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.
Clients may be:
internal or external
an enterprise
a department/division
an industry sector
a professional association
a community organisation
a government organisation
Client objectives and expectations may include:
focus on individual learner objectives, such as:
new skills
specific competencies
target qualifications
career advancement

focus on productivity improvement
focus on administrative and records management systems
focus on satisfying legislative or government regulatory requirements
involve specific learning support systems
reflect individualised organisational training and skill requirements
be affected by national and state/territory policy and funding parameters
Organisational requirements may include:
quality assurance and/or procedures manuals
goals, objectives, plans, systems and processes
legal and organisational policy/guidelines and requirements
recording and reporting procedures
business and performance plans
access and equity principles and practices
confidentiality requirements
ethical standards
collaborative/partnership arrangements
occupational health and safety policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters
Communication and interpersonal skills may relate to:
verbal or non-verbal language
two-way interaction
constructive feedback
active listening
questioning to clarify and confirm understanding
accurately interpreting non-verbal and verbal messages
use of language and concepts appropriate to cultural differences
clear and concrete presentations of options
culturally inclusive and sensitive engagement techniques
Existing or potential issues may include:
time to release employees from work to attend consultations
access to a range of employees
individual concerns/issues/negativities that may be brought to consultation sessions
Resources may include:
people
finances
business/organisational needs
equipment
technology
Consultation plan may include:
purpose and aims of consultation
selection of personnel/other relevant persons
protocol for consultations with employees
industrial relations considerations
confidentiality/privacy/ethical considerations
reporting arrangements
resources required
timeframes
other organisational needs
Relevant persons may include:
clients
employees
government agencies
organisational managers/supervisors
organisational training and assessment coordinators
industry groups
employer/employee representatives
state/territory registering body representatives
external consultants
Methods for collecting information and data may include:
surveys, interviews, discussions, focus groups
critical incident technique
observations of personnel at work
accessing relevant government legislation, policies and practices
analysing industry and/or enterprise skills audit reports
analysing human resource management records/performance management records
reviewing industry publications or reports
concept mapping
job and task analysis
analysing assessment and/or training records
Information and data may be gathered at the following levels:
organisational
workgroup/work unit
individual
Data analysis methods may include:
qualitative/quantitative processes
feedback on results
review of previous research
peer review
data sampling
statistical analysis
Advice may relate to:
short-term and/or long-term recommendations
specified outcomes and strategies
resource requirements
provision of training and/or assessment services
design or review of training programs
contextualisation of industry competency standards to meet client goals
administrative and management systems
statutory and mandatory requirements
competency standards and performance assessment systems
national standards
performance management systems
training and professional development principles
reporting and accountability requirements and processes
Options may include:
developing in-house capacity to meet identified needs
identifying training and/or assessment organisations to meet needs
identifying specific units of competency, qualifications/courses to meet needs
consultancy services
timelines
urgency
Report may be presented using:
visual, audio-visual, graphics, multimedia
demonstrations/presentations
written text or equivalent medium
plans, diagrams, charts, posters
Legal requirements may include:
standards for training and/or assessment organisation
state or territory registering body requirements
award and enterprise agreements and relevant industrial arrangements
confidentiality and privacy requirements
scope of registration
relevant legislation from all levels of government that affects business operation, including:
OHS issues
environmental issues
equal opportunity
industrial relations and anti-discrimination
relevant industry codes of practice

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 consult effectively with clients to identify their needs and provide recommendations for training and/or assessment.
The advice provided as evidence must show how consultative processes were used to verify client needs; detail research methods undertaken to identify suitable training and/or assessment; include an implementation plan for the training needs analysis; include presentations outlining advice and recommendations; and identify resource requirements and future support delivery timelines.
Evidence Requirements
Required knowledge includes:
competency standards and Training Packages/ accredited courses to:
match suggested training to client needs
work with competency standards to design training solutions
work within Australian Quality Training Framework (AQTF) requirements

AQTF Standards for Registered Training Organisations (RTOs)
risk identification and management strategies
industry and enterprise knowledge, for example:
relevant assessment and training strategies
client organisation's culture and expectations
underpinning skills and knowledge likely to be required in the industry
changes likely to impact on the industry/sector and training implications of those

range of evaluation and research methodologies, for example:
literature research
DACUM analysis
Delphi analysis
interviewing techniques

the external environment relating to social, political, economic and technological developments, for example:
new developments in adult learning techniques
available funding

principles of intellectual property, for example:
various ways to give appropriate credit when using another's ideas or work

training and development strategies
learning organisation concepts
change management concepts/strategies
data retrieval and interpretation systems, for example:
training needs analysis
analysis of job functions

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
plagiarism
Training Packages/competency standards/other criteria
copyright and privacy laws in terms of electronic technology
security of information
recording information and confidentiality requirements
duty of care
the industrial relations system, industry/workplace relations, and industrial awards/enterprise agreements
anti-discrimination including equal opportunity, racial vilification and disability discrimination
vocational education and training

OHS relating to undertaking an organisational training needs analysis, including:
sources of information on OHS as it applies to the training and/or assessment organisation
risks that should be addressed by a training and/or assessment organisation
legislative requirements for OHS record keeping and reporting requirements
OHS obligations of the training and/or assessment organisation, the trainer/facilitator, assessor and learner
requirements for consultation under OHS legislation
Required skills and attributes include:
research skills to:
design research processes for collecting reliable and valid information
objectively observe processes

literacy skills to:
prepare written reports incorporating advice and recommendations
critically evaluate the relevance, reliability and authority of information

integrative thinking skills to:
conceptualise and synthesise issues by 'making links'
explore issues from a number of different or contrasting points of view
observation skills to:
identify current work practices
analyse future training requirements

consultation skills to:
analyse and determine client requirements
ensure full participation of relevant individuals and groups in providing feedback on recommendations

communication skills to:
interpret information from a variety of people
promote and explain recommended development activities

interpersonal skills to:
maintain appropriate relationships with stakeholders
establish trust
be open to the opinion of others
actively listen

numerical skills to:
document and present statistical information to illustrate key aspects of a problem or question

negotiation and facilitation skills to:
work with people at all levels of the organisation to ensure client objectives are being met
support ideas in a polite manner when challenged

problem solving skills to:
apply effective approaches to defining and analysing issues
Products that could be used as evidence include:
report highlighting outcomes of workshops and stakeholder consultation
report detailing recommendations
feedback gathered
consultation/communication plans
Processes that could be used as evidence include:
how information was collected
how relevant data was analysed
how future support was determined
Resource implications for assessment include:
access to competency standards
access to assessment materials and tools
access to suitable assessment venue/equipment
workplace documentation

cost/time considerations
personnel requirements
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:
an outline of client needs
a report of research undertaken
recommendations made to the client
a plan outlining the delivery of future services, if required
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:
TAATAS503B Managecontractedwork
TAACMQ504B Determine and manage scope of training and/or assessment services.