• TAETAS501A - Undertake organisational training needs analysis

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

TAETAS501A Mapping and Delivery Guide
Undertake organisational training needs analysis

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAETAS501A - 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
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
  • Discussions are held with clients to identify and verify client objectives, expectations and organisational requirements
  • Appropriate communicationand 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 consultationplan is developed with relevant persons and is negotiated and agreed by the client
       
Element: Conduct training needs analysis
  • 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 dataanalysis 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
       
Element: Provide advice to clients
  • 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
       


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.

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

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

Context of and specific resources for assessment

Assessment must ensure:

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, , 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

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

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

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

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAATAS503B Manage contracted work

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.

Required skills

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

Required knowledge

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

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

Organisationalrequirements 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 communicationand 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 consultationplan 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 dataanalysis 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

TAETAS501A - Undertake organisational training needs analysis
Assessment task 1: [title]

Student name:

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessor name:

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Assessment Record Sheet

TAETAS501A - 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:

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