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Elements and Performance Criteria

  1. Model high standards of performance
  2. Determine personal development needs
  3. Participate in professional development activities
  4. Reflect on and evaluate professional practice

Evidence Required

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 industryprofessional 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 goalsobjectives

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

standardsprinciples ethnicalinclusive 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 stateterritory legislation for example

Training Packages competency standards other relevant benchmarks

licensing requirements

industryworkplace requirements

duty of care under common law

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

National Reporting System

relevant OHS knowledge relating to the work rolework 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

selfevaluation 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 trendschangesdevelopments 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 andor 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 organisationallegal 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 ie 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 clientscolleagues 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 TAA Training and Assessment Training Package Suggested units include but are not limited to

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:

TAAASSB Lead and coordinate assessment systems and services

TAAASS501B Lead and coordinate assessment systems and services

TAACMQB Lead a team to foster innovation

TAACMQ505B Lead a team to foster innovation

TAADELB Provide advanced facilitation to support learning

TAADEL503B Provide advanced facilitation to support learning.


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 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 (ifappropriate)

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