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
Organisation's goals and objectives may relate to:
business plan
strategic plan
operational plan/s
organisation's code of conduct
flexibility and client responsiveness
client satisfaction
financial performance
people management
marketing and client service
quality and quality assurance
Professional techniques and strategies may include:
techniques for initiating action and directing decision making
strategies for presenting a confident and assured manner in challenging situations
maintaining ethical practice in the face of opposition
modelling behavioural and personal presentation standards
motivation strategies
time management
strategies for acknowledging and respecting the attitudes and beliefs of others
techniques for promoting active participation
Organisational/legal requirements may include:
customer complaints, grievances and appeals
risk identification and management, including OHS
quality and continuous improvement processes and standards, including validation systems
financial management, including refund policies and systems to protect fees paid in advance (ifappropriate)
recognition of qualifications issued by other training and/or assessment organisations
access and equity
client selection, enrolment and induction/orientation
staff recruitment, induction and ongoing development and monitoring
availability of policies and procedures to all personnel and learners/clients
collaborative/partnership arrangements
confidentiality and privacy requirements
ethical standards
defined resource parameters
administrative and records management system, for example:
reporting/recording requirements and arrangements
maintenance, retention, archiving, retrieval, storage and security of assessment information
document version control
Ethical and inclusive practices may include:
demonstrating probity in all areas of responsibility
modelling organisational/professional codes of conduct
reinforcing ethical conduct in interactions with and between other people
showing respect for individual diversity, culture and religion
recognising and utilising difference to develop both the individual and the organisation
demonstrating sensitivity to the circumstances and background of others
fostering a culture of inclusiveness
new/revised policy directions in vocational education and training
Feedback may include:
formal/informal performance appraisals
obtaining comments from supervisors and colleagues
obtaining comments from clients
personal reflective behaviour strategies
routine organisational methods for monitoring service delivery
Relevant personnel may include:
personnel responsible for initiating and approving the professional development plan for employees in the organisation
Professional development plan refers to:
the organisation's professional development plan for each individual staff member, outlining:
work and personal career objectives
identified areas requiring development
learning opportunities/activities
relevant work activities/projects
links to organisational training needs profile
Development opportunities may include:
undertaking further higher education/VET qualification
undertaking professional development in specific areas of practice
internal training/development programs
relevant conferences, seminars and workshops
reading relevant journals and literature
networking with internal/external colleagues
coaching and/or mentoring
Currency of professional practice may include:
vocational competency and/or technical expertise in subject matter
professional practice as a trainer/facilitator, assessor
Professional networks may include:
informal networks with:
other trainers/facilitators, assessors
people working in industry/vocational area
contacts in vocational education and training

formal networks such as:
local/interstate assessor/trainer networks
interest and support groups
regional, specialist and peak associations
professional/occupation associations
communities of practice
Technology may include:
computer-based communication, e.g. email, Internet, Extranet and Intranet
facsimile machines
telephone
video conferencing
Developments and trends may include:
new/revised Training Packages in vocational area of expertise
legislative/regulatory changes in vocational area of competency
new developments/directions/trends in vocational education and training
policy changes in vocational education and training
Continuous improvement techniques and processes may include:
limited and systemic evaluation
records review and maintenance
self-assessment
strategic business/operational planning
ongoing education and training
team meetings and networking

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 that they have managed their personal professional development. This includes documenting personal learning needs, having input into the professional development plan, in consultation with relevant personnel, participating in relevant industry networks and maintaining currency of professional practice.
Candidates must show that they have participated in relevant industry/professional development events or activities; identified and prioritised individual networking needs; shown how networks have been used to gain information and other support appropriate to workplace or work role; shown how feedback was used to identify further areas for development; used reflection strategies to identify new ways of improving performance; and used technology to access new information.
Evidence Requirements
Required knowledge includes:
organisational goals/objectives
organisational processes, procedures and opportunities relating to professional development
a range of continuous improvement techniques and processes and their application
social and education trends and changes impacting on the vocational education and training environment, for example:
policy changes
technological changes
cultural changes
economical changes
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 for example:
Training Packages, competency standards, other relevant benchmarks
licensing requirements
industry/workplace requirements
duty of care under common law
recording information and confidentiality requirements
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements
National Reporting System

relevant OHS knowledge relating to the work role/work context, and OHS when managing own professional practice and performance
Required skills and attributes include:
reflection skills to:
systematically evaluate personal work practices to improve performance or understanding
reduce or prevent stress

leadership skills to present a professional image
self-evaluation skills to:
identify gaps in skills or knowledge
obtain competencies to meet current and future organisational objectives

research skills to:
keep up with trends in vocational education and training to obtain current information
identify relevant industry affiliations
keep up with trends/changes/developments in the vocational area of competency

communication skills to:
obtain feedback from colleagues and clients
participate in professional networks
consult with colleagues and clients
interpersonal skills to:
participate in industry events and activities
build professional relationships

networking skills to build an industry network
literacy skills to:
document personal learning needs
read and interpret vocational education and training information such as legal/ organisational policy documents
complete and maintain records related to professional development

time management skills to:
organise professional development activities
analyse and identify career options
create a balance between work, study, personal and recreation activities
Products that could be used as evidence include:
documented personal learning needs
examples of developments and trends researched
examples of continuous improvement techniques and processes used
Processes that could be used as evidence include:
how organisational ethics and/or practices were accessed and applied within organisational requirements
how and why personal development needs were identified
how feedback was obtained from clients and colleagues and used to improve work performance
how and why professional practice was reflected on and evaluated
Resource implications for assessment include:
relevant organisational/legal documentation
access to relevant benchmarks
access to networks, technology, communication
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 and 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:
evidence of contribution to professional development plan
evidence of networking and using technology to gain information and other support
evidence of participating in professional development activities and maintaining currency
evidence of incorporating self reflection, feedback obtained from clients/colleagues into professional practice
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:
TAAASS501B Lead and coordinate assessment systems and services
TAACMQ505B Lead a team to foster innovation
TAADEL503B Provide advanced facilitation to support learning.