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.

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