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Evidence Guide: ICTEDU5025A - Develop and deliver training associated with new and modified products

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ICTEDU5025A - Develop and deliver training associated with new and modified products

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to develop a training program

  1. Confirm the training specifications required for a specific product with client
  2. Research available and relevant material and prepare an outline for proposed training
  3. Present and confirm suitability of proposed outline with client
  4. Determine training schedule parameters
  5. Establish criteria for post-training evaluation
Confirm the training specifications required for a specific product with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research available and relevant material and prepare an outline for proposed training

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present and confirm suitability of proposed outline with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine training schedule parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish criteria for post-training evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design training program and support material

  1. Develop a training program that follows a logical sequence and builds on the existing knowledge of recipients
  2. Create training material that meets up-to-date product and technicalinformation and all related occupational health and safety (OHS) issues and work practices
  3. Develop training delivery style to suit the skills of the recipient
  4. Review and amend training material prior to product, equipment or facility changes being introduced by the company
  5. Develop training schedule to meet needs and schedules of recipients
Develop a training program that follows a logical sequence and builds on the existing knowledge of recipients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create training material that meets up-to-date product and technicalinformation and all related occupational health and safety (OHS) issues and work practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop training delivery style to suit the skills of the recipient

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and amend training material prior to product, equipment or facility changes being introduced by the company

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop training schedule to meet needs and schedules of recipients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver training to sales and technical staff

  1. Deliver training sessions in a systematic fashion and in a format suitable to client's needs
  2. Monitor student performance against pre-determined criteria
  3. Provide feedback on student performance against pre-determined criteria
  4. Evaluate training session against pre-determined criteria on completion and identify potential improvements
Deliver training sessions in a systematic fashion and in a format suitable to client's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor student performance against pre-determined criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback on student performance against pre-determined criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate training session against pre-determined criteria on completion and identify potential improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Record session evaluation and feedback from recipients
  2. Present report to client on effectiveness of training sessions and recommendations for improvements
Record session evaluation and feedback from recipients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present report to client on effectiveness of training sessions and recommendations for improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

develop, deliver and report on a training program for operational and technical knowledge related to new or modified CPE product that meets customer needs

establish criteria to measure training program effectiveness.

Context of and specific resources for assessment

Assessment must ensure:

training resources

PC rooms

training rooms

product information.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

review of training materials prepared by the candidate outlining design and delivery process undertaken

written training plan and lesson plan for a proposed or hypothetical training session

direct observation of the candidate conducting a training program session.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICTEDU3053A Train customers in new technology.

Aboriginal people and other people from a non-English speaking background may have second language issues.

Access must be provided to appropriate learning and assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the oral communication skill level, and language and literacy capacity of the candidate and the work being performed.

In all cases where practical assessment is used it will be combined with targeted questioning to assess required knowledge. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency.

Where applicable, physical resources should include equipment modified for people with special needs.

Required Skills and Knowledge

Required skills

communication skills to:

demonstrate procedures and features of products to others

liaise with customers to ensure requirements are known

interpersonal skills to relate to customers, employer, work associates, team members and individuals

literacy skills to:

interpret technical specifications and related documentation

enterprise policy and documentation

planning and organisation skills to prepare for training, including agendas and logistical requirements

problem solving skills to present information appropriate for a range of clients

research skills to gain and maintain relevant and current technical knowledge

Required knowledge

common customer telecommunications applications and related equipment

features of specific products

high level knowledge of the specific technical content of training and its application

sources of:

reference documents available relevant to training

support available after training is complete

Range Statement

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.

Training specifications may include:

cost, timeline and audience expectations

enterprise specific products

generic training products

vendor specific products.

Client may include:

government organisation

individual

interested group

private organisation

vendor.

Product and technical information relates to:

customer premises equipment (CPE) product

equipment:

LAN or WAN equipment

modems

private branch exchange (PBX)

related cabling and management systems

transmission equipment

facilities including network facilities and system features

peripherals

product models and equipment types

vendor product.

Training delivery can be:

e-learning

formal or informal

multimedia type

on the job or in a simulated environment

self-paced

structured

undertaken in a classroom

vendor specific.

Training schedule includes:

agenda

locations

times.