Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEDES505A Mapping and Delivery Guide
Evaluate a training program

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDES505A - Evaluate a training program
Description This unit describes the performance outcomes, skills and knowledge required to evaluate a training program to measure the effectiveness of training in meeting workforce performance needs and capability requirements. In an AQTF context it can contributes to the continuous improvement cycle within a registered training organisation (RTO).
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those who have responsibility for delivery and assessment strategies in the training programs of an organisation.
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: Plan and prepare evaluation
  • Document the aim and scope of the evaluation study
  • Identify the data and information required and access sources of information
  • Establish a project plan and timelines which identify tasks and stakeholders in the evaluation process
  • Select and brief staff to be involved
  • Establish constructive relationships with the stakeholders identified in the evaluation plan
       
Element: Collect and collate evaluation data and information for a training program
  • Identify the most appropriate technique(s) for gathering quantitative and qualitative data and information
  • Develop evaluation instruments to gather data and information
  • Arrange workplace visits and meetings, and access to data and information
  • Collect data and information and store in compliance with the record keeping and privacy policies and procedures of the organisation
  • Identify and record potentially useful information which is not identified in the evaluation plan
  • Collate and process data relevant to the evaluation
       
Element: Analyse evaluation data and information and make conclusions
  • Analyse the data and information to identify the outcomes of training and their impact on workforce capability
  • Cross-check findings where possible by comparing with the results from different evaluation instruments
  • Develop conclusions about the effectiveness and efficiency of the training program, as per the evaluation aim and scope
  • Document areas of training that are satisfactory and those requiring improvement
  • Identify factors affecting performance and suggest possible enhancements or alternatives to the training program
       
Element: Report on the conclusions and recommendations of the evaluation
  • Document issues and conclusions arising from the analysis conducted
  • Make recommendations to stakeholders on areas of possible improvement
  • Discuss preliminary findings with stakeholders
  • Produce an evaluation report and distribute to all stakeholders
       


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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

evaluate a training program against workforce performance needs and capability requirements

produce an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement

critically review the evaluation process and approaches taken and propose changes to improve the process.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

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.

Required skills

analysis and interpretation skills to:

evaluate information management systems, policies and procedures of an organisation

select relevant evaluation information and documentation

access and interpret the organisation's standards and values

analyse records/notes of the evaluation process

communication skills to:

explain the evaluation process

give clear and precise instructions and advice

discuss the evaluation process with other relevant people

seek information relevant to the evaluation

discuss the evaluation outcome with the stakeholders

language and literacy skills to:

interpret training program requirements (including, where appropriate AQTF requirements)

develop resources to support the evaluation process

communicate with key stakeholders

produce and maintain documentation

planning and organising skills to:

plan projects

plan and sequence work programs

coordinate the work of self and others

research and evaluation skills to investigate training and workforce data, and determine and implement appropriate improvement.

Required knowledge

Commonwealth and state/territory legislation, codes of practice and standards, for example:

Training Packages and accredited courses, and what comprises quality training and assessment services

how training and/or assessment organisations operate

terminology relating to quality evaluation processes

evaluation models/methods, including the Kirkpatrick Model

records management systems of the organisation

other relevant policy, legislation, codes of practice and national standards, including Commonwealth and state/territory legislation, for example:

plagiarism

copyright and privacy laws

security of information and confidentiality requirements

duty of care, as it relates to coordinating personnel and learning

the industrial relations system, industry/workplace relations and industrial awards/enterprise agreements

anti-discrimination legislation, including equal opportunity, racial vilification and disability discrimination

vocational education and training systems

OHS relating to planning and conducting an evaluation.

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.

Aim of the evaluation study may include:

evaluating the effectiveness of the training in meeting workforce needs

estimating the cost effectiveness of the training provided

evaluating outcomes of a learning or assessment process or product

determining or trialling new processes/products

establishing client satisfaction

ensuring learning/assessment strategies and programs are relevant to client needs and capability requirements

determining resource requirements

providing solutions to organisational performance problems.

Scope of the evaluation study may include:

whole of training and/or assessment of the RTO

specific training and/or assessment services

specific training and/or assessment products

specific aspects of training and/or assessment systems

partner organisation arrangements

workforce training needs.

Data and information to be gathered may include:

work performance

workplace productivity

employer feedback

trainee feedback.

Stakeholders in the evaluation processmay include:

employer organisations

training graduates

workplace supervisors and managers

trainers and assessors

training designers

HR managers.

Technique(s) for gathering data/information may include:

surveys

group discussion sessions

researching of organisational performance data

conducting interviews with course graduates, their supervisors and managers, trainers/ facilitators and assessors

examining the organisations documents and systems, such as:

policies and procedures

learning and assessment strategies

training/assessment records

course evaluation questionnaires

resources for delivery and assessment including assessment tools.

Evaluation instruments may include:

surveys

feedback forms

work performance specifications

questionnaires

diaries

logs

discussion group questions.

Alternatives to the training program may include:

job redesign

change in supervision arrangements or work support

individual mentoring

communication and information campaign, e.g. posters, brochures

job aids, e.g. manuals

standard operating procedures (SOPs).

Areas of possible improvement may include:

analysis of skills requirements and training needs

design of training and assessment strategies

training materials development

training delivery methods and resources

assessment methods and tools

employer and trainee liaison and management.

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
Document the aim and scope of the evaluation study 
Identify the data and information required and access sources of information 
Establish a project plan and timelines which identify tasks and stakeholders in the evaluation process 
Select and brief staff to be involved 
Establish constructive relationships with the stakeholders identified in the evaluation plan 
Identify the most appropriate technique(s) for gathering quantitative and qualitative data and information 
Develop evaluation instruments to gather data and information 
Arrange workplace visits and meetings, and access to data and information 
Collect data and information and store in compliance with the record keeping and privacy policies and procedures of the organisation 
Identify and record potentially useful information which is not identified in the evaluation plan 
Collate and process data relevant to the evaluation 
Analyse the data and information to identify the outcomes of training and their impact on workforce capability 
Cross-check findings where possible by comparing with the results from different evaluation instruments 
Develop conclusions about the effectiveness and efficiency of the training program, as per the evaluation aim and scope 
Document areas of training that are satisfactory and those requiring improvement 
Identify factors affecting performance and suggest possible enhancements or alternatives to the training program 
Document issues and conclusions arising from the analysis conducted 
Make recommendations to stakeholders on areas of possible improvement 
Discuss preliminary findings with stakeholders 
Produce an evaluation report and distribute to all stakeholders 

Forms

Assessment Cover Sheet

TAEDES505A - Evaluate a training program
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

TAEDES505A - Evaluate a training program

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: