Assessment Materials
TAETAS501B Undertake organisational training needs analysis
1st Edition 2013

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Published by: Innovation and Business Industry Skills Council Ltd
Level 11, 176 Wellington Pde
East Melbourne VIC 3002
Phone: +61 3 9815 7000
Fax: +61 3 9815 7001
www.ibsa.org.au
First published: August 2013
First edition version: 1
Release date: August 2013

Candidate declaration
Your trainer/assessor is required to discuss the following matters with you. Tick the relevant box once the matter has been explained to you and you have acknowledged that you understand the advice provided by your trainer/assessor.
? purpose and outcomes of the assessment process
? relevant unit/s of competency
? recognition of prior learning
? appeals process
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? signing of candidate declaration.
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It is proposed that the assessment outlined will take place at times and locations mutually agreed between the candidate and the assessor.
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Table of contents
Getting Started 2
Introduction 3
Assessment Pathways 4
Assessment Tasks 5
Assessment Task 1: Undertake two training needs analyses 5
Assessment Task 2: Reflection on training needs analysis 8

Getting Started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competency in the unit TAETAS501B Undertake organisational training needs analysis.
Your assessor will:
? negotiate assessment activities with you and help with their planning
? answer any questions you might have about the assessment
? assess your competency as required by the unit of competency, by making judgements about the evidence presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
? give you feedback on the outcomes of the assessment process, both formative (as you go through learning and assessment processes) and summative (your final assessment – whether you are competent, or not yet competent)
? counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
? as appropriate, help you to address the health and safety requirements of the assessment setting and units of competency.
Some units of competency from the TAE10 Training and Education Training Package can be delivered and assessed with other relevant units. Have a look through the units you plan to undertake, as it might be possible to use holistic approaches to assessment. Work with your assessor to decide which assessment activities are appropriate for you.
Introduction
Assessment of this unit must demonstrate that you can undertake a training needs analysis. You need to show that you have the skills and knowledge to:
? identify the organisation’s needs
? conduct a training needs analysis
? provide advice to the organisation.
You must provide evidence that you have:
? researched, conducted and provided advice through a training needs analysis
? prepared at least two training needs analyses for one or more organisations
? collected evidence that demonstrates:
? processes that were used to determine the organisation’s needs
? details of research methods undertaken to identify suitable training and/or assessment
? planning for the training needs analysis
? presentations that outline advice and recommendations.
This unit might be assessed individually or together with other units in the TAE10 Training and Education Training Package.
Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Using a portfolio approach you will gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio.
Helpful templates from the appendices of your Participant Workbook are available in Word format online at http://www.ibsa.org.au/TAE10-resources .
Assessment Pathways
Assessment in Vocational Education and Training (VET) can be undertaken via three different pathways:
1. In a learning and assessment pathway, candidates for assessment attend learning sessions, participate in all activities and complete the assessments to a schedule usually arranged around the learning sessions. In this pathway candidates are usually guided by facilitators and have access to all resources, hard copy and online. The advantage of this pathway is the development of skills, sharing resources and networking with other people working in the VET sector.
2. In an assessment-only pathway, the assessment candidate does not attend learning sessions but completes the assessments and submits them to the assessor at pre-determined times.
3. In a skills recognition pathway, the assessment candidate does not usually attend learning sessions or complete assessments. Skills recognition is another form of assessment only pathway called Recognition of Prior Learning or RPL.
More about skills recognition, Recognition of Prior Learning (RPL) and credit transfer
You may be eligible for RPL if you have had work experience that allows you to meet the evidence requirements for units of competency included in qualifications from the TAE10 Training and Assessment Training Package. Your prior learning in each case is measured against the requirements of each competency.
Credit transfer
You may be eligible for a credit transfer if you have completed units of competency in a different qualification or at another educational organisation and those competencies are the same as, or deemed equivalent to, those in the qualification in which you plan to enrol.
Why apply for RPL?
RPL recognises that you may already have many skills that apply to the competencies in which you plan to enrol. It may mean you only need to participate in a learning program for the units of competency that are new to you, which may shorten the length of learning and assessment you have to do to achieve the qualification.
Assessment Tasks
Assessment Task 1: Undertake two training needs analyses
As part of your assessment for this unit of competency, you need to develop a portfolio of evidence to show that you have planned and conducted two separate two training needs analyses. Each may be for an entire organisation or a team or department within an organisation. These two training needs analyses can be provided for the same or different organisations.
You will need to provide your assessor with this portfolio of evidence.
Procedure
Undertake the following procedure for each training needs analysis you conduct. The deliverables or evidence for this assessment task are set out below in ‘Specifications’.
Part A – Planning
1. Select the organisation, or the part of the organisation, for which you will conduct the training needs analysis.
2. Organise and chair a stakeholder meeting to determine the focus of the training needs analysis and to determine the relevant staff to be involved.
3. Determine the appropriate data sources and data collection methods for the training needs analysis.
4. Develop a project plan that details:
? agreed project goals
? project scope
? methods of data collection
? performance indicators
? project deliverables
? project schedule
? budget.
5. Create the data collection tools for the analysis.
Part B – Conducting the analysis
1. In consultation with the appropriate stakeholders, undertake the data collection within the organisation. Make notes or collect evidence of:
? the data sources you used (e.g. staff members, teams, names, departments, documents such as job and work roles and descriptions)
? methods of collection of data (e.g. focus groups, interviews, surveys, team meetings) – for each of these methods used, outline how, when and where they happened, what questions were asked and what tools were used to collect the data (e.g. recorded interviews, survey questions, notes of meetings)
? any issues that arose in the data collection and how/if these were resolved.
2. Analyse the data gathered and identify any abnormalities or trends you may have concerns about and discuss these with stakeholders and or client as appropriate.
3. Identify and research training options which meet the stakeholders’ requirements based on the data collection findings, including units of competency, training packages or accredited courses relevant to the organisation’s needs.
Part C – Creating and presenting outcomes and recommendations
1. Create and present a report of the training needs analysis for stakeholders. The report should include:
? aim/s of the TNA
? methods used to obtain the data
? how the data was analysed
? what the data shows
? recommendations, advice and options for training
? projected business benefits from the proposed options
? any issues and concerns you have identified throughout the training needs analysis process or outcomes.
2. Record all feedback provided then amend your report and recommendations to reflect the feedback.
Specifications
Deliverables
You will need to submit the following for each TNA.
A portfolio of evidence to include:
? details of the organisation or of the part of organisation that the TNA covers
? documentation of stakeholder engagement meetings, e.g. minutes of meetings, attendees, outline of actions following meeting
? a project plan including:
? agreed project goals
? project scope
? methods of data collection
? performance indicators
? project deliverables
? project schedule
? resources
? data collection tools with an explanation of why these were chosen
? raw data from data collection processes with any issues such as low survey completion rate, or inability to interview particular stakeholders noted
? short report of analysis of data as per point 7 under ‘Procedures’ above, including the consequences of any issues with the data
? report of findings , including training options (draft TNA report)
? feedback from stakeholders and amended recommendations in the form of the final TNA report.
Quality
Your assessor will be looking for evidence of:
? numeracy skills in analysing the data and presenting statistical information
? literacy skills in documenting a project plan, analysing and critically evaluating information provided and to prepare reports with advice and recommendations that are clear and easily understood by the intended audience
? using reliable, appropriate and efficient methods for collecting information on training needs and justifying why the methods chosen met these criteria
? having presented and discussed recommendations and obtained feedback from stakeholders
? knowledge of the industry and enterprise in which the TNA was undertaken
? knowledge of risk management strategies particularly in relation to the identification of risk in a TNA process and problem-solving skills to find solutions to the issues identified
? knowledge of competency standards and training packages/accredited courses in the context of being able to provide advice on training options.
Adjustment for distance-based learners
No change required.

