Google links for TAACMQ503B - Lead and conduct training and/or assessment evaluations

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:

TAACMQB Develop training andor assessment organisational policies and procedures

TAACMQ501B Develop training and/or assessment organisational policies and procedures

TAAASSB Lead and coordinate assessment systems and services

TAAASS501B Lead and coordinate assessment systems and services.

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 and/or assessment organisationrefers 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
Purpose and objectivesmay be to:	evaluate outcomes of a learning or assessment process or product determine or trial new processes/products ensure the training and/or assessment management system is operating in accordance with legal/organisational requirements establish client satisfaction demonstrate compliance requirements under the AQTF meet other quality systems requirements improve training and/or assessment systems and services ensure learning/assessment strategies and programs are relevant to focus and client needs determine resource needs
Scope of the evaluationmay be the:	whole of training and/or assessment organisation specific training and/or assessment services specific training and/or assessment products specific aspects of training and/or assessment systems partner organisation arrangements
Relevant personsmay include:	senior personnel, for example: chief executive officer/managing director other managers trainers/facilitators/teachers/practitioners assessors program managers/training coordinators product developers/instructional designers managers/supervisors specialist trainers/facilitators information technology support administration support stakeholders/clients personnel responsible for monitoring the training and/or assessment organisation's services users of training information such as finance personnel, human resource personnel, employers contract manager national reporting and recording authorities e.g. AVETMISS, AQTF State Training Authority (STA) private/government funding bodies union/employee representatives
Framework and criteriamay include:	AQTF Australian Quality Standards e.g. AS/NZS ISO 9001:2000 quality assurance model Australian Business Excellence Framework (ABEF) organisational standards/framework
Evaluation models/methodsmay include:	examining organisation's documents and systems, such as: policies and procedures student and staff handbooks relevant components of business plans trainer/facilitator and assessor qualifications learning and assessment strategies examining training/assessment records examining a sample of student files analysing resources for delivery and assessment including assessment tools questioning appropriate personnel to further explore evidence conducting interviews with management, trainers/ facilitators, assessors, learners, personnel and stakeholders observing training and/or assessment services including delivery, assessment practice, learning and/or assessment activities, practicum or supervised teaching/facilitation determining information flows completing self-assessment checklist The Kirkpatrick Approach, for example: reaction learning behaviour results survey instruments, for example: Delphi questionnaires diaries logs diagnostics
Specific organisational documentation/informationmay include:	previous evaluation reports/records/documentation organisational policies, procedures and guidelines organisational goals, objectives, plans, systems and processes relevant components of business plans learner records trainer/facilitator and assessor qualifications assessment tools and assessment strategies learners/candidate outcomes/results and completion dates enrolment details, including general learner information traineeship/apprenticeship records information management system requirements and components, including recording and reporting outcomes written partnership agreements (where relevant) quality assurance and/or procedures manuals access and equity principles and practices ethical standards collaborative/partnership arrangements OHS policies, procedures and programs quality and continuous improvement processes and standards defined resource parameters certification systems and documentation promotional/marketing materials
Resourcesmay include:	documentation to support the evaluation, for example: current AQTF checklists and tools evaluation recording templates/checklists and observation checklists/ questionnaires briefing documents for evaluation team/relevant persons briefing documents for personnel participating in the evaluation physical resources, for example: appropriate interview room/s appropriate meeting venue
	electronic equipment used for recording and reporting requirements materials/stationery/equipment to support the evaluation processes
Communication strategymay include:	identification of organisation's communication and reporting channels methods for the dissemination and promotion of the evaluation, and evaluation methods and processes to persons and personnel identification of external communication and networks that can be used as part of the evaluation process regular reporting meetings with persons with specific responsibilities in all areas of the evaluation process procedures for keeping relevant persons and personnel regularly informed of the evaluation process methods and timelines for the evaluation process reporting requirements and closure for the evaluation process
Risk analysismay include:	identification of potential risks and consequent impact on individuals and the training and/or assessment organisation consideration of the consequence of adverse performance strategies to manage identified risks and potential consequences
An evaluation planmust include:	evaluation scope, objectives and outcomes evaluation schedules/timelines evaluation processes for gaining evidence evaluation methods for collecting evidence feedback and reporting strategies and timelines contingency plans reporting procedures including a final report to the chief executive officer/managing director and/or other managers confidentiality requirements resource requirements
Key pointsmay include:	issues requiring clarification discrepancies in organisational documentation strengths areas of compliance/non-compliance
Professional focusincorporates:	being clear about the purpose, objectives and scope of the evaluation remaining objective throughout the evaluation process maintaining focus throughout the evaluation

NTIS this!

TAACMQ503B - Lead and conduct training and/or assessment evaluations

Google Links

Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement