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 (if appropriate)

• 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

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.

• documented personal learning needs

• examples of developments and trends researched

• examples of continuous improvement techniques and processes used

• 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

• relevant organisational/legal documentation

• access to relevant benchmarks

• access to networks, technology, communication

• 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

• 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

• 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.

The whole competency standard refers to:

• all parts of the competency standard, including dimensions of competency

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.

• learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework

• 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

• Training Packages and accredited courses

• access to appropriate personnel for consultation and advice

• 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

• 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.

• 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

  • TAAASS401B Plan and organise assessment

  • TAAASS402B Assess competency

  • TAAASS403B Develop assessment tools

  • TAAASS404B Participate in assessment validation.