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.
Range of training and/or assessment services may include:
providing recognised training and assessment services leading to a qualification or Statement of Attainment
providing in-house learning programs
conducting training needs analysis
developing endorsed and/or non-endorsed components of a Training Package, including:
units of competency
learning resources, assessment materials, professional development resources
Training and/or assessment organisation refers to:
a Registered Training Organisation (RTO), i.e. an organisation registered to deliver recognised vocational education and training services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools
an organisation working in a partnership arrangement with a RTO to deliver recognised vocational education and training
an organisation that delivers non-recognised vocational education and training
Potential learners are defined as:
potential learners/clients
current or ongoing learners/clients
existing industry/enterprise employees
school leavers/new entrants to the workforce
apprentices/trainees
individuals learning new skills/knowledge
individuals seeking to upgrade skills/knowledge
individuals changing careers
individuals who are unemployed
individuals who have a disability

members of target groups such as Aboriginal and Torres Strait Islander communities
overseas learners
recent migrants
individuals/groups meeting licensing or other regulatory requirements
A learning strategy may include:
a nationally endorsed qualification from a Training Package or accredited course
a traineeship or apprenticeship program
an accredited course which includes Training Package outcomes
A learning program may include:
a subset of a learning strategy
a short course/vocational program
a professional development program
a community education program
a workplace learning program
part of a VET in Schools program
part of an apprenticeship/traineeship
a short-term development plan developed by a coach
a short-term induction program
Communication skills may include:
using effective and appropriate verbal and body language
building rapport with the learner
using critical listening and questioning skills and techniques
accurately interpreting verbal messages
inviting learners to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete presentations of options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner
Interpersonal skills must include:
showing respect for the expertise and background of the learner
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
engaging in two-way interaction
encouraging the expression of diverse views and opinions
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Training schedule is defined as:
a calendar of training events for specific learning programs/learning strategies/delivery areas, and may include:
start dates and end dates
what areas training will address
dates and times when training is scheduled
venue where training will take place
trainers/facilitators, assessors responsible for delivery and/or assessment
Relevant personnel must include:
trainers/facilitators, assessors
Relevant personnel may include:
program coordinator
supervisors/managers
personnel responsible for analysing statistics and data to ensure the training and/or assessment organisation complies with the relevant standards across all of its operations and training and/or assessment activities
users of training information such as finance personnel, human resource personnel, employers
contract manager
union/employee representatives
Relevant organisational policies and procedures may include:
access and equity
grievance and appeals processes
enrolment and induction/orientation procedures
client services
fees and payment schedule
mutual recognition obligations
support services available
assessment procedures/options
confidentiality requirements
human resources (HR) policies/procedures and legal requirements including anti-discrimination, equal employment, occupational health and safety (OHS)
administrative and records management system, for example:
reporting/recording requirements and arrangements
maintenance, retention, archiving, retrieval, storage and security of training and/or assessment information and records
privacy and access to training and/or assessment information and records
document version control
Organisational/legal requirements may include:
registration requirement as defined in the AQTF Standards for Registered Training Organisations (RTOs)
state/territory legislation and regulations governing registration and accreditation
requirements of endorsed Training Packages
requirements set by Commonwealth and state/ territory legislation relating to OHS; anti-discrimination, workplace/industrial relations, workers' compensation; apprenticeships/traineeships
requirements set by awards/enterprise bargaining agreements
requirements set by professional associations
requirements set by quality systems
licensing requirements
organisational requirements
Learning resources may include:
Training Package noted support materials, such as:
learner/user guides
facilitator guides
how to organise training guides
example training programs
specific case studies
professional development materials
Assessment Guidelines

other published, commercially available support materials for Training Packages or accredited courses
organisational learning resources
competency standards as a learning resource
videos
CDs and audio tapes
references and texts
manuals
record/log book
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 learner group and workplace
Personal learner information may include:
address details
contact number
date of birth
payment details
Learner records management system provides:
an administrative tool to manage the progress of a learner from enrolment to completion
Details of the specific learning strategy/learning program may include:
training and/or assessment organisation details and training and/or assessment location
program of training, unit of competency, or module
learner information - enrolment form
an enrolment, including start date and end date and outcome/results
qualification completed (when appropriate)
internal/local learning program coding
Additional requirements may include:
fees to be paid
payment scheduling
legal/contractual agreements
training contract information
Certification processes may include:
using the correct certification form
accurately entering critical details are, for example:
name of learner/candidate
name of learning program successfully completed
assessment result

