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TAADEL504B- Lead and coordinate training services

(information sourced from NTIS website http://www.ntis.gov.au/)

Description

This unit specifies the competency required to lead and coordinate the provision of training services within a training and assessment organisation.

Employability Skills

This unit contains employability skills.

Application Of Unit

Coordinating training services involves overseeing a training and assessment organisation’s training operations in one or more areas of service delivery.

This competency includes confirming operational parameters for training; developing the training schedule; organising, guiding and supporting the organisation’s trainers/facilitators; and monitoring the provision of training services (which may include multi-site and partnership arrangements).

Where this unit is undertaken as a single unit outside of the TAA50104B Diploma of Training and Assessment, learners must demonstrate competency in the following pre-requisite units:

TAADES402B Design and develop learning programs

TAADES501B Design and develop learning strategies

TAADEL401B Plan and organise group-based delivery

TAADEL402B Facilitate group-based learning.

Achievement of this unit requires high-level language and literacy skills, and cognitive skills in such areas as planning, analysis, evaluation and synthesis as well as leadership skills.

This unit focuses on the coordination of training services only. The coordination of assessment services is addressed in TAAASS501B Lead and coordinate assessment systems and services. Systemic evaluations of training services is addressed in TAACMQ503B Lead and conduct training and/or assessment evaluations.

Related competencies, which include preparing/managing budgets/financial plans, records management, recruitment, selection and performance management are addressed through relevant imported units in the Business Services Training Package. These are listed at the end of this unit.

The competency specified in this unit is typically required by lead trainers/facilitators, program/training coordinators and training managers.

Unit Sector

Delivery and Facilitation

Performance criteria

Element			Performance criteria
1.	Organise and arrange training services		1.1 Documentation relating to scope and legal/organisational requirements for training services is identified, accessed and interpreted 1.2 Availability and suitability of relevant trainers/facilitators is identified including across sites 1.3 Availability of material and physical requirements is confirmed with relevant personnel within budget specifications 1.4 Capacity to provide training services in accordance with scope and legal/organisational requirements is determined and partnership arrangements are developed, organised, agreed and documented as written agreements, where relevant 1.5 The training schedule is developed, discussed and agreed with relevant persons
2.	Organise and lead training personnel		2.1 Quality requirements relating to the competency of trainers/facilitators are confirmed and documented 2.2 Communication and reporting arrangements are determined and agreed 2.3 Leadership skills and coaching and mentoring assistance is provided to guide and support trainers/facilitators in carrying out their work and issues/irregularities are identified and addressed in a timely and appropriate manner 2.4 Opportunities for professional/staff development and internal/external networking are established
3.	Monitor training operations		3.1 The training schedule is monitored and contingencies are addressed 3.2 Partnership arrangements are monitored in accordance with written agreements, where relevant 3.3 Training records and reports are monitored to ensure legal/organisational requirements are met 3.4 Feedback from clients and stakeholders is initiated, monitored and addressed 3.5 Outcomes and recommendations of internal/external evaluations of training services are implemented and changes in training services operations are documented and monitored 3.6 Directions for continuous improvement in the provision of training services are identified and reported to relevant persons

Skills and Knowledge

Required skills:

Required skills and attributes include:

• language and literacy skills to:
  • communicate in spoken and written forms with a range of trainers/facilitators and clients in a training context
  • interpret legal/organisational requirements, policies and procedures
  • prepare relevant documentation
  • establish and maintain professional working relationships with colleagues/staff and clients
• planning and organisational skills to:
  • develop training schedules
  • organise trainers/facilitators
  • organise material/physical requirements
• coaching and mentoring techniques, including how to:
  • provide encouragement, feedback, advice and guidance
  • deal with issues/problems
  • promote safety
• analysis and interpretation skills to:
  • evaluate delivery and facilitation practices
  • access and interpret organisation’s standards and values
  • determine service provision requirements
• observation skills to:
  • assess the effectiveness of the organisation’s provision of training services
  • distinguish different types of problems, e.g. technical, people and theoretical
• problem solving skills to:
  • combine different modes of thinking such as creative and analytic for practical problem solving
  • anticipate future implications for own and others’ decisions
  • reliably evaluate alternative solutions
  • manage continuous improvement processes
• leadership skills to:
  • set direction for others
  • influence and motivate others
  • guide and support others
  • manage conflict
  • make informed decisions and recommendations
• skills to accurately calculate material and physical operational requirements
• skills to manage diversity policies and procedures
• skills to develop and initiate support systems for trainers/facilitators

