Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Thebriefof the learning resource may include:
a client proposal
identified gap in the learning product market
a tender
an organisational need
Focusof the learning resource may include:
a whole Training Package
a Training Package qualification/qualifications
a traineeship/apprenticeship
an accredited course
individual competency standards/modules/subjects
a non-accredited course
a learning program
a learning resource to support the introduction/ implementation of new technology/equipment
Typeof learning resource may include:
Training Package noted support materials, such as:
learner/user guides
trainer/facilitator guides
training guides
example training programs
specific case studies
professional development materials
assessment materials

other published, commercially available support materials for Training Packages/courses
organisational learning resources
competency standards as a learning resource
videos
CDs and audio tapes
references and texts
manuals
record/log books
learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program
learning resources produced in languages other than English as appropriate to target group learners and workplace
Thelearning resourceis:
designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner
Likely target audience/sandlearning environmentmust include:
who the learning resource is for
what the learning resource is designed to do
how the learning resource will be used
where the learning resource will be used
possible mediums to be used
Researchmay include:
interviews
focus groups
informal discussions
literature reviews
Internet research
evaluations of existing products
questionnaires
workshops
Characteristics of the learners/end usersmay include:
level of prior experience/knowledge of content area
skill/competency profile
range and response to previous learning experiences
level of education
socio-economic background, age, gender
current work
work culture
cultural and ethnic background
disability or learning support needs
preferred learning styles
motivation for learning
English language, literacy and numeracy needs
Existing informationmay include:
industry/end user needs
industry best practice and culture
existing learning resources and learning materials
relevant Training Packages/competency standards
relevant courses, curriculums, modules
workplace procedures, documentation, and requirements
industry coverage
roles and responsibilities of groups and individuals
information from industry experts and advisers
Ethical and legal considerationsmay include:
contract preparation
meeting contractual requirements
intellectual property
regulatory requirements including occupational health and safety (OHS)
organisational requirements
equity issues and needs
potential legal consequences of false, misleading or incorrect information
Development work planmay include:
timelines and milestones to be achieved
scheduled meetings and focus groups
consultative processes
handover requirements
equipment, learning resources and learning materials needed
industry information/practices
budget
identification of risks/risk management strategies
organisation/industrial politics
access to experts/advisers
Design optionsmay include:
use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information)
use and extent of text-based information and graphical information
level of depth of text-based information and sophistication of language
level of completeness in addressing the focus
options for presenting text-based information e.g. straight text, question and answer, case studies
visual design
sequencing of material
sources of further information/further reading
style guides
visual look
Principles and techniquesmay include:
instructional design, for example:
presenting material in a logical order and sequence
opportunities for collaborative learning between learners
navigation tools
presenting material in order of increasing difficulty
opportunities for review of material and repetition
the need for learner activity and interactivity
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
structure of the information
ensuring learning is embedded in a realistic and relevant context
techniques to engage the learner in learning

creative thinking, for example:
brainstorming
mind mapping
scenario setting
lateral thinking

visual/graphic design, for example:
format
composition
balance
typography
images/graphics
charts/diagrams

research and evaluation, for example:
of other learning resources
up-to-date research on learning
Reflectmay include:
asking key questions
discussing details with others, for example:
colleagues
team members
other learning product developers/instructional designers
the client
supervisor/manager

standing back from work
setting specified times for reflection
reviewing personal skills
Learning stylesmay include:
theoretical
pragmatic
active
reflective
kinaesthetic
auditory
visual
Outline or prototypemay include:
mock-up
framework
model
format specifications
Content specificationsmay include:
requirements of relevant Training Packages, competency standards/benchmarks
OHS requirements
work practices and procedures
culture and ethics of the learner/end user environment
organisational requirements
copyright/intellectual property agreements/ acknowledgements
Relevant personnelmay include:
subject matter/technical experts
industry experts
colleagues
learners or users
industry stakeholders
specialist consultants, e.g. language, literacy and numeracy specialists
Mechanismsmay include:
verbal or written communication with relevant personnel
verbal or written communication with content experts
project updates
internal/external reviews of drafts
Style guidemay include:
fonts - types and sizes
line spacing
white space
icons
use of visuals - icons, photographs, pictures, diagrams
signposting
logos
DEST Style Guide
client style guide
Methodsmay include:
evaluation by experts
pilot
focus groups
questionnaires
checklists
workshops
telephone interviews
Evaluation criteriamay include:
meeting the brief
satisfaction of the client
timeliness
cost
design issues/modifications required
blockages and responses
team effectiveness/cohesion
level of expertise required/available