dating and signing the qualification/Statement of Attainment/internal organisational award
forwarding the completed qualification/Statement of Attainment/internal organisational award to learner
sending a copy of the completed qualification/ Statement of Attainment/internal organisational award to the relevant authority
storing a copy of the completed qualification/ Statement of Attainment/internal organisational award in accordance with organisational and legal requirements
Custody and management requirements may include:
the secure physical and storage of assessment/training records and information
authorised access to assessment/training records and information
the secure disposal or return of assessment/training records and information
Reporting results may include:
reporting for apprenticeship/traineeship program delivery
reporting for in-house or internal program delivery
financial reporting for funding and payments from the funding body
availability of all reports and records for audit and monitoring purposes
enrolment form
performance agreement
Training Contract/RTO notification
New Apprenticeship Centre (NAC) Incentive Forms/Completion Letter
OHS incident reporting systems
Reporting requirements may cover:
AQTF Standards for Registered Training Organisations (RTOs)
AVETMISS, nationally consistent standards for the collection, analysis and reporting of vocational education and training
organisational documentation
Systems to support reporting may include:
electronic student management system which complies with Student Statistical Collection Guidelines
internal organisational recording/reporting systems
arrangements for the issuing of qualifications or Statements of Attainment
arrangements for recognising and recording current competencies
record keeping policies and procedures
Issues/irregularities may include:
inaccuracies or inconsistencies
lost information/records
not meeting timelines for reporting
OHS issues

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 maintained training/assessment reporting and recording requirements and have applied this knowledge within an established system within a training and/or assessment organisation.
Evidence must also establish that candidates can provide learners with relevant and current learning program information on training and/or assessment services; obtain and collate critical statistical information; record this information using the appropriate information management systems of the training and/or assessment organisation; and complete reporting requirements.
Evidence Requirements
Required knowledge includes:
organisational policies and procedures relating to records and reporting procedures, including internal reporting
organisational policies and procedures relating to the dissemination of learning strategy/program information to potential/current learner/s
established training and/or assessment information systems
training and/or assessment services provided by the organisation
the collection, recording and reporting of vocational education and training information
AQTF and AVETMISS requirements, covering:
records management
reporting requirements

relevant policy, legislation, 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
recording information and confidentiality requirements
licensing requirements
vocational education and training requirements
duty of care under common law
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements
OHS responsibilities associated with maintaining training and/or assessment information requirements, including:
hazards commonly found and preferred risk controls for the specific environment
OHS procedures to be used in providing information to potential/current learners
legislative requirements for OHS record keeping and reporting requirements
Required skills and attributes include:
language and literacy skills to:
elicit appropriate and critical information from learners in order to complete recording requirements
prepare national and state/territory reporting information
liaise with personnel and managers/supervisors from the training and/or assessment organisation
liaise with appropriate authority personnel
interpret a wide range of documents

prioritise and self-manage in order to meet reporting deadlines
deal with issues within own jurisdiction and authority
operate in an established quality system
Products that could be used as evidence include:
completed AVETMISS/in-house reporting documentation for a learning program
completed qualification/Statement of Attainment/internal organisational award
learner progress report
examples of learning resources organised for a specific learning program
Processes that could be used as evidence include:
demonstration of personal learner information collected and recorded
demonstration of learning program information collected and recorded
demonstration of additional requirements collected and recorded (if relevant)
Resource implications for assessment include:
access to a range of electronic equipment and/or resources for recording and reporting requirements
access to supervisors or appropriate personnel
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:
provision of initial and ongoing advice on training and/or assessment services/programs/specific information requirements to a range of learners
records management relating to a range of learners
organisation of certification processes for a range of learners
completed AVETMISS/in-house reporting documentation for a learning program, covering a range of learners
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:
TAAASS402C Assess competency
TAADEL402B Facilitate group-based learning
BSBREL402A Build client relationships and business networks
BSBMKG413A Promote products and services.