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Evidence Guide: TAEDES504A - Research and develop units of competency

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEDES504A - Research and develop units of competency

What evidence can you provide to prove your understanding of each of the following citeria?

Interpret requirements and research competency area

  1. Clarify with the client the purpose and scope for developing the unit of competency
  2. Identify and confirm with relevant people the systems and processes necessary to manage the development of the unit of competency
  3. Conduct initial research in the defined scope to identify relevant information to the unit of competency
  4. Analyse work role using a variety of research methods
  5. Establish overview of the factors necessary to competently perform work functions
  6. Confirm research outcomes with relevant people
Clarify with the client the purpose and scope for developing the unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm with relevant people the systems and processes necessary to manage the development of the unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct initial research in the defined scope to identify relevant information to the unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse work role using a variety of research methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish overview of the factors necessary to competently perform work functions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm research outcomes with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft the unit of competency

  1. Access and interpret relevant guidelines to format and structure the unit of competency
  2. Use the research outcomes and relevant guidelines to draft the unit of competency in the required format
  3. Draft a consistent and accessible unit of competency using plain English and technical language appropriate to the audience
  4. Confirm the draft unit of competency with relevant people
Access and interpret relevant guidelines to format and structure the unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use the research outcomes and relevant guidelines to draft the unit of competency in the required format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft a consistent and accessible unit of competency using plain English and technical language appropriate to the audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the draft unit of competency with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate the unit of competency

  1. Plan and write a comprehensive consultation process to review, validate and obtain feedback on the draft unit of competency
  2. Review the consultation process
  3. Conduct the consultation process with relevant stakeholders
  4. Collate and analyse feedback from the consultation process and modify the draft unit of competency to address any issues raised
  5. Document the consultation process and outcomes
  6. Conduct further consultation if necessary, and any further modifications to the draft unit of competency
  7. Confirm findings with relevant stakeholders
Plan and write a comprehensive consultation process to review, validate and obtain feedback on the draft unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the consultation process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the consultation process with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collate and analyse feedback from the consultation process and modify the draft unit of competency to address any issues raised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the consultation process and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct further consultation if necessary, and any further modifications to the draft unit of competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm findings with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise the unit of competency

  1. Ensure the draft unit of competency includes all relevant changes and the draft meets all requirements
  2. Consider and address any final issues in the draft unit of competency and deliver to the client
  3. Evaluate and reflect upon the development process to identify and make improvements
Ensure the draft unit of competency includes all relevant changes and the draft meets all requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and address any final issues in the draft unit of competency and deliver to the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and reflect upon the development process to identify and make improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

research, plan and draft three units of competency, with consultation and review processes for each unit

provide the draft units of competency that meet format requirements, each with a written report detailing:

discussions with the client to clarify the scope and purpose of the unit of competency

research undertaken, including methods and outcomes

consultation process and feedback

changes made to the unit of competency as a result of the consultation 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

Required Skills and Knowledge

Required skills

cognitive skills to consider, filter and evaluate relevant information and develop appropriate recommendations

communication and interpersonal skills to consult effectively with relevant people, discuss issues relevant to the development of the unit of competency and present information and advice

facilitation skills to conduct and gather information from focus groups and workshops, and present findings and recommendations

literacy skills for reading and interpreting information, plain English skills for presenting information, and appropriate technical literacy in the area of vocational competency, training and assessment

reflection skills to consider the progress of, and responses to, the competency standard

research and analytical skills to gather and examine information relevant to the development of the unit of competency.

Required knowledge

sound knowledge of the operation of Training Packages

current DEEWR guidelines for developing competency standards and any other related guidelines

roles of National Occupational Health and Safety Commission (NOHSC) and DEEWR

who to collaborate with to get information about competency standards and their development, such as:

Industry Skills Councils

employer organisations and unions

professional bodies

other developers

trainers

facilitators and assessors

the difference between:

skills, knowledge and attributes

technical skills and generic skills

tasks and work functions

the dimensions of competency and the format of competency standards

a range of research methods, such as:

focus groups

structured interviews

observation

literature and internet research

the vocational education and training environment

relevant OHS knowledge relating to the work role and OHS considerations which need to be included in the content of competency standards.

Range Statement

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.

The client may include:

DEEWR

Industry Skills Councils (ISCs)

enterprise or business

government department

organisation, including a training and/or assessment organisation

professional association or body.

Systems and processes may include:

project management requirements, including project plan

establishment of reference group/steering committee

determining key stakeholders

using relevant software and computer equipment

records and financial systems.

Initial research may include:

preliminary discussions/consultations with key stakeholders, such as:

personnel in the industry/organisation

technical experts or specialists in the field

representative organisations

literature and/or internet research

survey/interviews.

Relevant information may include:

existing competency standards, including other standards that may cross over scope/coverage

outcomes of organisational training needs analyses

industry or other research reports identifying trends, new developments, technological changes, organisational changes and global developments

competency standards from other countries.

Research methods may include:

interviews, with groups and individuals

reviewing documentation, e.g. position descriptions, procedures

observation

consulting with internal and external stakeholders.

Relevant people may include:

client/client representatives

steering committee/reference group

manager.

Guidelines may include:

current DEEWR guidelines

guidelines produced by other bodies responsible for the competency specifications such as professional bodies

state/territory accreditation authority guidelines

guidelines from other countries

internal organisational guidelines.

Consistent and accessible may include:

using the language of the industry

reflecting realistic work outcomes, practice, skills and knowledge requirements

reflecting the job role, environment and context

reflecting the dimensions of competency.

Consultation process may include:

defining the audience for the consultation, e.g. stakeholders, clients

establishing the methods for validation, e.g. workshops, presentations, meetings, email, internet

a defined time frame for feedback

a defined scope of the consultation, e.g. organisational, cross-industry or profession, local, state, national.

Relevant stakeholders may include:

the client

individuals in the work area, industry or profession for whom the unit of competency was written

individuals connected to the work area, industry or profession, e.g. supervisors

industry or profession experts and/or peak bodies

other developers of competency standards or Training Packages, trainers, facilitators and/or assessors

ISCs

reference groups or steering committees

NOHSC.