsibilities are confirmed.

2.3 Resources to perform the evaluation are determined.2.4 A schedule is drawn up outlining timing of the evaluation

process.2.5 A communication strategy is developed to inform all

parties impacted by the evaluation.2.6 A risk analysis of factors/issues impacting on evaluation

process/outcomes is undertaken.2.7 An evaluation plan is written, documented and approved

by relevant personnel, where required.

Q11 T2D14

Q14 Q14







Third Party Report


Element 3 – Conduct evaluation of training and/or assessment services/systems

3.1 Specific organisational documentation/information relevant to the evaluation focus is analysed in accordance with evaluation criteria, and key points are noted.

3.2 Relevant persons are interviewed using interview skills/questioning techniques to clarify points and to obtain further relevant information.

3.3 Training and/or assessment processes and operating systems are observed to confirm documentary and interview-based evaluation evidence.

3.4 Communication and interpersonal skills are used to maintain a professional focus.

3.5 Records and notes of all evaluation proceedings are documented.

Q12 T2D15

Q15 Q15

Element 4 – Determine and report evaluation outcomes

4.1 Records/notes of evaluation process are analysed and information is synthesised to provide the basis for determining evaluation outcomes.

4.2 Identified issues are considered and further information is collected, where required.

4.3 Evaluation outcomes are determined.4.4 Final report is prepared and filed in accordance with

evaluation policy and procedures.4.5 Results of the evaluation outcomes are communicated to

the target audience in a systematic and timely manner.4.6 Follow-up actions are instigated, where relevant.

Q12 T3D16

Q16 Q16







Third Party Report

Critical Aspects of Evidence Demonstrated continuing development of own assessment expertise.

T3D1, 2

Q1, 2 Q1, 2

Providing leadership, direction and support to other Assessors, including role modelling good assessment practice.

T1D3

Q3 Q3

Monitoring the work of Assessors and others involved in carrying out assessments.

T1, 2D4

Q4 Q4

Taking responsibility for initiating, organising and facilitating assessment validation and appeals processes.

T1D6, 7, 8

Q6, 7, 8 Q6, 7, 8

Evidence of contribution to professional development plan. T3D10, 12

Q10, 12 Q10, 12

Evidence of networking and using technology to gain information and other support.

T2D11

Q11 Q11

Evidence of participating in professional development activities and maintaining currency.

T3D12

Q12 Q12

Evidence of incorporating self-reflection and feedback obtained from clients/colleagues into professional practice.

T2, 3D10, 11

Q10, 11 Q10, 11

An implemented evaluation plan, covering evaluation scope, objectives and outcomes evaluation schedules/timelines evaluation processes for gaining evidence evaluation methods for collecting evidence feedback and reporting strategies and timelines contingency plans

T2D14, 15

Q14, 15 Q14, 15

reporting procedures including a final report to the chief







Third Party Report

executive officer/managing director and/or other managers on the training and/or assessment organisation's compliance with the standards for review and ongoing improvement.

A communication strategy. T2D14

Q14 Q14

A risk analysis. T2D14, 15

Q14, 15 Q14, 15

Required knowledge Organisational goals/objectives

Organisational processes, procedures and opportunities relating to professional development

Continuous improvement techniques

Social and education trends and changes impacting on the vocational education and training environment

Networks relevant to professional practice

Standards/principles, ethnical/inclusive principles and practices

Types and availability of training development activities and opportunities

Relevant policies, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation

OHS knowledge relating to the work role/work context, and OHS when managing own professional practice and performance

Competency-based assessment

The structure and application of competency standards







Third Party Report

How to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency

AQTF requirement for assessment

The organisation's assessment system policies and procedures

Different assessment methods, purposes and applications

Appeals mechanisms within the organisation

Different types of assessment tools, what tools work for what types of evidence, what are well-constructed assessment tools and why

Principles of assessment and how they guide assessment, validation, appeals processes

Rules of evidence, why are they important, particularly in a validation context

What an assessment strategy and an assessment plan are, and what the components of assessment strategies and assessment plans are

What validation, purpose/focus of carrying out validation, different approaches to assessment validation and the critical aspects of validation are

Different activities and tools for validation and their appropriateness to the purpose/focus

A range of technology and its application to improve or assist in quality assessment







Third Party Report

Roles and responsibilities of workplace trainers/facilitators, assessors and others – such as vocational experts, workplace supervisors and support persons – in the assessment process, including OHS obligations and duty of care

Strategies which ensure the assessment process is transparent and credible

Team and group roles and processes

Legal, organisational and ethical responsibilities associated with the assessment system

Code of Practice for Assessors

Training Packages and accredited courses, and what comprises quality training and assessment services

How training and/or assessment organisations operate

Requirements of AS3911:2 and its relationship to conducting audits under the AQTF

Compliance with quality management requirements, eg ISO 9001 2000, Total Quality Management

Terminology relating to quality evaluation processes

Evaluation models/methods

Records management systems

Required skills Analysis and interpretation skills

Observation skills

Technology skills

Evaluation skills







Third Party Report

Research skills

Problem-solving skills

Literacy skills

Leadership skills

Communication skills

Individual facilitation techniques

Conflict resolution techniques

Team and group skills

Capacity to encourage, accept and utilise feedback

Awareness and sensitivity to individual difference and culture

Reflection skills

Networking skills to build an industry network

Time management skills

Interpersonal skills



Cluster 2Units of competencyTAADES501B Design and develop learning strategiesTAADES502B Design and develop learning resources

Units of competencyTAADEL504B Lead and coordinate training servicesTAATAS501B Undertake organisational training needs analysis



Third Party Report

TAADES501B Design and develop learning strategiesElement 1 – Determine the parameters of the learning strategy

1.1 The purpose of the learning strategy is clarified.1.2 The likely target groups and their needs for learning are

clarified.1.3 The characteristics of the likely target groups are

researched and identified.1.4 Qualification options for meeting the likely target group

needs are researched, and the appropriate option is selected.

1.5 Consultations are carried out to confirm the parameters of the learning strategy with relevant people.

Q13 T4D17

Q17 Q17

Element 2 – Develop the framework for the learning strategy

2.1 The learning strategy design reflects the qualification requirements of the selected qualification.

2.2 Industry or organisation documentation is analysed to determine additional and supporting requirements.

2.3 Options for design are researched and analysed, based on likely target groups, their learning needs and contexts for delivery.

2.4 The learning strategy design reflects and is supported by appropriate learning theories and instructional design principles.

2.5 The design approach is determined and broad content headings are identified and documented.

2.6 Consultations are carried out to confirm the framework.2.7 The review process for the learning strategy is developed.

Q14 T4D18

Q18 Q18







Third Party Report

TAADES501B Design and develop learning strategies

Element 3 – Devise the content and structure of the learning strategy

3.1 Each content heading is elaborated and documented to form an overview of content to be addressed.

3.2 The content is sequenced to support learning, and overall timelines are determined within operating constraints.

3.3 Learning strategy outcomes are expressed to reflect both generic and specific learning outcomes to be achieved.

3.4 Pathways are addressed and documented.3.5 Appropriate delivery and assessment strategies are

identified and documented, taking account of the learning parameters, design framework and learning context.

3.6 Operational requirements are identified and documented.3.7 The completed learning strategy is checked for

completeness.

Q15 T4, 5, 6D19

Q19 Q19

Element 4 – Review the learning strategy

4.1 The learning strategy is reviewed in collaboration with relevant people against relevant criteria prior to and post implementation.

4.2 A post-implementation review process is documented which includes measures for identifying the effectiveness and quality of the learning strategy.

4.3 Recommendations/changes based on outcomes of the review processes are made, where appropriate, and documented.

4.4 Modifications are further confirmed with relevant people, where appropriate.

Q16 T4D20

Q20 Q20








Third Party Report

Element 1 – Research and interpret the learning resource requirements

1.1 The brief, focus and type of learning resource are clarified with the client.

1.2 The likely target audience/s, their learning needs and the learning environment for the resource are researched.

1.3 The characteristics of the learners/end users of the learning resource are identified.

1.4 Existing information which may be relevant is gathered, collated and analysed.

1.5 Ethical and legal considerations are identified and acted upon.

1.6 A development work plan is written and documented.

Q17 T6D21

Q21 Q21

Element 2 – Design the learning resource and plan the content

2.1 A range of design options is generated using a variety of principles and techniques.

2.2 Time is taken to reflect on the designs, identifying the implications of each.

2.3 The diversity of learners/end users and their learning styles are researched and embedded into the design specifications.

2.4 An outline or prototype for the learning resource is developed and confirmed with the client.

2.5 The content specifications of the learning product are analysed and the proposed content is mapped out.

2.6 The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints.

2.7 Relevant personnel are identified to support the development phase, if needed.

Q18 T6D22

Q22 Q22








Third Party Report

Element 3 – Develop the learning resource content

3.1 Content and content specification is developed in accordance with the agreed design

3.2 Modifications are made to the design and/or content, where necessary, to address changes in project parameters.

3.3 Mechanisms for reviewing work in progress are established.

3.4 Text is clear, concise, grammatically correct and appropriate for the intended audience/s.

3.5 Visuals are relevant, instructive and appropriate for the intended audience/s.

3.6 The resource is formatted using an appropriate style guide.

Q18 T6D22

Q22 Q22

Element 4 – Review learning resource prior to implementation

4.1 Content of the resource is checked to ensure the accuracy and relevance of information against content specifications.

4.2 Text, format and visual design are checked for clarity and focus.

4.3 An external review is conducted using appropriate methods, and feedback is incorporated where relevant.

4.4 Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client.

Q19 T6D23

Q23 Q23








Third Party Report

Element 5 – Evaluate the design and development process

5.1 The design and development process is reviewed against appropriate evaluation criteria.

5.2 Time is taken to reflect and identify areas for improvement.

5.3 Identified improvements are documented for future projects.

Q19 T6D23

Q23 Q23

TAADEL504B Lead and coordinate training servicesElement 1 – Organise and arrange training services

1.1 Documentation relating to scope and legal/organisational requirements for training services is identified, accessed and interpreted.

1.2 Availability and suitability of relevant trainers/facilitators are identified including across sites.

1.3 Availability of material and physical requirements is confirmed with relevant personnel within budget specifications.

1.4 Capacity to provide training services in accordance with scope and legal/organisational requirements is determined and partnership arrangements are developed, organised, agreed and documented as written agreements, where relevant.

1.5 The training schedule is developed, discussed and agreed with relevant persons.

Q20 T4, 5D24, 25

Q24, 25 Q24, 25

Element 2 – Organise and lead training personnel

2.1 Quality requirements relating to the competency of trainers/facilitators are confirmed and documented.

2.2 Communication and reporting arrangements are determined and agreed.

Q21 T4, 5D26

Q26 Q26

TAADEL504B Lead and coordinate training services







Third Party Report

2.3 Opportunities for professional/staff development and internal/external networking are established.

2.4 Leadership skills and coaching and mentoring assistance is provided to guide and support trainers/facilitators in carrying out their work and issues/irregularities are identified and addressed in a timely and appropriate manner.

Element 3 – Monitor training operations

3.1 The training schedule is monitored and contingencies are addressed.

3.2 Partnership arrangements are monitored in accordance with written agreements, where relevant.

3.3 Training records and reports are monitored to ensure legal/organisational requirements are met.

3.4 Feedback from clients and stakeholders is initiated, monitored and addressed.

3.5 Outcomes and recommendations of internal/external evaluations of training services are implemented and changes in training services operations are documented and monitored.

3.6 Directions for continuous improvement in the provision of training services are identified and reported to relevant persons.

Q22 T4, 5D27

Q27 Q27








Third Party Report

Element 1 – Identify organisational/client needs

1.1 Discussions are held with clients to identify and verify client objectives, expectations and organisational requirements.

1.2 Appropriate communication and interpersonal skills are used to develop a professional relationship with the client.

1.3 Existing or potential issues to be addressed are identified and analysed to determine the impact on client objectives and requirements.

1.4 Resources are identified and accessed in accordance with organisational requirements.

1.5 A consultation plan is developed with relevant persons and is negotiated and agreed by the client.

Q13, 20 T4, 5D28

Q28 Q28

Element 2 – Conduct training needs analysis

2.1 Reliable and appropriate methods for collecting information and data on current, emerging and future training needs are employed which make efficient use of resources.

2.2 Work is analysed to determine skills and competencies required for effective performance.

2.3 Information and data is gathered to determine current skills/competency profile of staff in accordance with legal/organisational/ethical requirements.

2.4 Information is analysed using reliable and valid data analysis methods to determine skills competency match and identification of current/emerging/future organisational training needs.

2.5 Conclusions on organisational training needs are supported by verifiable evidence and are consistent with research objectives.

Q23 T4, 5D29

Q29 Q29








Third Party Report

Element 3 – Provide advice to clients

3.1 Clients are provided with clear advice and recommendations on training and assessment needs.

3.2 Clients are provided with options for meeting identified training needs.

3.3 Feedback and comments on suitability and sufficiency of advice and recommendations are obtained.

3.4 Final report is completed and presented to the client, and processed in accordance with legal/organisational requirements.

Q24, 25 T4, 5D30, 31

Q30, 31 Q30, 31

Critical Aspects of Evidence A minimum of two examples of a learning strategy designed by the candidate with differentiated design structures in each that reflect the specific qualification requirements, client needs and contexts of application.

T4D17, 18, 19

Q17, 18, 19 Q17, 18, 19

A complete print-based learning resource product.orEvidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit.

T6D22

Q22 Q22

Evidence of transferable application to the development of other learning resources designed under the guidelines for Training Package support materials.

T6D21, 22, 23

Q21, 22, 23 Q21, 22, 23

Demonstrated performance in coordinating training services in one or more areas of service delivery and which encompasses: establishing operational parameters and requirements developing training schedules providing leadership, support and guidance to

trainers/facilitators.

T4, 5D24

Q24 Q24







Third Party Report

A report of research undertaken. T4D29

Q29 Q29

Recommendations made to the client in the form of a plan outlining the delivery of future services, if required.

