- TAAENV501B - Maintain and enhance professional practice
Assessor Resource
TAAENV501B
Maintain and enhance professional practice
Assessment tool
Version 1.0
Issue Date: March 2024
This unit addresses the processes required to maintain a high level of professional performance in the vocational education and training field. It includes modelling high standards of performance in accordance with professional standards and procedures, and the processes and outcomes involved in determining professional development needs and participating in associated activities.
This unit is also designed to assist vocational education and training personnel to identify strategies for maintaining currency and to respond to changes in vocational education and training policy and the operating environment.
The competency specified in this unit is typically required by a person involved directly or indirectly in the provision of training/ assessment services in a training and/or assessment organisation (refer to the definition provided in the Range Statement).
This unit specifies the competency required for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and/or assessment services.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 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. | |
Evidence Requirements | |
Required knowledge includes: | organisational goals/objectives organisational processes, procedures and opportunities relating to professional development a range of continuous improvement techniques and processes and their application social and education trends and changes impacting on the vocational education and training environment, for example: policy changes technological changes cultural changes economical changes |
networks relevant to professional practice standards/principles, ethnical/inclusive principles and practices types and availability of training development activities and opportunities relevant policies, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example: Training Packages, competency standards, other relevant benchmarks licensing requirements industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System relevant OHS knowledge relating to the work role/work context, and OHS when managing own professional practice and performance | |
Required skills and attributes include: | reflection skills to: systematically evaluate personal work practices to improve performance or understanding reduce or prevent stress leadership skills to present a professional image self-evaluation skills to: identify gaps in skills or knowledge obtain competencies to meet current and future organisational objectives research skills to: keep up with trends in vocational education and training to obtain current information identify relevant industry affiliations keep up with trends/changes/developments in the vocational area of competency communication skills to: obtain feedback from colleagues and clients participate in professional networks consult with colleagues and clients |
interpersonal skills to: participate in industry events and activities build professional relationships networking skills to build an industry network literacy skills to: document personal learning needs read and interpret vocational education and training information such as legal/ organisational policy documents complete and maintain records related to professional development time management skills to: organise professional development activities analyse and identify career options create a balance between work, study, personal and recreation activities | |
Products that could be used as evidence include: | documented personal learning needs examples of developments and trends researched examples of continuous improvement techniques and processes used |
Processes that could be used as evidence include: | 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 |
Resource implications for assessment include: | relevant organisational/legal documentation access to relevant benchmarks access to networks, technology, communication |
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 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 | |
Specific evidence requirements must include: | 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 |
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 TAACMQ505B Lead a team to foster innovation TAADEL503B Provide advanced facilitation to support learning. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
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 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 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 |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Personal performance is consistent with the organisation's goals and objectives | |||
Appropriate professional techniques and strategies are modelled | |||
Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with organisational/legal requirements | |||
Ethical and inclusive practices are applied in professional practice | |||
Personal knowledge and skills are assessed against units of competency and other relevant benchmarks to determine development needs and priorities | |||
Changes in vocational education and training policy and operating environments are identified and the impact on professional practice and personal development needs is determined | |||
Feedback from colleagues and clients is used to identify personal learning needs/areas of professional development | |||
Future career options are identified | |||
Personal learning needs are documented and updated | |||
Personal development needs are discussed with relevant personnel for inclusion in the professional development plan | |||
Development opportunities suitable to personal learning style/s are selected and used to support continuous learning and maintain currency of professional practice | |||
Professional networks are participated in to support continuous learning and to maintain professional practice | |||
Own performance and professional competency is continuously improved through engagement in professional development activities | |||
Technology is used to maintain regular communication with relevant networks, organisations and individuals | |||
Developments and trends impacting on professional practice are researched and integrated into work performance | |||
Feedback from colleagues/clients is used to identify and introduce improvements in work performance | |||
Innovative and responsive approaches for improving professional practice are identified through the use of continuous improvement techniques and processes | |||
Records, reports and recommendations for improvement are managed within the organisation's systems and processes |
Forms
Assessment Cover Sheet
TAAENV501B - Maintain and enhance professional practice
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
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Date:
Assessment Record Sheet
TAAENV501B - Maintain and enhance professional practice
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
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Date:
Student signature:
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