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources.
The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible.
Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.
Evidence Requirements
Required knowledge includes:
sound knowledge of the vocational education and training system, including:
relevant terminology
training and assessment processes
Training Packages and competency standards
the Australian Quality Training Framework (AQTF) requirements
the Australian Qualifications Framework (AQF)

instructional design, for example:
planning, analysis, development, synthesis, evaluation
presenting material in a logical order and sequence
opportunities for collaborative learning between learners
navigation tools
presenting material in order of increasing difficulty
opportunities for review of material and repetition
the need for learner activity and interactivity
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
structure of the information
ensure learning is embedded in a realistic and relevant context
techniques to engage the learner in learning
visual design principles/techniques, for example:
format
composition
balance
typography
images/graphics
charts/diagrams

research and evaluation techniques, including:
interviews
focus groups
workshops
questionnaires
literature reviews
web research
pilot processes

a general knowledge of the main branches of learning theory, for example:
behavioural learning theory
information processing theory
cognitive learning theory
andragogy
vocational education and training pedagogy

learning principles, including:
adults are autonomous and self-directed
adults have life experience to draw on
adults are goal-oriented
adults need relevance
adults are practical
adults need to be shown respect
cultural awareness
a range of learning approaches and styles of learning resources
different learning styles, including:
activist
reflector
theorist
pragmatist
kinaesthetic
auditory
visual

language, literacy and numeracy (LLN) issues, for example:
principles and definitions
how to work out the LLN level of likely users, and LLN requirements of the resource

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
copyright and privacy laws relating to electronic technology
security of information
plagiarism
competency standards
licensing
industry/workplace requirements
duty of care under common law
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements

relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource
OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
Required skills and attributes include:
review and analysis skills to:
identify areas for improvement
recognise personal limitations

communication and interpersonal skills to:
collaborate with a range of people
seek feedback from others
be open to feedback and suggestions
maintain a network
listen
negotiate

computer/technical skills, for example:
using a range of software programs
using a range of office equipment

literacy/writing skills, including:
writing from the learner's perspective
writing for different audiences
using plain English and correct grammar
pitching writing to the appropriate level
using an appropriate style
having an eye for detail

time management skills, including keeping to appropriate timelines
analytical skills to:
identify critical learning points
structure and weight the contents appropriately
determine appropriateness of feedback

ability to develop a range of learning activities
research skills to:
find content and relevant information
interview relevant people
solve problems
ask questions
Products that could be used as evidence include:
learning resources developed
letters to relevant personnel seeking comments and feedback
evaluation forms
minutes of meetings
drafts of resources
feedback received from others
Processes that could be used as evidence include:
how research was undertaken and why
how consultative process was set up
how industry or end user requirements were established
how resource was evaluated and reviewed
what methods were used to evaluate the process used for resource development and why
ways in which personal skills and efficiency were developed and monitored and why
how personal workload was managed
Resource implications for assessment include:
research for content of resources
access to experts for review and consultation
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:
a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or
evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit
evidence of transferable application to the development of other learning resources
designed under the guidelines for Training Package support materials
print-based
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAADES401B Use Training Packages to meet client needs
TAADES402B Design and develop learning programs
TAADES501B Design and develop learning strategies
TAADEL405B Coordinate and facilitate distance-based learning
TAATAS503B Manage contracted work
TAADES503B Research and design e-learning resources
TAADES504B Develop and evaluate e-learning resources.