Unit of competency Outline

Date retreived
22/07/2026 1:12 AM AWST

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Evaluate a training program

Evaluate a training program

Unit of competency
National Code
TAEDES505A
State Code
S7799
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
12/10/2011
View on TGA
State Implementation and Classification
Approved Date
13/03/2012
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
13/03/2012
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to evaluate a training program to measure the effectiveness of training in meeting workforce performance needs and capability requirements. In an AQTF context it can contributes to the continuous improvement cycle within a registered training organisation (RTO).
Notes
Elements and Performance Criteria
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 which 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 which 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
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.
Aim of the evaluation study may include:
evaluating the effectiveness of the training in meeting workforce needs
estimating the cost effectiveness of the training provided
evaluating outcomes of a learning or assessment process or product
determining or trialling new processes/products
establishing client satisfaction
ensuring learning/assessment strategies and programs are relevant to client needs and capability requirements
determining resource requirements
providing solutions to organisational performance problems.
Scope of the evaluation study may include:
whole of training and/or assessment of the RTO
specific training and/or assessment services
specific training and/or assessment products
specific aspects of training and/or assessment systems
partner organisation arrangements
workforce training needs.
Data and information to be gathered may include:
work performance
workplace productivity
employer feedback
trainee feedback.
Stakeholders in the evaluation processmay include:
employer organisations
training graduates
workplace supervisors and managers
trainers and assessors
training designers
HR managers.
Technique(s) for gathering data/information may include:
surveys
group discussion sessions
researching of organisational performance data
conducting interviews with course graduates, their supervisors and managers, trainers/ facilitators and assessors
examining the organisations documents and systems, such as:
policies and procedures
learning and assessment strategies
training/assessment records
course evaluation questionnaires
resources for delivery and assessment including assessment tools.
Evaluation instruments may include:
surveys
feedback forms
work performance specifications
questionnaires
diaries
logs
discussion group questions.
Alternatives to the training program may include:
job redesign
change in supervision arrangements or work support
individual mentoring
communication and information campaign, e.g. posters, brochures
job aids, e.g. manuals
standard operating procedures (SOPs).
Areas of possible improvement may include:
analysis of skills requirements and training needs
design of training and assessment strategies
training materials development
training delivery methods and resources
assessment methods and tools
employer and trainee liaison and management.
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:
evaluate a training program against workforce performance needs and capability requirements
produce an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement
critically review the evaluation process and approaches taken and propose changes to improve the process.
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
Replaced By
State Code National Code Title Type
AWY69 TAEDES505 Evaluate a training program Unit of competency