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Evidence Guide: TAETAS501A - Undertake organisational training needs analysis

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

 

TAETAS501A - Undertake organisational training needs analysis

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

Identify organisational/ client needs

  1. Discussions are held with clients to identify and verify client objectives, expectations and organisational requirements
  2. Appropriate communicationand interpersonal skills are used to develop a professional relationship with the client
  3. Existing or potential issues to be addressed are identified and analysed to determine the impact on client objectives and requirements
  4. Resources are identified and accessed in accordance with organisational requirements
  5. A consultationplan is developed with relevant persons and is negotiated and agreed by the client
Discussions are held with clients to identify and verify client objectives, expectations and organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriate communicationand interpersonal skills are used to develop a professional relationship with the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Existing or potential issues to be addressed are identified and analysed to determine the impact on client objectives and requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Resources are identified and accessed in accordance with organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

A consultationplan is developed with relevant persons and is negotiated and agreed by the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct training needs analysis

  1. Reliable and appropriate methods for collecting information and data on current, emerging and future training needs are employed which make efficient use of resources
  2. Work is analysed to determine skills and competencies required for effective performance
  3. Information and data is gathered to determine current skills/competency profile of staff in accordance with legal/organisational/ethical requirements
  4. Information is analysed using reliable and valid dataanalysis methods to determine skills competency match and identification of current/emerging/future organisational training needs
  5. Conclusions on organisational training needs are supported by verifiable evidence and are consistent with research objectives
Reliable and appropriate methods for collecting information and data on current, emerging and future training needs are employed which make efficient use of resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work is analysed to determine skills and competencies required for effective performance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information and data is gathered to determine current skills/competency profile of staff in accordance with legal/organisational/ethical requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information is analysed using reliable and valid dataanalysis methods to determine skills competency match and identification of current/emerging/future organisational training needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conclusions on organisational training needs are supported by verifiable evidence and are consistent with research objectives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide advice to clients

  1. Clients are provided with clear advice and recommendations on training and assessment needs
  2. Clients are provided with options for meeting identified training needs
  3. Feedback and comments on suitability and sufficiency of advice and recommendations are obtained
  4. Final report is completed and presented to the client, and processed in accordance with legal/organisational requirements
Clients are provided with clear advice and recommendations on training and assessment needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Clients are provided with options for meeting identified training needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Feedback and comments on suitability and sufficiency of advice and recommendations are obtained

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Final report is completed and presented to the client, and processed in accordance with legal/organisational requirements

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

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

Required Skills and Knowledge

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

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.

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