T4, 5D30

Q30 Q30

Required knowledge Relevant policies, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation

Training Packages and accredited courses, and what comprises quality training and assessment services

AQTF including: standards for Registered Training Organisations (RTOs) standards for State and Territory Registering/Course

Accrediting Bodies key features of each qualification guidelines for each qualification title national guidelines on cross-sector links issuing a qualification guideline for qualification title of the

learning strategy guidelines on cross-sector qualification linkages

Industry and enterprise knowledge

A general knowledge of the main branches of adult learning theory

Learning principles

Instructional learning design

Assessment







Third Party Report

Appropriate cultural sensitivity

Sources of information

Relevant OHS knowledge relating to the work role, and OHS considerations which need to be included in the learning strategy

Sound knowledge of the vocational education and training system

Visual design principles/techniques

A range of learning approaches and styles of learning resources

Different learning styles

Language, literacy and numeracy (LLN) issues

Organisational policies and procedures relating to the scope of training services

Organisation's quality management systems and processes

Content of relevant Training Packages, competency standards or other organisational benchmarks for training services

Content of relevant documented learning strategies to guide and support the provision of training services

Content of relevant documented learning programs and/or work-based learning pathways to guide and support the provision of training services, where relevant

How to develop delivery plans, learning activities

Delivery and facilitation methods and practices


Evaluation techniques







Third Party Report

Industry and enterprise knowledge

Range of evaluation and research methodologies

The external environment relating to social, political, economic and technological developments


Observation skills


Literacy skills

Leadership skills




Planning skills

Research skills and techniques to gather and interpret information relevant to the content and development of the learning strategy

Review and analysis skills

Computer/technical skills

Analytical skills

Coaching and mentoring techniques

Skills to accurately calculate material and physical operational requirements







Third Party Report

Skills to manage diversity policies and procedure

Skills to develop and initiate support systems for trainers/facilitators

Integrative thinking skills

Numerical skills

Negotiation and facilitation skills



Cluster 3Units of competencyTAADEL502B Facilitate action learning projects




Third Party Report

TAADEL502B Facilitate action learning projectsElement 1 – Prepare for action learning

1.1 The needs of the organisation and the learners are researched and confirmed.

1.2 A facilitation guide is developed with stakeholders.1.3 Resources which engender a work-based action learning

approach are researched and collated.1.4 Information about the action learning process is

distributed to all learners in the group.

Q26 T7, 8D32

Q32 Q32

Element 2 – Introduce action learning

2.1 An environment conducive to collaboration and safety is set up.

2.2 Communication and interpersonal skills are used to welcome and engage the group.

2.3 The expectations, knowledge and expertise of individuals in the group are identified and acknowledged.

2.4 The principles of action learning are explained and discussed.

2.5 Anticipated objectives, outputs and outcomes, and evaluation methods are clarified and confirmed.

2.6 Resources are introduced and discussed.

Q27, 28 T7, 8D33, 34

Q33, 34 Q33, 34

Element 3 – Facilitate action learning

3.1 The group is guided to jointly develop and document an action plan, and modify as required.

3.2 Sessions are timetabled and varied activities are paced to suit the learning needs and learning styles of the participants and to maximise participation and engagement.

3.3 Generic skill development is encouraged through facilitated learning.

Q27, 28 T7, 8, 9D33, 34

Q33, 34 Q33, 34








Third Party Report

3.4 The strengths and relationships within the group are observed and extended to drive the learning experience and to maintain group dynamics.

3.5 Problem solving, contingency management and time management skills and strategies are used to address issues as they arise.

3.6 Information to assist with out of session implementation of action learning is distributed and discussed.

Element 4 – Continuously evaluate action learning

4.1 The effectiveness of communication within the group is discussed and evaluated.

4.2 Learners are supported to self-assess and reflect on personal and group learning.

4.3 A range of evaluation methods is used to periodically evaluate and document progress against the objectives/intended outcomes of the facilitation guide.

4.4 Ongoing evaluations and reflections are synthesised and used to continuously modify or adapt action learning process and individual/group activities, as required.

Q29 T10D35, 36

Q35, 36 Q35, 36

Element 5 – Identify ongoing group purpose and sustainability

5.1 Learners are supported and encouraged to determine agreed directions and future of the group.

5.2 Guidance is provided to address group deliberations.5.3 The agreed directions and outcomes are defined.

Q30 T10D37

Q37 Q37

Element 6 – Facilitate group evaluation

6.1 The group's overall evaluation of the action learning process is facilitated against the action plan in line with the agreed evaluation process.

6.2 The group evaluation is documented and agreed by the group.

Q30 T10D37

Q37 Q37







Third Party Report


6.3 The group is supported to promote and disseminate outcomes and any outputs/products, as appropriate.

6.4 All documentation in relation to the action learning project is filed according to organisational requirements.

Element 7 – Reflect on personal facilitation skills

7.1 Feedback from the action learning group and other stakeholders is gathered and analysed.

7.2 Self-assessment and reflection are carried out to evaluate own performance.

7.3 Feedback on personal facilitation skills is sought from colleagues or other relevant persons.

7.4 Feedback is synthesised to determine improvements for future action learning facilitation.

Q31 T10D38

Q38 Q38

TAADEL503B Provide advanced facilitation to support learningElement 1 – Develop and extend teaching, facilitation and learning practices

1.1 Knowledge of teaching methodologies, facilitation approaches and learning theories is regularly updated to inform, guide and extend delivery and facilitation practices.

1.2 This knowledge is synthesised with experiences in teaching and facilitation to support flexibility, innovation and adaptations in differing circumstances.

1.3 Current vocational competency/subject matter expertise frames the content of teaching, facilitation and learning practices.

1.4 Ethical standards underpin teaching, facilitation and learning practices.

1.5 Own practice as a trainer/facilitator is continually evaluated and reflected upon to determine appropriateness of delivery methods.

Q31 T7, 8, 9D39

Q39 Q39







Third Party Report


1.6 Existing delivery strategies and delivery plans are reviewed for quality and appropriateness and recommendations to revise are made as necessary.

1.7 Collaborative facilitation models are used to broaden teaching, facilitation and learning skills and knowledge.

Element 2 – Develop learner independence

2.1 Effective learning experiences are created using appropriate learning theories, principles and inclusive practices.

2.2 Potential barriers to learning are acknowledged and addressed, where possible, through learner support and adjustment strategies.

2.3 Communication and interpersonal skills are used effectively to motivate learners.

2.4 Facilitation practices extend learners' repertoire of preferred learning styles and enhance learner readiness for new learning.

2.5 Facilitation practices progressively transfer responsibility for learning in accordance with learners' readiness.

Q32 T8, 9D40

Q40 Q40

Element 3 – Manage learning 3.1 Learner cues and feedback are observed and facilitation skills are reviewed, and revised where necessary, to maintain learning momentum.

3.2 Activities to develop meta-cognition skills and generic skills are integrated into facilitation and learning practices.

3.3 Sensitivity related to diversity of culture, learning styles, abilities and experience is modelled.

3.4 Explanations of theoretical ideas and principles are linked to learners' existing knowledge and experience using comprehensible language.

Q33 T8, 9D41

Q41 Q41







Third Party Report


Element 4 – Reflect on teaching, facilitation and learning practices

4.1 Teaching, facilitation and learning practices are examined to explore, test and develop ideas and theories of learning, and the implications of this for ongoing development of trainer/facilitator competency.

4.2 Formal and informal monitoring is used to collect evidence for reflections on practice.

4.3 Feedback from learners, other clients, colleagues and relevant personnel is sought and used to reflect on performance.

4.4 Reflection is used to explore and extend expertise in delivery and facilitation practices.

Q31 T10D42

Q42 Q42

Critical Aspects of Evidence A minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, performance criteria, knowledge and skills to be demonstrated.

T7, 8, 9D32–38

Q32–38 Q32–38

Demonstration of: application of learning theories to different practices in

different contexts the selection and use of different teaching and delivery

methods applied in different delivery modes which are relevant and appropriate to different learners and their needs

integration of theory and practice in own performance and in supporting the learner's developing competency

strategies to support increasing learner independence documentation of reflection processes and outcomes.

T7, 8, 9, 10D32–38

Q32–38 Q32–38

Documentary evidence of direct observations of advanced facilitation practice by third parties such as supervising teachers/trainers, peers, colleagues, learners, other clients

T8, 9D34, 35

Q34, 35 Q34, 35







Third Party Report

Analysis of feedback from a range of sources and reflection on the success of the training delivery.

T10D38, 39

Q38, 39 Q38, 39


OHS knowledge relating to the work role/work context, and OHS when managing own professional practice and performance

Principles of intellectual property

Data retrieval and interpretation systems

Learning principles

Action learning principles

Current and emerging workplace action learning approaches

Group learning dynamics

Different learning styles and how to encourage and cater for them

Different learning modes or devices

Context in which the action learning is taking place

Change management models

Evaluation and reflection methods for groups and individuals and their different purposes/outcomes

A sound knowledge of learning theories

Code of practice and/or ethics relevant to the vocational education and training sector







Third Party Report

Ways in which Training Packages, accredited curricula and learning resources can be contextualised to meet the needs of individual learners

Range of ways in which professional practice can be adapted to meet the needs and expectations of individual learners in different learning contexts

Research methodologies

Learning needs of a range of vocational education and training learners

Required skills Observation skills


Literacy skills


Reflection skills


Competent use of required technology

Language skills

Group management skills

Skills in a range of delivery methodologies to meet the needs of diverse learners



Cluster 4Units of competencyTAADES503B Research and design e-learning resourcesTAADES504B Develop and evaluate e-learning resources




Third Party Report

TAADES503B Research and design e-learning resourcesElement 1 – Research and interpret the e-learning resource requirements

1.1 The brief, focus and type of e-learning resource are clarified with the client.

1.2 The likely target audience/s and the e-learning environment are researched.

1.3 The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated.

1.4 Existing information which may be relevant is investigated and analysed.

1.5 Training Package and/or other relevant criteria are read, interpreted and analysed to determine suitability for e-learning delivery and assessment solutions and the outcomes of this analysis are clarified with the client.

1.6 Ethical and legal considerations are identified and acted upon.

Q34 T11, 12D43

Q43 Q43

Element 2 – Generate options for e-learning resource

2.1 Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified.

2.2 Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people.

2.3 Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource.

2.4 Possible constraints are identified and considered in developing design options.

Q35, 36 T11, 12, 13D44, 45

Q44, 45 Q44, 45







Third Party Report

TAADES503B Research and design e-learning resources

2.5 Materials for the trainer/facilitator are identified and documented.

2.6 A preferred design concept is selected and justified as meeting the client requirements.

Element 3 – Create the design concept

3.1 Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required.

3.2 Collaborative arrangements to finalise the design concept are established, where appropriate.

3.3 Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities.

3.4 The design demonstrates flexibility of application with contingency pathways integrated and described in the concept.

3.5 Learner, trainer/facilitator support mechanisms are built into the design.

3.6 A representation of the e-learning resource is created.

Q35, 36 T11, 12, 13D44, 45

Q44, 45 Q44, 45

Element 4 – Finalise the e-learning design concept

4.1 The design concept is reviewed in conjunction with relevant persons.

4.2 The review process addresses relevant criteria to ensure relevance to the product and learner needs.

4.3 The design concept is adjusted where required and finalised.

4.4 The design concept is approved by the client.

Q37 T12, 13D46

Q46 Q46







Third Party Report

TAADES504B Develop and evaluate e-learning resourcesElement 1 – Participate in the development process

1.1 Individuals who can contribute expertise to the e-learning resource development are identified and proposed to the project manager.

1.2 Own role in developing the e-learning resource is identified and agreed with the project manager including responsibilities for client liaison, where relevant.

1.3 Roles of each team member and their contribution to developing the e-learning resource are clarified through team discussions.

1.4 A collaborative work ethic with team members is demonstrated throughout the development process.

1.5 Appropriate documentation is maintained throughout the development process.

Q38 T12, 13D47

Q47 Q47

Element 2 – Develop the e-learning resource prototype in conjunction with others

2.1 The design concept and any relevant standards or guidelines are read, interpreted and clarified.

2.2 The identified target audience and their learning needs and characteristics are identified or confirmed using information from the design phase.

2.3 The technical parameters and technological requirements are discussed with team members throughout development phase.

2.4 Learning expertise is applied to write or present the learning content for the prototype in accordance with the quality requirements of the design concept.

2.5 Technical and/or content issues are raised with relevant persons immediately they arise and collaborative approaches are used to resolve them.

Q39 T12, 13D48, 49

Q48, 49 Q48, 49







Third Party Report

TAADES504B Develop and evaluate e-learning resources

Element 3 – Trial and evaluate the e-learning resource prototype

3.1 Tools which specify relevant criteria for trialling and evaluation are developed in collaboration with others.

3.2 Trial sites/audiences/users are identified, confirmed and the trialling/evaluation process is undertaken in collaboration with others.

3.3 Feedback and results from the evaluation are documented and analysed to determine any changes or improvements relating to own areas/s of development responsibility.

3.4 Identified modifications are made and the prototype is finalised in collaboration with others.

Q38, 40 T12, 13D50, 51

Q50, 51 Q50, 51

Element 4 – Collaborate in developing the full e-learning resource

4.1 Designated responsibilities in developing the e-learning resource are carried out and any milestones, budgets and timelines are met.

4.2 Other members of the project team are supported in fully developing and completing their designated components of the resource.

4.3 The completed e-learning resource is evaluated through a collaborative process with team members against criteria, standards and guidelines.








Third Party Report

Element 1 – Establish thee-learning environment

1.1 The learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and any e-based delivery requirements.

1.2 Initial knowledge of group and individual learner styles and learner characteristics is developed to support effective planning to facilitate e-learning using available information.

1.3 The suitability of e-learning as a delivery mode is considered and appropriate recommendations are made, where required.

1.4 An e-learning delivery plan is developed to plan, manage and sequence e-learning activities and events to ensure logical progression of learning content and continuity of e-learner progress.

1.5 Technical requirements for the e-learning environment are confirmed.

1.6 E-learning resources and materials are trialled and checked for technical glitches.

1.7 Protocols for the e-learning environment are developed and documented.

1.8 Specific technical support needs and mechanisms for e-learners are identified and organised.

Q41 T11D52

Q52 Q52








Third Party Report

Element 2 – Introduce e-learning

2.1 Outcomes of learner recognition processes are obtained from relevant persons to provide flexible responses to individual e-learner needs.

2.2 An effective induction to the e-learning environment is provided and objectives and e-learning protocols are discussed, clarified and agreed.

2.3 E-learning facilitation relationships are established between trainer/facilitator and e-learners using appropriate communication tools and skills.

2.4 Relationships between e-learners are initiated to support inclusivity, acknowledge diversity and enable a positive e-learning environment.

Q42, 43 T11D53, 54

Q53, 54 Q53, 54

Element 3 – Guide and facilitate e-learning

3.1 E-learning is facilitated in accordance with the e-learning delivery plan using relevant electronic tools and facilitation skills.

3.2 Good practice in e-learning is demonstrated to ensure an effective learning experience.

3.3 Technical issues are addressed where required using relevant technical support mechanisms.

3.4 Opportunities for authentic learning, practice and formative assessment are built into the e-learning experience.

Q42, 43 T11D53, 54

Q53, 54 Q53, 54








Third Party Report

Element 4 – Monitor e-learning 4.1 E-learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met.

4.2 Support and guidance are provided inside and outside the e-learning environment as appropriate.

4.3 E-learner interaction with others and participation in e-learning activities are continuously monitored and interventions are made, where necessary to maintain momentum and engagement.

4.4 Opportunities are provided for e-learners to reflect and record own learning progress.

4.5 E-learner collaboration is encouraged and promoted inside and outside the e-learning environment to enhance learning experiences.

4.6 Learner records are maintained, stored and secured in accordance with legal/organisational requirements.

Q44, 45 T11, 14D55, 56

Q55, 56 Q55, 56

Element 5 – Review e-learning processes

5.1 A mid-point review is conducted to evaluate the effectiveness of e-learning delivery and facilitation.

5.2 A further review is undertaken post-completion of the learning program/course/qualification.

5.3 Time is taken to reflect on own performance as an e-learning trainer/facilitator and ways to improve performance are explored.

5.4 Recommendations for improvements in facilitating e-learning and appropriateness of e-learning systems, tools and resources are identified and documented, and discussed with relevant personnel for future action.

Q46 T14D57

Q57 Q57

Critical Aspects of Evidence A minimum of one completed design concept for an e-learning resource which reflects the outcomes and performance requirements of the unit.

T12D44

Q44 Q44







Third Party Report

Evidence of supporting and contributing to the development for an e-learning resource through collaborative working relationships with colleagues: contributing to the development of a prototype developing the specific components/areas of content conducting the trial and evaluation responding to feedback, modifying the prototype and

finalising the resource in association with team members.

T12, 13, 14D47–49

Q47–49 Q47–49

The facilitation of one or more e-learning programs or qualifications.

T11D52–57

Q52–57 Q52–57


Language, literacy and numeracy appropriate for the learner group

Cultural and educational background of the learners Design features which facilitate access to e-learning by range of likely user groups

How to create an effective learning experience using electronic technology

A range of e-learning environments and their application in designing e-learning resources

Differences in e-learning mode versus face-to-face mode Instructional design for electronic materials Project management OHS relating to the training and/or assessment organisation, work role, and OHS considerations to include in the design of the e-learning resource







Third Party Report

Technical knowledge sufficient to distinguish between a technical problem and a content problem, and to respond accordingly

Vocational/subject matter knowledge of area of delivery Ethics related to e-learning Rationale for the use of different learning activities Cultural sensitivity, particularly in regards to ensuring electronic discussions are culturally sensitive

Required skills Research skills Communication skills Time management skills Representing an e-learning design in a variety of ways Learning, using and understanding electronic technology Anticipating or predicting risks and plan contingencies Ability to design e-learning resources in alignment with AQTF requirements

Collaboration skills Overcoming barriers to e-learning Correctly use e-learning tools High-level organisational skills Flexibility in learning approaches



Cluster 5Units of competencyTAATAS504B Facilitate group processes




Third Party Report

TAATAS504B Facilitate group processesElement 1 – Establish group objectives and processes

1.1 The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified.

1.2 Group input is initiated, confirming objectives.1.3 Group process techniques, activities and timelines are

planned.1.4 Group purpose, processes, expectations and roles of

members are discussed, negotiated and agreed to by the group as a whole.

1.5 Resource requirements are identified and arranged.1.6 Recording processes are discussed and agreed by the

group and confirmed with the client, where applicable.1.7 Appropriate evaluation methods are agreed upon and

incorporated into the process to ensure group and client needs are met, where applicable.

Q47 T15, 17D58, 59

Q58, 59 Q58, 59

Element 2 – Manage facilitation 2.1 Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs.

2.2 Appropriate facilitation skills are used to explore issues/ideas/perspectives in a supportive environment that encourages participation and productive contributions from all group members.

2.3 All interactions with group members reflect sensitivity to social and cultural differences and any individual needs.

2.4 Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference.

Q48, 49 T15, 17D60, 61

Q60, 61 Q60, 61







Third Party Report


2.5 Group members' knowledge, expertise and skills are acknowledged and utilised.

2.6 Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided.

2.7 Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines.

Element 3 – Develop group outcomes

3.1 Proposed outcomes are sought from group members.3.2 Proposed outcomes are noted/documented for group to

discuss and further develop.3.3 Facilitation skills are used to draw a collective and agreed

outcome which responds to individual needs/perspectives.

3.4 Outcomes are documented in accordance with agreed client/organisational and group requirements.

3.5 Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate.

Q50, 51 T15, 17D62, 63

Q62, 63 Q62, 63

Element 4 – Finalise group process

4.1 Feedback and reflection are used to identify and implement improvements to future practice in group processes.

4.2 Evaluation methods are selected and used to identify effectiveness of group process.

4.3 Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process.

Q50, 51 T15, 17D62, 63

Q62, 63 Q62, 63







Third Party Report


4.4 Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation.

TAACMQ505B Lead a team to foster innovationElement 1 – Provide a model of innovative practice

1.1 The value of innovation to team effectiveness is promoted and reinforced within the organisation through modelling and application.

1.2 Research is undertaken to extend knowledge and produce examples of the use and benefits of innovative work practices.

1.3 Examples of how innovation at work skills can be applied in a team context are based on innovation.

Q52 T15, 16D64

Q64 Q64

Element 2 – Organise teams to maximise innovation

2.1 The performance requirements for a specific work activity/project/function are analysed.

2.2 Information is gathered about potential team members and identified strengths and weaknesses are acknowledged.

2.3 Team members are selected to create the right mix of expertise, skills, knowledge to support an innovative approach to the work activity/project/function.

2.4 Team roles are assigned to ensure a match between work requirements and individual team members' capacities.

Q52 T15, 16D64

Q64 Q64







Third Party Report


Element 3 – Organise work to facilitate innovative practices

3.1 The purpose of the team and its responsibilities are communicated in ways that encourage and reinforce team-based innovation.