Assessment Task 2: Reflection on training needs analysis
For this assessment task you need to write a reflective piece on your learning from the process of conducting training needs analyses.
Draw on your experiences to answer each of the following questions:
1. What challenges did you face in conducting your training needs analyses and how did you approach these?
2. How did you use your communication, negotiation and facilitation skills to resolve these issues?
3. In what ways did you use your interpersonal skills to consult with the client and other stakeholders, to discuss client needs or provide observations and recommendations for training options?
4. How did your knowledge of units of competency, training packages or accredited courses help in making recommendations for training in the report?
5. How did you use your knowledge of SNR/AQTF requirements in either of the TNA projects?
6. What legal, organisational and ethical requirements were you required to follow in the gathering of information and data and how did you identify those?
7. What change management strategies could be used with either of the TNA target groups to help implement the TNA recommendations?
8. What relevant political, economic, social or technological issues may have affected the training needs of the organisation?
9. What intellectual property issues arose during either TNA? If none arose, what may arise in any future TNA and how might you deal with any issues?
10. How would you deal with workplace health and safety issues when undertaking a TNA for another organisation? How similar would your approach be to that undertaken for these organisations? What would be responsible for any changes?
Specifications
Deliverables
You may present your reflective piece as either a written or oral report clearly addressing each of the questions above, linking your answers to one or more of the TNAs you have undertaken for Assessment Task 1.
Quality
Your assessor will be looking for evidence of:
? cognitive skills to analyse and interpret your own research and synthesise the issues
? communication and negotiation skills in the context of training needs analyses
? interpersonal skills
? knowledge of competency standards and training packages/accredited courses in the context of being able to provide advice on training options
? knowledge of any SNR/AQTF standards having an effect on the TNA or recommendations arising from it
? knowledge of change management strategies, particularly in relation to the implications for implementing the recommendations of the TNA
? knowledge of political, economic, social or technological issues relevant to the industry and or organisation in which the TNA was conducted
? knowledge of the principles of intellectual property, in terms of protecting one’s own intellectual property, but also being clear with the client and other stakeholders how others intellectual property will be protected
? knowledge of health and safety considerations in undertaking a TNA.
Adjustment for distance-based learners
No change required.