- TAATAS501B - Undertake organisational training needs analysis
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAATAS501B Mapping and Delivery Guide
Undertake organisational training needs analysis
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | TAATAS501B - Undertake organisational training needs analysis |
---|---|---|---|
Description | This unit specifies the competency required to undertake a training needs analysis (TNA) to identify the training and assessment needs of an organisation. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Training needs analyses are used to assist organisations identify their training needs and develop relevant solutions.This competency involves identifying organisational/client needs through data investigation, using reliable and valid data analysis methods to interpret the data and providing advice and recommendations on training and assessment services required to meet the identified training needs. This includes identifying future support and services that the client will need to implement the recommendations.A training needs analysis can be used to identify the training needs of different levels across an organisation and/or for individuals. This unit focuses on identifying the training and assessment needs at the organisational level. Individual training needs analysis is covered in a number of units in this Training Package.Achievement of this unit requires competency in the development and implementation of a variety of training and assessment methods and knowledge of current processes and practices involved in the implementation of Training Packages.The competency specified in this unit is typically required by trainers/facilitators, assessors, teachers, consultants, human resource managers, program coordinators and managers. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
Prerequisites/co-requisites | Not applicable. | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
---|---|---|---|---|---|---|---|---|
Elements of Competency | Performance Criteria | |||||||
Element: Identify organisational/ client needs |
| |||||||
Element: Conduct training needs analysis |
| |||||||
Element: Provide advice to clients |
|
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 they can consult effectively with clients to identify their needs and provide recommendations for training and/or assessment. The advice provided as evidence must show how consultative processes were used to verify client needs; detail research methods undertaken to identify suitable training and/or assessment; include an implementation plan for the training needs analysis; include presentations outlining advice and recommendations; and identify resource requirements and future support delivery timelines. | |
Evidence Requirements | |
Required knowledge includes: | competency standards and Training Packages/ accredited courses to: match suggested training to client needs work with competency standards to design training solutions work within Australian Quality Training Framework (AQTF) requirements AQTF Standards for Registered Training Organisations (RTOs) risk identification and management strategies industry and enterprise knowledge, for example: relevant assessment and training strategies client organisation's culture and expectations underpinning skills and knowledge likely to be required in the industry changes likely to impact on the industry/sector and training implications of those range of evaluation and research methodologies, for example: literature research DACUM analysis Delphi analysis interviewing techniques the external environment relating to social, political, economic and technological developments, for example: new developments in adult learning techniques available funding principles of intellectual property, for example: various ways to give appropriate credit when using another's ideas or work training and development strategies learning organisation concepts change management concepts/strategies data retrieval and interpretation systems, for example: training needs analysis analysis of job functions |
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: plagiarism Training Packages/competency standards/other criteria copyright and privacy laws in terms of electronic technology security of information recording information and confidentiality requirements duty of care the industrial relations system, industry/workplace relations, and industrial awards/enterprise agreements anti-discrimination including equal opportunity, racial vilification and disability discrimination vocational education and training OHS relating to undertaking an organisational training needs analysis, including: sources of information on OHS as it applies to the training and/or assessment organisation risks that should be addressed by a training and/or assessment organisation legislative requirements for OHS record keeping and reporting requirements OHS obligations of the training and/or assessment organisation, the trainer/facilitator, assessor and learner requirements for consultation under OHS legislation | |
Required skills and attributes include: | research skills to: design research processes for collecting reliable and valid information objectively observe processes literacy skills to: prepare written reports incorporating advice and recommendations critically evaluate the relevance, reliability and authority of information integrative thinking skills to: conceptualise and synthesise issues by 'making links' explore issues from a number of different or contrasting points of view |
observation skills to: identify current work practices analyse future training requirements consultation skills to: analyse and determine client requirements ensure full participation of relevant individuals and groups in providing feedback on recommendations communication skills to: interpret information from a variety of people promote and explain recommended development activities interpersonal skills to: maintain appropriate relationships with stakeholders establish trust be open to the opinion of others actively listen numerical skills to: document and present statistical information to illustrate key aspects of a problem or question negotiation and facilitation skills to: work with people at all levels of the organisation to ensure client objectives are being met support ideas in a polite manner when challenged problem solving skills to: apply effective approaches to defining and analysing issues | |
Products that could be used as evidence include: | report highlighting outcomes of workshops and stakeholder consultation report detailing recommendations feedback gathered consultation/communication plans |
Processes that could be used as evidence include: | how information was collected how relevant data was analysed how future support was determined |
Resource implications for assessment include: | access to competency standards access to assessment materials and tools access to suitable assessment venue/equipment workplace documentation |
cost/time considerations personnel requirements | |
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/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: | an outline of client needs a report of research undertaken recommendations made to the client a plan outlining the delivery of future services, if required |