3.2 Work is organised to enable the application of innovation at work skills, including time.

3.3 Work is allocated to ensure the maximum use of individual and team skills/knowledge and transfer of skills/knowledge to others.

Q53 T15, 16, 17D65

Q65 Q65

Element 4 – Provide guidance and monitor innovation at work practices

4.1 Appropriate guidance is provided to team members on the use of innovation at work skills.

4.2 Team members are encouraged to work collaboratively on teamwork activities which use innovation at work skills.

4.3 Team members are actively encouraged to reflect on team activities and to identify opportunities for improvement and innovation.

4.4 Suggested improvements are positively received and acted upon, where appropriate.

Q54 T17, 18D66

Q66 Q66

Element 5 – Review the use of innovation at work skills in a team environment

5.1 The application of innovation at work skills is reviewed and outcomes are recorded and presented, as appropriate.

5.2 Team members are debriefed and feedback from team members is sought to inform future planning.

5.3 Innovations are communicated in appropriate ways are made where relevant and appropriate.

5.4 Barriers to using innovation at work skills are documented and recommendations for changes to organisational systems, policies and procedures.

Q55 T18, 19D67

Q67 Q67

Critical Aspects of Evidence Selecting a team for a work project that comprises the right mix of expertise, knowledge and skills.

T15, 16, 17D58–62

Q58–62 Q58–62







Third Party Report

Developing and leading innovative work practices within a team. T16D64–66

Q64–66 Q64–66

Modelling the application of innovation at work skills. T17D64

Q64 Q64

Organising work activities/projects/functions to support innovative practices and outcomes.

T17D65

Q65 Q65

Communicating feedback to individuals on effective innovation outcomes on completed work project.

T18, 19D66

Q66 Q66

Evidence collected from at least three separate group processes that address different purposes and include different groups of participants with evidence in each process reflecting: planning resource requirements information provided to the group knowledge, skills and techniques used in facilitation group responsiveness and activities developed to engage

the group outcomes achieved evaluation record/report of process.

T15, 16, 17, 18, 19D59–63

Q59–63 Q59–63


Instructional learning design

Evaluation and reflection methods for groups and individuals and their different purposes/outcomes







Third Party Report

Current techniques for group facilitation processes

Creative thinking techniques

A range of media and learning aides that can be used to promote discussion

Access and equity principles and practices

Evaluation/revision techniques

OHS relating to the facilitation of group processes

Innovation at work skills

Leadership qualities

Group dynamics in a team setting

The qualities of an effective team member

Adult learning principles


Technology skills

Evaluation skills

Literacy skills




Coaching and mentoring techniques

Integrative thinking skills

Numerical skills







Third Party Report

Team leading skills

Administrative skills

A commitment to innovation

Application and modelling of innovation at work skills in own work

Motivational skills

Counselling and consoling skills

Matching personnel competency to task requirements



Cluster 6Units of competencyTAATAS502B Prepare a tender bid




Third Party Report

TAATAS502B Prepare a tender bidElement 1 – Determine tender requirements

1.1 Tender specifications and/or other relevant documentation are obtained and analysed to establish tender requirements.

1.2 Viability to undertake required work is assessed against tender specifications and organisational and/or individual operational capacities and capabilities.

1.3 Risk assessment is conducted on anticipated outcomes in accordance with organisational and legal requirements.

1.4 All occupational health and safety (OHS) and other relevant legislative requirements are interpreted and allowed for within the parameters of the tender requirements.

Q56, 57 T20D68, 69

Q68, 69 Q68, 69

Element 2 – Develop tender content

2.1 Options and ideas to address tender requirements are generated using effective thinking skills and knowledge of tender area.

2.2 Options and ideas are elaborated and refined, and where feasible, further developed with relevant persons.

2.3 Specific timelines, stages, activities and deliverables are defined and documented to meet tender requirements.

2.4 Physical and human resources required to undertake the specified tender requirements are determined and confirmed with relevant persons, where required, in accordance with organisational requirements.

2.5 Financial costings are determined in accordance with organisational requirements, and a proposed budget is prepared, with assistance from others, if required.

Q58 T20D70

Q70 Q70







Third Party Report

TAATAS502B Prepare a tender bid

Element 3 – Prepare tender bid 3.1 Business technology is used to present information in a format that markets capabilities.

3.2 Specific tender criteria and conditions are addressed in writing tender submission/proposal.

3.3 Submission/proposal outlines organisational capabilities.3.4 All information is reviewed to ensure accuracy and

effectiveness in meeting tender specifications.3.5 Final proposal/submission is proofread, formatted and

lodged within designated timelines, and a copy is securely stored in accordance with organisational requirements.

3.6 Presentation materials are prepared and presentation made to client to support the bid, where required.

Q59 T20D71

Q71 Q71

TAATAS503B Manage contracted workElement 1 – Develop effective planning instruments

1.1 The contract is negotiated with the client and finalised in accordance with successful tender bid, any negotiated changes to tender specifications and legal/organisational contractual requirements.

1.2 Strategies for achieving contractual outcomes are developed in consultation with the client and relevant people.

1.3 Quality assurance goals and strategies are established in consultation with relevant people and in accordance with legal/organisational requirements.

1.4 A risk management plan to identify, assess and control risks is developed in accordance with legal/ organisational requirements.

1.5 Planning arrangements are documented and presented to the client for sign-off, where required.

Q60 T21D72

Q72 Q72








Third Party Report

Element 2 – Organise resources and support processes

2.1 Financial, physical, material and human resource requirements are organised in accordance with identified needs.

2.2 Effective communication strategies are established to support project development/service delivery.

2.3 Contingency arrangements are put in place.

Q61, 62 T21D73, 74

Q73, 74 Q73, 74

Element 3 – Manage implementation of contractual requirements

3.1 Progress in achieving contractual requirements and outputs is systematically monitored and reported to client.

3.2 Expenditure and resource usage is monitored and controlled to ensure outcomes are achieved within specified budget parameters.

3.3 Issues and difficulties are addressed through application of risk management plan and relevant skills.

3.4 Quality is monitored to ensure outcomes/outputs meet client requirements.

3.5 Contract variations are determined, where necessary, and verified and agreed with client.

3.6 Project is completed/service provision wound up in accordance with contract timelines.

3.7 Financial audit is organised in accordance with contract requirements.

Element 4 – Evaluate management efficacy

4.1 Established evaluation methods are identified and used to evaluate management approach, processes and contract outcomes.

4.2 Evaluation findings are documented and presented to relevant people, where required.

4.3 Outcomes are reflected upon to identify changes and improvements in managing similar contracts.

Q63 T21D75

Q75 Q75







Third Party Report

Critical Aspects of Evidence A detailed tender proposal/submission which addresses: tender specifications organisational viability detailed methodology with identified stages, activities,

timelines and deliverables risk assessment resource requirements budget revision, editing and proofreading following feedback effective presentation.

