- TAATAS502B - Prepare a tender bid
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAATAS502B Mapping and Delivery Guide
Prepare a tender bid
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | TAATAS502B - Prepare a tender bid |
|---|---|---|---|
| Description | This unit specifies the competency required to bid for the provision of goods or services through a tender process. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit addresses the competency of writing a submission or proposal to supply goods or services required by the purchasing organisation through a tender process. It involves researching, preparing and writing a proposal that outlines the suppliers capabilities to meet the tender specifications. This competency applies to the supplier in a tendering process. The competency of preparing tender documentation as purchaser and overseeing the tendering process is addressed in the purchasing domain of the Business Services Training Package, in particular through the unit of competency BSBPUR401A Plan purchasing. The unit LGACOM409A Prepare tender documentation from the Local Government Training Package is also of relevance.In the training and assessment context the provision of tendered services is a critical area of competency applied to funded and contracted services, projects or product development.Competency in this unit requires knowledge and skills in interpreting tender specifications; developing appropriate activities and methodologies to meet those specifications; estimating financial, human and physical resources needs; and preparing a detailed submission that demonstrates and markets the capacity and capability of the supplier to achieve the specified tender requirements.Competency also includes responsibility for formatting and lodging the final submission to the potential client within designated timelines and requires the application of relevant technology and project tools.A critical outcome of this unit is a demonstrated capacity to translate the tender specifications into a clearly defined methodology which encompasses innovative ideas and to develop a budget as part of the tender submission. The development of innovative ideas is addressed as a separate unit in TAAENV404B Develop innovative ideas at work. Budgetary and financial management competency is covered in BSBMGT503A Prepare budgets and financial plans.The competency of managing a project is addressed in TAATAS503B Manage contracted work.The competency specified in this unit is typically required by trainers/facilitators, teachers, assessors, training product developers, program coordinators, training consultants, training managers and learning development/human resource personnel.In other industry contexts, this unit is relevant to any person undertaking this area of work. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Determine tender requirements |
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| Element: Develop tender content |
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| Element: Prepare tender bid |
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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 of the processes used to develop and prepare a detailed proposal/submission in response to a tender which accurately covers the tender requirements. This evidence must show how the tender specifications were analysed; assessment of organisational viability and risks associated with tender requirements; a detailed methodology and budget; and a final tender proposal/submission which meets all tender criteria and organisational requirements. | |
Evidence Requirements | |
Required knowledge includes: | relevant policy, legislation, codes of practice and national standards including Commonwealth, state/ territory legislation, e.g. that related to: client privacy and confidentiality provision of accurate information environmental standards equal employment opportunities (EEO) and anti-discrimination OHS roles and responsibilities of employers and employees, trainers/facilitators and assessors, and of the organisation as a training and/or assessment organisation industries in which the training and/or assessment organisation operates types of training and assessment projects tender layout, format and presentation methods organisational pricing policy and procedures contingency and risk assessment techniques key project success factors and typical project pitfalls evaluation and revision techniques, such as: asking specific questions seeking and analysing feedback |
Required skills and attributes include: | literacy and communication skills to: read and interpret relevant information comply with tender criteria and conditions provide clear and precise information receive and interpret feedback on draft submission |
prepare required documentation using clear and comprehensible language and layout tailor submission to requirements research and evaluation skills to: evaluate tender requirements to establish project requirements evaluate viability to provide services and/or products to undertake the project determine needs of target client group conduct a risk assessment on anticipated project outcomes identify and estimate required resources evaluate feedback for incorporation in submission identify selection criteria, weightings and selection process numeracy skills to: create a detailed budget prepare a submission for tender proofreading and editing skills to: revise, amend and finalise submission project planning skills to: plan and schedule activities methodically organise work work within agreed timeframes and budgetary constraints technology skills to: use appropriate equipment and software to research and compile information use spreadsheets in the preparation of a detailed budget | |
Products that could be used as evidence include: | prepared quotations and estimates tender proposal/submission feedback received on tender proposal/submission graphic presentations |
Processes that could be used as evidence include: | how tender criteria were analysed how resource requirements were identified and estimated how risks were identified and assessed what costing and quoting methods were used how relevant policies or legislative information were reviewed how feedback on tenders was used to improve future tenders |
Resource implications for assessment include: | access to real or simulated tender process access to information to prepare tender (relevant documents, research, organisational information) access to people involved in tender process time specifications |
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: | a detailed tender proposal/submission which addresses: tender specifications organisational viability detailed methodology with identified stages, activities, timelines and deliverables risk assessment resource requirements budget revision, editing and proofreading following feedback effective presentation |
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: TAATAS501A Undertake organisational training needs analysis TAATAS503B Manage contracted work TAAASS403B Develop assessment tools TAADES502B Design and develop learning resources TAADES503B Research and design e-learningresources TAADES504B Develop and evaluate e-learningresources TAADES505B Research and develop competencystandards. |
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. | |
Tender specifications may include: | simple or detailed explanation of tender requirements identification of deliverables client group needs designated performance standards proposed activities to be undertaken time and cost parameters scope quality human and physical resource needs legal requirements consultation, stakeholder involvement project management insurance requirements specific requirements |
Viability may include consideration of: | tender criteria and conditions available resources, equipment and supplies client group needs time constraints other projects geographical constraints skills required for the provision of services financial considerations compliance with regulations |
Risk assessment may include: | identifying risks in isolation or as part of a broader risk management strategy, addressing risks such as: environmental landscape financial/economic loss/failure damage to property/equipment professional incompetency equipment/system failures OHS inability to deliver or meet the timelines if selected |
Organisational requirements may include: | quality assurance and/or procedures manuals organisational goals, objectives, plans, systems and processes organisational policies, procedures and guidelines recording and reporting procedures industry consultative mechanisms business and performance plans access and equity principles and practices confidentiality requirements ethical standards collaborative/partnership arrangements OHS policies, procedures and programs quality and continuous improvement processes and standards defined resource parameters |
Legal requirements may include: | Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs) state or territory registering body requirements industrial relations award and enterprise agreements and relevant industrial arrangements confidentiality and privacy requirements relevant legislation from all levels of government that affects business operations OHS legislation environmental legislation equal opportunity legislation industrial relations legislation anti-discrimination legislation relevant industry codes of practice |
Relevant persons may include: | tenderer/potential client target client group colleagues managers, supervisors government agencies employment agencies industry groups training and/or assessment coordinators industry regulators/licensing authorities members of professional associations state/territory registering body external consultants |
Others may include: | accounting/finance personnel other persons with broader budgetary experience |
Business technology may include: | computers database software applications graphical presentation software word processing software project management software printers email, Internet, Intranet |
Specific tender criteria and conditions may include: | eligibility for submission of tender special requirements selection criteria and weightings tender document format interview, meeting or presentation of tender submission date |
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 |
|---|---|---|---|
| Tender specifications and/or other relevant documentation are obtained and analysed to establish tender requirements | |||
| Viability to undertake required work is assessed against tender specifications and organisational and/or individual operational capacities and capabilities | |||
| Risk assessment is conducted on anticipated outcomes in accordance with organisational and legal requirements | |||
| All occupational health and safety (OHS) and other relevant legislative requirements are interpreted and allowed for within the parameters of the tender requirements | |||
| Options and ideas to address tender requirements are generated using effective thinking skills and knowledge of tender area | |||
| Options and ideas are elaborated and refined, and where feasible, further developed with relevant persons | |||
| Specific timelines, stages, activities and deliverables are defined and documented to meet tender requirements | |||
| Physical and human resources required to undertake the specified tender requirements are determined and confirmed with relevant persons, where required, in accordance with organisational requirements | |||
| Financial costings are determined in accordance with organisational requirements, and a proposed budget is prepared, with assistance from others, if required | |||
| Business technology is used to present information in a format that markets capabilities | |||
| Specific tender criteria and conditions are addressed in writing tender submission/proposal | |||
| Submission/proposal outlines organisational capabilities | |||
| All information is reviewed to ensure accuracy and effectiveness in meeting tender specifications | |||
| Final proposal/submission is proofread, formatted and lodged within designated timelines, and a copy is securely stored in accordance with organisational requirements | |||
| Presentation materials are prepared and presentation made to client to support the bid, where required |
Forms
Assessment Cover Sheet
TAATAS502B - Prepare a tender bid
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
TAATAS502B - Prepare a tender bid
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: