Reference no: EM132527406

TAEDES402 Use training packages and. accredited courses to meet client needs - Plenty Training

ASSESSMENT TASK 1

1A Explain the role that Registered Training Organisations play in the Australian Vocational Education and Training system
1B Explain the role that Industry Reference Committees play in the Australian Vocational Education and Training system
1C Explain the role that Skills Service Organisations play in the Australian Vocational Education and Training system
2A What is the purpose of the Australian Qualifications Framework (AQF) guideline?
2B What is the website from which the AQF can be downloaded?
Summarise the following characteristics of the ten Australian Qualifications Framework (AQF) qualification levels. (The first level has been completed for you.) Where an AQF level has several associated qualifications, list only one example qualification.
3 List and explain the five dimensions of competency.

4A Describe the following endorsed components of training packages
Qualifications
Competency standards
Assessment guidelines
4B Which one of the following statements is not true about non-endorsed components of a training package?
5 Provide two examples of the role training packages and accredited courses play in the VET system.

6A Which one of the following statements is not true about contextualising units of competency?

6B Which one of the following statements is not true about contextualising a qualification?
7 Explain the following terms as they are used in training packages and accredited courses:
What are the meanings of the fields embedded in the unit code TAEDES402

Pre-requisites
Core units
Elective units
Packaging rules
8 What is the URL of the website you would use to access information on training packages, qualification and competency standards?
9 Describe the following components as applicable to the NEW FORMAT of competency standards:
Unit code and title
Application
Elements
Performance criteria
Knowledge evidence
Performance evidence
Assessment conditions
10A Which one of the following statements is not true about accredited qualifications, courses and units?
10B Is an accredited course nationally recognised? What does this actually mean?
10C Who ‘owns' accredited courses?
10D Who can deliver an accredited course?
10E What is the format and structure of an accredited course - that is, can it consist of just a qualification, or just units?

ASSESSMENT TASK 2 - ANALYSE CLIENT NEEDS

You must analyse the training requirements of two clients and, for each, select a qualification and elective units to address their needs. The first client is described in the case study provided in section 3.2. The second client may be any real client or simulated scenario of your choosing which has a clear need for training to address a skills gap. You may use a training need from your own organisation or another organisation of your choice.
If you are attending a Plenty Training class you must first hold a meeting with your trainer or assessor (who will role-play the part of the client) to consult and negotiate to confirm the client's needs, and your trainer will participate directly with you and complete the assessment checklist in section 3.2.1.
Each client analysis must:
1. Summarise the training and assessment needs of the client.
2. Outline possible training package and qualification solutions, and the recommended solution that would most likely address the clients' needs. Your recommendation must represent the optimal solution to the client requirements.
3. Read and interpret the qualification framework and packaging rules of the identified qualification.
4. Outline any pre-requisites needed for undertaking the qualification.
5. Identify the elective units of competency that are best able to meet the client's needs.
6. Explain why the identified elective units are best able to meet the client's needs.
7. Use information from the training package, the training package author, and the client, to outline how each elective unit will be contextualised and adapted to the client's needs.
8. Analyse and interpret all parts of each unit to:
o Ensure its applicability to your client's needs.
o Determine suitable assessment methods. (Be sure to review all assessment information in the training package and within each unit.)
o List any special assessment conditions within each unit.
o Provide an outline of the assessment approach and methodologies to the client.
9. Outline how you will address any special requirements such as links between the units, licensing requirements, or other requirements of the client or students have.
3.1.1 Decision-making rules
To achieve a satisfactory result, you must accurately complete the two client analysis documents that address each of the points listed in the instructions section above. You must also hold a meeting with a trainer or assessor who will be looking for your ability to:
• Consult and negotiate to confirm client needs - including all of the following techniques:
o Seek and share views and relevant information
o Listen to concerns and raise concerns
o Identify and track needs and expectations
o Identify and track perceptions and attitudes
o Consider what others say and give them a reasonable opportunity to contribute to the decision-making process
o Provide feedback on specific planned actions
o Evaluate implementation and action
• Use appropriate communication techniques to provide and elicit information, confirm understanding and communicate conclusions - including the following:
o Using open questioning techniques to elicit information, and
o Applying the seven C's of communication:
• Completeness: The communication must be complete. It should convey all facts required by the audience.
• Conciseness: Conciseness means wordiness, i.e., communicating what you want to convey in least possible words without forgoing the other C's of communication.
• Consideration: Consideration implies "stepping into the shoes of others". Effective communication must take the audience into consideration, i.e., the audience's viewpoints, background, mind-set, education level, etc.
• Clarity: Clarity implies emphasising on a specific message or goal at a time, rather than trying to achieve too much at once.
• Concreteness: Concrete communication implies being particular and clear rather than fuzzy and general. Concreteness strengthens the confidence.
• Courtesy: Courtesy in message implies the message should show the sender's expression as well as should respect the receiver. The sender of the message should be sincerely polite, judicious, reflective and enthusiastic.
• Correctness: Correctness in communication implies that there are no grammatical errors in communication.
3.3 Client analysis 1 (case study)
Plenty Community Services is a medium sized community services provider servicing city and regional areas of Queensland. In recent years they have had a number of new premises open in which new teams have been created and new managers appointed.
In most instances the new managers had been recruited from internal positions with a small number being sourced from outside the organisation. In most of the internal appointments, Candidates were selected based on their performance in their previous role, not necessarily their level of management experience or potential as a manager.
Despite the newly appointed manager having little experience and skills and knowledge in the managerial field, Plenty Community Services has invested very little in its management team in terms of training. In recent months the results of this under-investment are beginning to show with a number of issues being brought to the attention of senior management including:
• Managers not role modelling appropriate behaviours and showing minimal leadership skills.
• Managers reported to be using overly autocratic management styles with staff surveys recording decreases in motivation and moral.
• Poor operational planning or execution of operational plans with an ad-hoc and reactive culture in most teams.
• Communication with both staff and senior management has been reported as poor.
• Some managers demonstrating behaviours that are at odds with the organisation's values and standards of conduct.
• The learning and development needs of the teams and individuals within those teams are largely unaddressed with professional development plans almost non-existent.
• The performance management system is used by managers as a system to discipline staff rather than develop them.
In addition to addressing the above issues, senior management would like to see managers undertaking the following tasks:
• Making presentations to the leadership team on their team's financial performance each quarter.
• Participate in writing of tenders for new business.
• Promote diversity in a way that will help meet the organisation's new diversity targets.
Plenty Community Services senior management has approached you to research a nationally recognised qualification that addresses the above issues. They tell you that they would like the course to be assessed and that they would like some of the assessment activities to be integrated into actual workplace tasks.
You are advised that there are 17 students in total from both metropolitan and regional areas. Senior management have requested the 17 students be split into two groups to be trained at two locations, one regional and one metropolitan. They also advise you that two of the managers have literacy issues that may impact on their ability to complete complex reading and writing tasks.

Attachment:- accredited courses to meet client needs.rar