T20D68–71

Q68–71 Q68–71

Strategies for achieving contractual outcomes. T20, 21D72–75

Q72–75 Q72–75

A risk management plan. T20, 21D72

Q72 Q72

Established quality assurance goals and strategies. T20, 21D74

Q74 Q74

Implemented communication strategies. T21D72

Q72 Q72

Contingency arrangements. T20, 21D72

Q72 Q72

Completed progress reports. T21D75

Q75 Q75

Monitored and controlled expenditure and resource usage. T21D75

Q75 Q75

Summary of methods used to evaluate project processes and outcomes.

T20, 21D75

Q75 Q75







Third Party Report


Roles and responsibilities of workplace trainers/facilitators, assessors and others – such as vocational experts, workplace supervisors and support persons – in the assessment process, including OHS obligations and duty of care


Organisation's quality management systems and processes

Project management

Evaluation/revision techniques

Industries in which the training and/or assessment organisation operates

Types of training and assessment projects

Tender layout, format and presentation methods

Contingency and risk assessment techniques

Key project success factors and typical project pitfalls

The vocational education and training environment

Organisational pricing policy and procedures

Required skills Technology skills

Evaluation skills

Research skills








Third Party Report

Literacy skills



Numerical skills

Negotiation and facilitation skills

Team leading skills

Proofreading and editing skills

Project planning skills

Writing skills






Third Party Report

Element 1 – Interpret requirements and research competency area

1.1 The scope and purpose of developing competency standards are clarified with the client.

1.2 Systems and processes for managing the competency development process are confirmed with relevant persons and potential issues and risks are identified.

1.3 Initial research is undertaken to identify relevant information within the defined scope.

1.4 Further research is undertaken using a variety of research methods to distinguish:1.4.1 critical and discrete work area/s1.4.2 the range of work activities or tasks within each

work area1.4.3 technical and generic skills, knowledge and

attributes required to perform the identified tasks/activities.

1.5 Researched information is collated, reviewed, rearranged and organised using relevant thinking skills to create a conceptual overview of all the factors involved in competent performance in each work area/activity.

1.6 Research outcomes are confirmed with relevant people.

Q64 T22D76

Q76 Q76

Element 2 – Formulate competency standards

2.1 Relevant guidelines are accessed and interpreted to format and structure the competency standards.

2.2 Draft competency standards are developed from the synthesised research in accordance with relevant guidelines.

2.3 The draft competency standards are written to reflect plain English, clear writing and the technical language of the audience.

2.4 All parts of the competency standard format and structure are developed and written to create a cohesive, user-friendly and meaningful document.

2.5 Draft competency standards are confirmed with relevant people.

Q65 T22, 23, 24D77

Q77 Q77






Third Party Report

Element 3 – Validate competency standards

3.1 A comprehensive consultative process is planned to review and validate the draft competency standards.

3.2 Mechanisms are developed to manage feedback.3.3 The consultation process is undertaken in accordance

with the consultation plan and matters raised by stakeholders are addressed.

3.4 Feedback is collated and analysed using criteria and a judgement is made to modify, amend or maintain draft.

3.5 Consultation outcomes are documented.3.6 If required, a further process of consultation is undertaken

and further iterations of draft competency standards are developed.

3.7 Findings are confirmed with relevant people.

Q66, 67 T24D78, 79

Q78, 79 Q78, 79

Element 4 – Finalise competency standards

4.1 Draft competency standards are checked and edited to ensure all relevant changes have been made and that the product meets all requirements.

4.2 Any final issues are considered and addressed and final draft is confirmed and handed over to the client.

4.3 The development process is evaluated and reflection is used to identify changes and improvements.

Q66, 67 T24D78, 79

Q78, 79 Q78, 79

Critical Aspects of Evidence A minimum of three units of competency that encompass the design features, structure and format for competency standards as specified by DEEWR.

T22–24D77, 78

Q77, 78 Q77, 78


Research methodologies

The vocational education and training environment

OHS obligations of the training and/or assessment organisation

Statement of relationship between NOHSC and DEST






Third Party Report

Who to collaborate with to get information about competency standards and their development

Relevant OHS knowledge relating to the work role and OHS considerations which need to be included in the content of competency standards

DEST and state/territory training authority guidelines

Sound knowledge of consultation and communication processes to support and encourage the organisational input into policies and procedures development processes


Technology skills

Research skills

Literacy skills


Reflection skills

Thinking skills

Facilitation skills

Presentation skills






Third Party Report

Element 1 – Investigate scope of training and/or assessment services

1.1 Scope of existing training and/or assessment services provided by the training/assessment organisation is researched, analysed and evaluated, where relevant.

1.2 The purpose/s of providing/obtaining training and/or assessment services are clarified with senior personnel and other relevant stakeholders.

1.3 Research and analysis is carried out to determine internal/external market demand for training and/or assessment services.

1.4 Existing sources of provision and preferred source of provision that reflect purpose/s and market demand are investigated.

Q68 T25, 26D80

Q80 Q80

Element 2 – Identify organisational capacity and appropriateness of providing training and/or assessment services

2.1 Costs and benefits of directly providing training and/or assessment services are estimated and documented.

2.2 Costs and benefits of outsourcing/partnering training and/or assessment services are estimated.

2.3 Funding sources to support services are identified.2.4 Recommendations relating to scope including operational

parameters, operational status and modus operandi are made to relevant personnel, where required.

Q69 T27D81

Q81 Q81

Element 3 – Coordinate legal/organisational requirements

3.1 Legal/organisational requirements to maintain/ modify scope of training and/or assessment services are identified and interpreted.

3.2 Relevant documentation is finalised and submitted to the appropriate authority.

3.3 Communication and interactions with appropriate authority are coordinated and maintained.

3.4 Issues/irregularities identified by self and/or others are addressed and managed in an appropriate timeframe and manner.

Q70 T27D82

Q82 Q82






Third Party Report

Element 4 – Monitor scope of training and/or assessment services

4.1 Legal/organisational requirements relating to scope are monitored and maintained.

4.2 The environment is monitored for changes that may impact on scope and advice is provided to relevant persons, as required.

4.3 Information relating to scope is disseminated to relevant persons and organisations.

Q71 T28D83

Q83 Q83

Critical Aspects of Evidence Investigation and evaluation of current scope of training and/or assessment services.

T28D80

Q80 Q80

Completed analysis to identify market trends. T25D80

Q80 Q80

Consultation processes and outcomes with personnel, clients and stakeholders.

T26D80

Q80 Q80

Research outcomes and recommendations on the organisation's capacity and requirements to support existing and/or proposed training and/or assessment services.

T27D81

Q81 Q81

Management of legal and organisational documentation. T27D81, 82

Q81, 82 Q81, 82

Processes/systems for monitoring the scope of training and/or assessment services and dissemination of relevant information.

T28D83

Q83 Q83



Purposes/needs for training and/or assessment services

Authoritative responsibilities and parameters within the training and/or assessment organisation






Third Party Report

Required skills Problem-solving skills

Literacy skills


Computer/technical skills

Language skills

Commitment to quality and improvement

Research and analysis skills to determine new business opportunities and recognise industry trends and directions

Cost-benefit analysis skills to determine capability and viability to extend scope of training and/or assessment services and evaluate operational effectiveness



Stand-alone Unit 3 – TAACMQ502B Coordinate training and/or assessment organisational policies and procedures



Third Party Report

Element 1 – Establish training and/or assessment requirements for apprenticeships/traineeships

1.1 Relevant Commonwealth and state/territory legislation, policies and guidelines are accessed and interpreted to guide the development of apprenticeship/ traineeship arrangements.

1.2 RTO roles and responsibilities, policies and procedures relating to apprenticeship/traineeship training and/or assessment services are accessed and interpreted.

1.3 Reporting and recording systems and requirements are identified and confirmed with relevant personnel.

1.4 Communication is established with relevant stakeholders.1.5 Training contract is confirmed.1.6 Status of the apprentice/trainee is established to

determine funding levels.1.7 Support services are identified and arranged according to

the needs of the apprentice/trainee, where required.

Q72, 73, 74 T29, 30D84, 85, 86

Q84, 85, 86 Q84, 85, 86

Element 2 – Plan and organise training and/or assessment arrangements

2.1 Training and assessment requirements and responsibilities of key parties are discussed, negotiated and agreed.

2.2 The Training Plan is prepared in accordance with agreed outcomes.

2.3 The Training Plan is finalised, signed and processed in accordance with legal requirements

2.4 Information on relevant occupational health and safety (OHS) issues is provided and discussed with the apprentice/trainee.

Q75 T31, 32D87

Q87 Q87






Third Party Report

Element 3 – Monitor workplace training and/or assessment

3.1 Workplace visits are conducted in accordance with legal/organisational requirements to ensure work/training arrangements are being met.

3.2 Progress of the apprentice/trainee is monitored and recorded against the Training Plan, and any variations are endorsed by relevant parties.

3.3 Identified apprentice/trainee support needs are monitored and issues addressed, where required.

3.4 Risks/issues/irregularities are monitored on an ongoing basis and addressed as required.

3.5 Work-based training and/or assessment is linked to and integrated with 'off-the-job' delivery.

Q76 D88 Q88 Q88

Element 4 – Manage compliance requirements

4.1 State/territory apprenticeship/traineeship reporting and recording requirements are accurately completed and submitted within specified timelines.

4.2 External evaluation processes are correctly implemented.4.3 Qualifications/Statements of Attainment are accurately

recorded and issuing arrangements are managed.4.4 Required documentation is accurately completed and

submitted to relevant authority.4.5 Completed records are stored appropriately.

Q77 T31, 32, 33D89

Q89 Q89

Element 5 – Review apprenticeship/traineeship arrangements

5.1 Effectiveness of communication with key parties and other stakeholders is reviewed.

5.2 Effectiveness of the monitoring process is reviewed.5.3 Effectiveness of the planning process is reviewed.5.4 Effectiveness of meeting legal requirements is reviewed.5.5 Continuous improvement processes are identified and

reported to relevant personnel.

Q78 T34D90

Q90 Q90

Critical Aspects of Evidence Demonstration of coordinating the training/assessment arrangements for a minimum of three (3) trainees/apprentices which address the individual needs of these learners.

T29–32D84

Q84 Q84






Third Party Report

For each apprentice/trainee the following aspects must be addressed: how the apprentice/trainee, training and/or assessment

requirements were determined and confirmed adherence to relevant legal/organisational responsibilities,

policies and procedures a completed Training Plan for each apprentice/trainee planning organisational monitoring arrangements for

work-based/on-the-job training range of actions taken to monitor training and/or

assessment arrangements.

T29–32D84–89

Q84–89 Q84–89

Completed reporting and recording documentation including qualifications/Statements of Attainment issued.

T33D88

Q88 Q88

Apprenticeship/traineeship review processes and outcomes. T34D90

Q90 Q90


Records management systems AQTF and Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS)

Review requirements DEST and state/territory training authority guidelines Roles and responsibilities of stakeholders involved in apprenticeship/traineeship arrangements

OHS relating to coordinating and monitoring apprenticeship/traineeship training and assessment

Required skills Literacy skills

Language skills






Third Party Report

Management skills to coordinate and monitor training and/or assessment requirements and arrangements for apprenticeships/traineeships

High-level negotiation skills to develop an agreed Training Plan reflecting agreed outcomes

Prioritising and self-management skills to meet program deadlines






Third Party Report

Element 1 – Gather and analyse information for policy and procedure development

1.1 Specific policies and procedures to be developed are confirmed with relevant personnel, including purpose.

1.2 Current and relevant organisational/legal requirements are researched to determine focus of policies/procedures.

1.3 Existing policies and procedures are analysed to identify any gaps/changes required, where relevant.

1.4 Reports and other documentation are accessed, read and evaluated for information and guidance.

1.5 Organisational and external expertise is identified and advice/information is collected and documented through appropriate consultation and communication processes.

Q79 T35, 36, 37, 38D91

Q91 Q91

Element 2 – Develop the policies and procedures

2.1 Collected data is analysed and synthesised for inclusion into draft policies and procedures.

2.2 Draft policies and procedures are prepared in accordance with organisational and industry standards.

2.3 Consultation and communication processes are undertaken to ensure organisational/employee input into the policies and procedures development process.

2.4 Feedback on draft policies and procedures is collated and analysed, and changes are made as appropriate.

2.5 Final policies and procedures are approved and documented.

2.6 Changes to policies and procedures/introduction to new policies and procedures are communicated to personnel and key stakeholders, and further time is given for final feedback.

Q80 T35, 36, 37, 38D91

Q91 Q91






Third Party Report

Element 3 – Identify implementation requirements

3.1 An implementation plan is developed to ensure maximum impact of new/modified policies and procedures is achieved.

3.2 Personnel involved in implementation of policies and procedures are identified and briefed to ensure consistency in implementation.

3.3 Physical resources and equipment requirements to support the implementation of new/modified policies and procedures are organised.

3.4 Organisational change processes are identified to integrate new/modified policies and procedures into the organisation.

Q81 T35, 36, 37, 38D92

Q92 Q92

Element 4 – Monitor and review policies and procedures

4.1 Policies and procedures are reviewed for continuing relevance, operational effectiveness and identification of any gaps.

4.1 Personnel and stakeholders are regularly consulted to ensure content of existing policies and procedures is relevant and appropriate.

4.3 Outcomes of systemic evaluations are used to update policies and procedures, as required.

Q81 T35, 36, 37, 38D92

Q92 Q92

Critical Aspects of Evidence The development/modification of a minimum of two different policies and procedures, and must include: research to underpin content internal consultation and communication processes used

to encourage input and obtain timely feedback an implementation plan procedures developed to regularly review and improve

quality of policies/procedures.

T35, 36, 37, 38D91, 92

Q91, 92 Q91, 92


Organisational pricing policy and procedures






Third Party Report

Organisational evaluation strategies

Relevant authority compliance requirements and standards for registration of the training and/or assessment organisation

Quality management compliance requirements

Where to access relevant organisational documentation

All authoritative responsibilities and parameters within the training and/or assessment organisation

Sound knowledge of consultation and communication processes to support and encourage the organisational input into policies and procedures development processes

Implementation processes and their impact on an organisation

OHS relating to the development of organisational policies and procedures

Required skills Research skills

Literacy skills

Capacity to encourage, accept and utilise feedback


Language skills

Skills in evaluating operational effectiveness
