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.
Training and/or assessment organisation refers to:
a Registered Training Organisation (RTO), i.e. an organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools
an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services
an organisation that provides non-recognised training and assessment services
Accredited courses
a training specification which has been accredited and which meets the AQTF - Standards for State and Territory Registering/Courses Accrediting Bodies
Relevant personsmay include:
training managers/coordinators
other managers/supervisors
industry or organisational clients
consultants
colleagues
other people who work for a training and/or assessment organisation
personnel at national Industry Skills Councils (ISCs)
industry experts
industry networks/trainers/facilitators
Training and/or assessment needsmay be:
an Australian Qualifications Framework (AQF) qualification
an apprenticeship/traineeship
a learning program to meet a skill/competency gap or need
learning product development/modification
delivery
assessment
professional development
generic skill development
maintenance of currency
recognition of current competency/prior learning
organisational skill development needs
Clientmay include:
target learner group
individual learners
candidates for assessment
business/organisation
group training company
government department or agency
internal clients - other personnel in the training and/or assessment organisation
Training Package/s and accredited coursesmay be sourced by:
using the Internet to access the National Training Information Service (NTIS) or Resource Generator
purchasing copies from relevant ISCs
purchasing copies from Australian Training Products
accessing library facilities
making inquiries of other personnel within the training and/or assessment organisation
Endorsed componentsof the Training Package include:
units of competency
Assessment Guidelines
Qualifications Framework
Exploredmay include:
reading, examining and interpreting content to identify relevance
clarifying different parts of the Training Package or accredited courses and how they relate to each other
knowing who to go to with questions about applicability/relevance to client needs
understanding the terms, phrases and language used in the Training Package or accredited courses, and the style in which Training Packages or accredited courses and other VET documentation is written
clarifying how competency standards in one Training Package relate to competency standards in other Training Packagesaccredited courses
clarifying how modules in accredited courses relate to modules in other accredited courses
identifying the underpinning language, literacy and numeracy requirements
Additional sources of informationmay include:
Training Package and accredited courses support materials
an Implementation Guide for the Training Package
supplementary information produced by the relevant ISC
learning resources and learning materials developed by the Workplace English Language and Literacy (WELL) program
Training Package and accredited courses endorsement/accreditation information including review dates and status
accredited courses accreditation information including target audience and expiry date
Application/smay include:
developing a learning strategy for a Training Package and/or accredited courses qualification
developing an accredited course based on competency standards from different Training packages, to meet a client need
developing a traineeship/apprenticeship training plan
developing a learning program
undertaking delivery
conducting assessment
developing assessment tools
undertaking validation
developing learning resources/learning materials
using the Training Package and/or accredited courses:
as a project tool
for coordination and management functions
for human resource functions including recruitment, selection, performance management

to support organisational change
Qualifications frameworkis defined as:
the qualification outcomes of the Training Package or accredited courses which comprise meaningful combinations of competencies aligned to specific Australian Qualifications Framework (AQF) qualification titles
Packaging rulesare defined as:
the grouping of units of competency into combinations for the purpose of creating an AQF qualification and may include:
a core only model
a core and electives model
a core and specialisation model
a core, specialisation and/or electives model
an electives only model
Experts and othersmay include:
other trainers/facilitators
other assessors
Industry Skills Councils (ISCs) staff
Department of Education, Science and Training (DEST) and/or State/Territory Authority (STA) staff
Australian Quality Training Framework (AQTF) auditors
All parts of the competency standard format and structuremust include:
Unit Descriptor
Elements
Performance Criteria
Employability Skills
Range Statement
the Evidence Guide including:
required knowledge and skills
critical aspects of assessment (in the TAA04 Training and Assessment Training Package called requirements for the collection of quality evidence and specific evidence requirements)
context and resource implications for assessment
All parts of the accredited coursesmust include:
descriptor
learning outcomes
assessment criteria
context and resource implications for assessment
All parts of the competency standard and/or accredited module, format and structuremay include:
application section
prerequisites
competency field
industry sector
overview of assessment
methods of assessment
products and processes that could be used as evidence
integrated assessment/co-assessment relationships
guidance information
Dimensions of competencyinclude:
task skills
task management skills
contingency management skills
job/role environment skills
Relationshipsmay include:
identifying the performance requirements and how critical outcomes will be achieved
clarifying the intent of each component
the application of required knowledge and skills to work activities defined in the Performance Criteria
the interrelationships between assessment requirements, the intent and focus of the unit and the Performance Criteria
the integration of Employability Skills as part of the assessment process
the interrelationship between the Evidence Guide and assessment in providing specific guidance to support sufficiency and validity of evidence
The whole competency standardrefers to:
all parts of the competency standard, including dimensions of competency

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 can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.
Evidence Requirements
Required knowledge includes:
the function of Training Packages and accredited curriculum as national benchmarks in a competency-based training and assessment system of vocational education and training
the different purposes for which Training Packages can be used
the structure of Training Packages and accredited courses and the role and purpose of each endorsed/accredited component
the language and terminology used in Training Packages and accredited courses, for example:
acronyms used to describe components of, and organisations within, the vocational education and training environment
meanings of words and phrases concerning workplace training and assessment
the language style in which Training Packages and accredited courses and other vocational education and training documentation is written

where to access Training Packages and accredited courses information, for example:
web sites - DEST, STAs, ISCs
organisations that distribute Training Packages and accredited courses - ISCs, ATP
personnel in ISCs
industry associations

how to use Training Packages and accredited courses in relation to different applications, for example:
how to use the introductory information
how to use packaging rules, qualification frameworks and Assessment Guidelines

the format and structure of competency standards and accredited modules
the format and structure of accredited courses
the dimensions of competency
how to interpret and use competency standards for a range of applications and purposes, e.g.:
training
assessment
human resources
recognition
credit transfer/articulation
the endorsement/accreditation period of Training Packages/accredited courses, review dates and review status
the parts of Training Packages and accredited courses which can be contextualised and those which cannot
the diversity of VET clients, client needs and expectations and how Training Packages and accredited courses can meet client needs
relevant policies, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
copyright and privacy laws in terms of electronic technology
security of information
plagiarism
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

occupational health and safety (OHS) relating to the work performance outcomes and requirements set out in competency standards, including:
internal policies and procedures to meet OHS requirements
hazards commonly found in the work environment to which learning is related
Required skills and attributes include:
communication skills to collaborate with others on using Training Packages and accredited courses, for example:
discussing issues
asking questions
accepting feedback and instruction
interpreting written information

planning skills to:
develop a structure for a particular application of the Training Package and accredited courses
coordinate the use of more than one Training Package /accredited courses or more than one competency standard or accredited module
cognitive skills to:
analyse, interpret and apply the qualifications frameworks of selected Training Packages and accredited courses
select, analyse and interpret individual competency standards/accredited modules
analyse, interpret and apply all sections of the Assessment Guidelines

research skills to:
analyse and interpret Training Package and accredited courses content against purpose and application to meet client needs
determine learning or organisational application
use a range of sources to access Training Packages
identify opportunities to integrate components within and across units
Products that could be used as evidence include:
learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework
Processes that could be used as evidence include:
how different components of the Training Package and/or accredited courses were analysed
how different parts of the competency standards were analysed
how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation
how Training Package/s and/or accredited courses operate in vocational education and training
Resource implications for assessment include:
Training Packages and accredited courses
access to appropriate personnel for consultation and advice
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 wherever 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 minimum of two examples of unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.
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:
TAADES402B Design and develop learning programs
TAADES501B Design and develop learning strategies
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
TAAASS401C Plan and organise assessment
TAAASS402C Assess competency
TAAASS403B Develop assessment tools
TAAASS404B Participate in assessment validation.