Required knowledge:

Required knowledge includes:

• relevant legal/organisational requirements for the scope of training services
• organisational policies and procedures relating to the scope of training services
• organisation’s quality management systems and processes
• content of relevant Training Packages, competency standards or other organisational benchmarks for training services
• content of relevant documented learning strategies to guide and support the provision of training services
• content of relevant documented learning programs and/or work-based learning pathways to guide and support the provision of training services, where relevant
• how to develop delivery plans, learning activities
• delivery and facilitation methods and practices
• conflict resolution techniques
• coaching and mentoring techniques
• evaluation techniques
• OHS relating to the provision of training services, including:
• OHS obligations of the training and assessment organisation, the trainer/facilitator and learner
• legislative requirements for information and consultation relevant to safety
• elements of an OHS management system as it applies to a training and assessment organisation
• nature of OHS risks that should be addressed by a training and assessment organisation

Range statement

Scope of training services refers to:		operational parameters, for example: single training site across a number of sites across states/territories or national international operational status, for example: recognised training and/or assessment services through registration in accordance with Australian Qualification Training Framework (AQTF) Standards for Registered Training Organisations (RTOs) unrecognised/internal/organisational in partnership arrangement operational methods, for example: using Training Packages using accredited courses using internal benchmarks and programs using internal/external learning resources product-based
Legal/organisational requirements may relate to:		requirements of AQTF relating to training services specific state or territory registering body requirements requirements of Training Packages requirements of accredited courses apprenticeships/traineeships requirements Australian Qualifications Framework (AQF) requirements for the issuance of qualifications/ Statements of Attainment requirements set by Commonwealth and state and territory legislation relating to occupational health and safety (OHS); anti-discrimination; workplace/industrial relations; workers’ compensation award and enterprise agreements and relevant industrial arrangements confidentiality and privacy requirements records and reporting requirements requirements set by professional associations requirements set by quality systems licensing requirements organisational requirements/policies/procedures defined resource parameters ethical standards
Trainers/facilitators refers to:		teachers/trainers/facilitators in own organisation who operate on site teachers/trainers/facilitators in own organisation operating in different site/s teachers/trainers/facilitators from another organisation in partnership with own organisation personnel of own/another organisation who provide vocational/subject matter expertise and who work with the trainers/facilitators
Material and physical requirements may include:		required Training Package/s for training services documented learning strategies documented learning programs learning materials and learning resources curriculum organisational competency standards/benchmarks IT equipment and associated software/hardware materials and equipment relevant to the unit of competency/subject area being delivered venues
Partnership arrangements are:		collaborative arrangements between a Registered Training Organisation (RTO) and other organisations including other RTOs which enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the AQTF Standards for Registered Training Organisations which requires a written agreement between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO.
Written agreements for partnership arrangements may include:		description of the collaborating training and/or assessment organisation/s objectives and scope of service the nature of the collaboration including quality assurance, record keeping and maintenance; and issuance of qualifications/Statements of Attainment/ organisational internal awards terms of the agreement, such as the duration of the agreement, financial arrangements organisation and management of the agreement in terms of allocating of various activities and roles and responsibilities of each organisation in the partnership a description of equipment, learning materials and facilities contributed by collaborating partners an outline of communication strategies a description of who retains the rights to any intellectual property produced an outline of how and what activities will be promoted strategies for regular review of objectives of the collaboration, operational processes and any issues
Training schedule relates to:		training services schedule or timetable in a single area of training service or across multiple areas defined by registered scope or organisational scope and may include: annual/biannual/monthly calendar of training qualifications/courses/learning programs/events dates/timetable for specific units/subjects/ modules within qualifications/courses/learning programs names/details of training staff to be used details of material/physical requirements confirmation of venues/sites
Relevant persons may include:		chief executive officer / human resource manager training managers training coordinators trainers/facilitators
Quality requirements refers to:		AQTF standards of competency for trainers/facilitators organisational standards/qualifications for trainers/facilitators
Communication may include:		regular guidance, support and direction to trainers/facilitators regular meetings to discuss aspects of training services
Leadership skills may include:		techniques for initiating action and directing decision making strategies for presenting a confident, assured and unhesitant manner in response to challenging situations strategies for responding to unreasonable expectations maintaining ethical practice and beliefs modelling expected behaviour and personal presentation standards time management strategies for acknowledging and respecting the attitudes and beliefs of others techniques for promoting active and genuine participation
Coaching and mentoring assistance includes:		identifying any gaps in training/facilitation skills/competency explaining legal/organisational/policy requirements clarifying training/facilitation issues providing encouragement and direction providing feedback/advice/guidance promoting safety in training/facilitation solving problems
Issues/irregularities may include:		competency gaps of trainers/facilitators difficulties trainers/facilitators have in developing effective group delivery plans/learning activities difficulties trainers/facilitators have in developing effective work-based learning pathways difficulties trainers/facilitators may have in managing professional relationships with each other or individual learners difficulties trainers/facilitators have in being able to address individual learner needs difficulties trainers/facilitators have in managing learners/learner interactions technical difficulties especially in an e-learning environment other trainer performance issues
Contingencies in the training schedule may include:		issues in meeting learning strategy requirements issues in meeting learning program requirements issues/gaps in material/physical resource requirements delivery issues with personnel, e.g. absenteeism venue difficulties inadequate provision of records/reports by trainers/facilitators meeting contractual obligations

