1. Research the learning resource requirements
   • Clarify with the client the brief, focusandtype of learning resource
   • Research the target audience, their learning needs and the learning environment for the resource
   • Gather, collate and analyse relevant existing information
   • Identify any ethical and legal considerations and act on them
   • Write a development work plan
2. Design the learning resource and plan the content
   • Generate a range of design options using a variety of techniques
   • Develop and confirm with the client an outline or prototype for the learning resource
   • Analyse content specifications of the learning product and map out proposed content
3. Develop the learning resource content
   • Develop content and content specifications in accordance with the agreed design
   • Establish mechanisms for reviewing work in progress
   • Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience
   • Ensure any visuals are relevant, instructive and appropriate for the intended audience
4. Review learning resource prior to implementation
   • Check resource content to ensure the accuracy and relevance of information against specifications
   • Check text, format and visual design for clarity and focus
   • Conduct an external review using appropriate review methods and incorporate feedback
   • Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client
5. Evaluate the design and development process
   • Review the design and development process against appropriate evaluation criteria
   • Reflect on the development process and methods and identify areas for improvement
   • Document identified improvements for future projects

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

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.