Unit of competency details

TAEDES505 - Evaluate a training program (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 06/Apr/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to TAEDES505A - Evaluate a training programUpdated to meet Standards for Training Packages. 05/Apr/2016


Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  09/Aug/2016 
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Unit Of competency

Modification History

Release 

Comments 

Release 1

This version first released with TAE Training and Education Training Package Version 2.0.

Application

This unit describes the skills and knowledge required to evaluate a training program, by measuring the effectiveness of training in meeting workforce performance needs and capability requirements.

In a NVR/AQTF context it can contribute to the continuous improvement cycle within a registered training organisation (RTO).

It applies to those who have responsibility for delivery and assessment strategies in the training programs of an organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Learning design

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and prepare evaluation

1.1 Document the aim and scope of the evaluation study

1.2 Identify the data and information required, and access sources of information

1.3 Establish a project plan and timelines that identify tasks and stakeholders in the evaluation process

1.4 Select and brief staff to be involved

1.5 Establish constructive relationships with the stakeholders identified in the evaluation plan

2. Collect and collate evaluation data and information for a training program

2.1 Identify the most appropriate technique(s) for gathering quantitative and qualitative data and information

2.2 Develop evaluation instruments to gather data and information

2.3 Arrange workplace visits and meetings, and access to data and information

2.4 Collect data and information, and store in compliance with the record keeping and privacy policies and procedures of the organisation

2.5 Identify and record potentially useful information that is not identified in the evaluation plan

2.6 Collate and process data relevant to the evaluation

3. Analyse evaluation data and information and make conclusions

3.1 Analyse the data and information to identify the outcomes of training, and their impact on workforce capability

3.2 Cross-check findings where possible by comparing with the results from different evaluation instruments

3.3 Develop conclusions about the effectiveness and efficiency of the training program, as per the evaluation aim and scope

3.4 Document areas of training that are satisfactory and those requiring improvement

3.5 Identify factors affecting performance and suggest possible enhancements or alternatives to the training program

4. Report on the conclusions and recommendations of the evaluation

4.1 Document issues and conclusions arising from the analysis conducted

4.2 Make recommendations to stakeholders on areas of possible improvement

4.3 Discuss preliminary findings with stakeholders

4.4 Produce an evaluation report and distribute to all stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance 

Criteria 

Description 

Reading

1.2, 2.1, 2.4 2.5, 2.6, 3.1, 3.2, 3.3

  • Sources and analyses text-based information to identify relevance to requirements
  • Interprets written and numeric information to draw conclusions and to inform decision making

Writing

1.1, 1.3, 2.1, 2.2, 2.5, 2.6, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4

  • Produces documentation including a project plan, evaluation instruments, data reports, project reports, and evaluations, in a logical and concise manner that incorporates the analysis of information and the development of conclusions and recommendations, using language, format and style appropriate to a specific audience and context

Oral Communication

1.4, 2.3, 2.4, 4.2, 4.3

  • Uses appropriate communication techniques to provide and elicit information, confirm understanding, explore client requirements and discuss findings

Numeracy

1.2, 1.3, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 4.1, 4.4

  • Collates, interprets and compares numerical and statistical information to apply relevance to requirements

Navigate the world of work

2.4

  • Follows organisational protocols, policies and procedures regarding program evaluation

Interact with others

1.5

  • Recognises the importance of consultation and collaboration to build rapport, clarify and confirm strategy and receive and incorporate feedback

Get the work done

1.1-1.5, 2.1-2.6, 3.1-3.5, 4.1-4.4

  • Plans, organises and completes work according to defined requirements taking responsibility for decisions
  • Sequences tasks to achieve efficient outcomes and identifies appropriate process milestones and evaluation processes to assess program effectiveness
  • Seeks feedback and identifies and responds to problems and opportunities for improvement and considers options for different or improved approaches

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDES505 Evaluate a training program

TAEDES505A Evaluate a training program

Updated to meet Standards for Training Packages

Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version first released with TAE Training and Education Training Package Version 2.0.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

  • evaluating one training program against workforce performance needs and capability requirements
  • producing an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement
  • critically reviewing the evaluation process and approaches taken and propose changes to improve the process.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • Training Packages and accredited courses, and what comprises quality training and assessment services
  • the terminology relating to quality evaluation processes
  • a range of evaluation models/methods, including the Kirkpatrick Model
  • security of information and confidentiality requirements in relation to evaluation
  • different methodologies for evaluation, and when qualitative and quantitative measures are most useful.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to the full details of the training program to be evaluated.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

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