Modification History
Version |
Comments |
TAEDES504A |
Released with TAE10 Training and Education Training Package version 2.0 This unit replaces TAADES505B Research and develop competency standards. Outcomes deemed equivalent. |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to research and develop units of competency to address work functions and processes, work roles and work related vocational outcomes.
Application of the Unit
This unit typically applies to those involved in researching and developing units of competency.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
1. Interpret requirements and research competency area |
1.1 Clarify with the client the purpose and scope for developing the unit of competency 1.2 Identify and confirm with relevant people the s ystems and processes necessary to manage the development of the unit of competency 1.3 Conduct initial research in the defined scope to identify relevant information to the unit of competency 1.4 Analyse work role using a variety of research methods 1.5 Establish overview of the factors necessary to competently perform work functions 1.6 Confirm research outcomes with relevant people |
2. Draft the unit of competency |
2.1 Access and interpret relevant guidelines to format and structure the unit of competency 2.2 Use the research outcomes and relevant guidelines to draft the unit of competency in the required format 2.3 Draft a consistent and accessible unit of competency using plain English and technical language appropriate to the audience 2.4 Confirm the draft unit of competency with relevant people |
3. Validate the unit of competency |
3.1 Plan and write a comprehensive consultation process to review, validate and obtain feedback on the draft unit of competency 3.2 Review the consultation process 3.3 Conduct the consultation process with relevant stakeholders 3.4 Collate and analyse feedback from the consultation process and modify the draft unit of competency to address any issues raised 3.5 Document the consultation process and outcomes 3.6 Conduct further consultation if necessary, and any further modifications to the draft unit of competency 3.7 Confirm findings with relevant stakeholders |
4. Finalise the unit of competency |
4.1 Ensure the draft unit of competency includes all relevant changes and the draft meets all requirements 4.2 Consider and address any final issues in the draft unit of competency and deliver to the client 4.3 Evaluate and reflect upon the development process to identify and make improvements |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills |
|
Required knowledge |
|
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:
|
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 |
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: |
|
Systems and processes may include: |
|
Initial research may include: |
|
Relevant information may include: |
|
Research methods may include: |
|
Relevant people may include: |
|
Guidelines may include: |
|
Consistent and accessible may include: |
|
Consultation process may include: |
|
Relevant stakeholders may include: |
|
Unit Sector(s)
Learning design
Custom Content Section
Not applicable.