Evidence guide

Overview of assessment		To demonstrate competency against this unit candidates must be able to provide evidence that they have taken responsibility for the operational parameters for training provision in a specified vocational area/field of training services; provided leadership, direction and support to other trainers/facilitators; and have effectively monitored training services in a training and assessment organisation.
Products that could be used as evidence include:		documented operational guidelines documented training schedules examples of leadership, support and guidance provided to trainers/facilitators written partnership agreement/s (where relevant) analysis of partnership arrangement outcomes (if relevant) documented actions that address evaluations of training services
Processes that could be used as evidence include:		how information and feedback was analysed to address contingencies and irregularities/issues how partnership arrangements were discussed and agreed upon how trainer/facilitator support and guidance needs were identified and met in the case where coordination and management is across two or more sites, how the consistency of delivery and service was ensured
Resource implications for assessment include:		access to legal/organisational documentation access to operating/simulated training environment access to trainers/facilitators and assessors access to clients
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:		demonstrated performance in coordinating training services in one or more areas of service delivery and which encompasses: establishing operational parameters and requirements developing training schedules providing leadership, support and guidance to trainers/facilitators reporting on operational arrangements for training services, including advice on future directions
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 TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships TAACMQ503B Lead and conduct training and/or assessment evaluations TAACMQ505B Lead a team to foster innovation BSBFLM512B Ensure team effectiveness BSBFLM513B Manage budgets and financial plans within work team BSBFLM514B Manage people BSBRKG502B Manage and monitor business or records systems BSBHR506B Manage recruitment, selection and induction processes BSBMGT503B Pr epare budgets and financial plans.

The whole competency standard refers to:

all parts of the competency standard, including dimensions of competency