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: TAATAS503B Managecontractedwork TAACMQ504B Determine and manage scope of training and/or assessment services. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. | |
Clients may be: | internal or external an enterprise a department/division an industry sector a professional association a community organisation a government organisation |
Client objectives and expectations may include: | focus on individual learner objectives, such as: new skills specific competencies target qualifications career advancement focus on productivity improvement focus on administrative and records management systems focus on satisfying legislative or government regulatory requirements involve specific learning support systems reflect individualised organisational training and skill requirements be affected by national and state/territory policy and funding parameters |
Organisational requirements may include: | quality assurance and/or procedures manuals goals, objectives, plans, systems and processes legal and organisational policy/guidelines and requirements recording and reporting procedures business and performance plans access and equity principles and practices confidentiality requirements ethical standards collaborative/partnership arrangements occupational health and safety policies, procedures and programs quality and continuous improvement processes and standards defined resource parameters |
Communication and interpersonal skills may relate to: | verbal or non-verbal language two-way interaction constructive feedback active listening questioning to clarify and confirm understanding accurately interpreting non-verbal and verbal messages use of language and concepts appropriate to cultural differences clear and concrete presentations of options culturally inclusive and sensitive engagement techniques |
Existing or potential issues may include: | time to release employees from work to attend consultations access to a range of employees individual concerns/issues/negativities that may be brought to consultation sessions |
Resources may include: | people finances business/organisational needs equipment technology |
Consultation plan may include: | purpose and aims of consultation selection of personnel/other relevant persons protocol for consultations with employees industrial relations considerations confidentiality/privacy/ethical considerations reporting arrangements resources required timeframes other organisational needs |
Relevant persons may include: | clients employees government agencies organisational managers/supervisors organisational training and assessment coordinators industry groups employer/employee representatives state/territory registering body representatives external consultants |
Methods for collecting information and data may include: | surveys, interviews, discussions, focus groups critical incident technique observations of personnel at work accessing relevant government legislation, policies and practices analysing industry and/or enterprise skills audit reports analysing human resource management records/performance management records reviewing industry publications or reports concept mapping job and task analysis analysing assessment and/or training records |
Information and data may be gathered at the following levels: | organisational workgroup/work unit individual |
Data analysis methods may include: | qualitative/quantitative processes feedback on results review of previous research peer review data sampling statistical analysis |
Advice may relate to: | short-term and/or long-term recommendations specified outcomes and strategies resource requirements provision of training and/or assessment services design or review of training programs contextualisation of industry competency standards to meet client goals administrative and management systems statutory and mandatory requirements competency standards and performance assessment systems national standards performance management systems training and professional development principles reporting and accountability requirements and processes |
Options may include: | developing in-house capacity to meet identified needs identifying training and/or assessment organisations to meet needs |
identifying specific units of competency, qualifications/courses to meet needs consultancy services timelines urgency | |
Report may be presented using: | visual, audio-visual, graphics, multimedia demonstrations/presentations written text or equivalent medium plans, diagrams, charts, posters |
Legal requirements may include: | standards for training and/or assessment organisation state or territory registering body requirements award and enterprise agreements and relevant industrial arrangements confidentiality and privacy requirements scope of registration relevant legislation from all levels of government that affects business operation, including: OHS issues environmental issues equal opportunity industrial relations and anti-discrimination relevant industry codes of practice |
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 |
---|---|---|---|
Discussions are held with clients to identify and verify client objectives, expectations and organisational requirements | |||
Appropriate communication and interpersonal skills are used to develop a professional relationship with the client | |||
Existing or potential issues to be addressed are identified and analysed to determine the impact on client objectives and requirements | |||
Resources are identified and accessed in accordance with organisational requirements | |||
A consultation plan is developed with relevant persons and is negotiated and agreed by the client | |||
Reliable and appropriate methods for collecting information and data on current, emerging and future training needs are employed which make efficient use of resources | |||
Work is analysed to determine skills and competencies required for effective performance | |||
Information and data is gathered to determine current skills/competency profile of staff in accordance with legal/organisational/ethical requirements | |||
Information is analysed using reliable and valid data analysis methods to determine skills competency match and identification of current/emerging/future organisational training needs | |||
Conclusions on organisational training needs are supported by verifiable evidence and are consistent with research objectives | |||
Clients are provided with clear advice and recommendations on training and assessment needs | |||
Clients are provided with options for meeting identified training needs | |||
Feedback and comments on suitability and sufficiency of advice and recommendations are obtained | |||
Final report is completed and presented to the client, and processed in accordance with legal/ organisational requirements |
Forms
Assessment Cover Sheet
TAATAS501B - Undertake organisational training needs analysis
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:
Signature:
Date:
Assessment Record Sheet
TAATAS501B - Undertake organisational training needs analysis
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:
Signature:
Date:
Student signature:
Date: