Unit of competency Outline
Date retreived
23/07/2026 7:02 AM AWST
23/07/2026 7:02 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Lead learning strategy implementation
Lead learning strategy implementation
Unit of competency
National Code
BSBLED702A
BSBLED702A
State Code
D0801
D0801
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
29/10/2014
Field of Education
080303 - Human Resource Management
Original Release Date
29/10/2014
Nominal Hours
80
Description
This unit describes the performance outcomes, skills and knowledge required to provide professional leadership in improving organisational learning, and the quality of training and assessment products and services.The unit also covers leading strategy formation; designing, developing and implementing an organisational learning strategy; and reviewing and improving overall organisational learning and development.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Provide leadership to learning strategy formation
- 1.1. Evaluate approaches to learning and workplace training against organisational strategic requirements
- 1.2. Analyse and confirm with key stakeholders the contribution of organisational learning to competitiveness
- 1.3. Examine and review options relating to deploying quality policies and processes in organisational learning
- 1.4. Analyse and plan requirements for an organisational learning strategy to support organisational strategic and policy requirements
- 1.5. Analyse and plan technological and systems requirements relating to an organisational learning strategy
- 1.6. Analyse and align organisational learning strategy with human resources and learning requirements and plans
2. Design and develop organisational learning strategy
- 2.1. Design organisational learning strategy to achieve instructor, learner and organisational strategic requirements
- 2.2. Include relevant units of competency, modules from accredited courses or non-accredited training specifications in organisational learning strategy
- 2.3. Develop flexible organisational learning strategies to permit and promote responsiveness of the organisation to changed circumstances and priorities
- 2.4. Design and develop learning and assessment strategies to support organisational strategic requirements
- 2.5. Establish processes and procedures for allocating and managing resources and staff, required to implement organisational learning strategy
- 2.6. Structure compliant assessment and recognition policies and processes appropriate to organisational strategic requirements
- 2.7. Structure procurement and supply policies and processes appropriate to organisational strategic requirements
3. Implement organisational learning strategy
- 3.1. Implement organisational learning strategy appropriate to organisational requirements
- 3.2. Validate organisational assessment methods and assessment tools consistent with learning and wider operational needs
- 3.3. Source learning resources compliant with specific international, national, industry and workplace needs
- 3.4. Review policies and procedures for continuing relevance, operational effectiveness and to identify any gaps
- 3.5. Systematically evaluate strategic outcomes attained through organisational learning strategy and update policies and procedures accordingly
4. Review organisational learning and development
- 4.1. Develop procedures to systematically liaise with educators, learners and others to monitor how well learning strategies and learning resources achieve organisational learning targets
- 4.2. Monitor and incorporate national policy and system changes into organisational learning and development strategies and practices
- 4.3. Modify or design learning strategies and learning resources to support the implementation of improved learning policies and procedures
5. Improve organisational learning strategy formation
- 5.1. Evaluate end-to-end implementation of organisational learning strategy
- 5.2. Review performance of resources and people supporting organisational learning strategy implementation
- 5.3. Construct and present plans for improving organisational learning strategy formation
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.
Organisational strategic requirements may include:
access and equity principles and practices
available technology and learning systems
business and performance plans
collaborative or partnership arrangements
confidentiality requirements
defined resource parameters
efficiency and effectiveness of supply arrangements with third party suppliers (i.e. procurement arrangements)
ethical standards
existing technology and systems in place to manage performance, customer service, decision support, suppliers, learning, compliance and related activities
goals, objectives, plans, systems and processes at corporate, strategic, operational and other levels of planning
legal and organisational policies, guidelines and requirements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and procedures manuals
recording and reporting procedures
Key stakeholders may include:
customers
learners
instructional designers
instructors
management and staff
peers
public
public agencies, especially regulators
suppliers and learning partners
Organisational learning strategy may include:
identification of personnel responsible for the implementation of the organisational learning strategy
integrated strategic activity or multiple related activities or strategies being conducted for one defined organisation or entity
mechanisms for involving personnel in the decision making and implementation
mechanisms for the introduction of new or modified policies and procedures for an organisation or client
mechanisms to facilitate continuous improvement processes
quality procedures or workflow associated with implementation of learning and assessment strategies
Technological and systems requirements may include:
authoring tools
learning environments
learning management systems
mode and format of content developed by the organisation and its suppliers
mode of teaching (mix of face-to-face and online, blended, computer-based learning, distance)
networks and bandwidth
numbers of users, including concurrent system users
storage and presentation systems including learning content management systems and learning object repositories
Human resources and learning requirements may include:
consistency in training and/or assessment services provided
framework for consultation processes with industry for development of training and/or assessment services
framework under which the provision of training and/or assessment services is conducted
identification of roles and responsibilities of key personnel in an organisation
mechanisms to facilitate continuous improvement within the training and/or assessment organisation
transparency of the training and/or assessment organisation's approach to training and/or assessment services
Accredited courses may include:
courses accredited by a state/territory course accrediting body, which meet the requirements of the AQTF Guidelines for Course Developers
courses resulting in credentials issued by a recognised higher education institution
Compliant learning resources and systems in the context of organisational learning strategy development my include:
accessibility and diversity needs (i.e. W3C)
AQTF Standards for Registered Training Organisations
content storage, discovery, management and access standards and reference models (i.e. ADL Registry, CORDRA, S1000D)
international e-learning standards, specifications and reference models (i.e. SCORM, IEEE, IMS, AICC)
industry standards/benchmarks
OHS requirements
training and/or assessment organisation standards
Assessment methods may include:
analysing portfolios and evidence compiled by the candidate
questioning (for example, computer, oral and written questions)
real work, real time activities (for example, direct observation and third party reports)
reviewing evidence regarding recognition of current competence/skills recognition
structured activities (for example, simulation exercises, demonstration and activity sheets)
Assessment tools may include:
instruments for recording summative assessment outcomes against the requirements of a unit of competency
procedures, information and instructions for the assessor or candidate on use of assessment instruments and assessment conditions
tools for use in assessments such as:
evidence or observation checklists
templates, proformas
profile of acceptable performance measures
specific questions or activities
checklists for the evaluation of work samples
candidate self-assessment materials
Wider operational needs may include:
managing assessment and reporting of outcomes relating to:
compliance
human capital
knowledge
performance
service standards
talent
Learning resources may include:
learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program
manuals
organisational learning resources
published, commercially available support materials for Training Packages or accredited courses
record or log books
references and texts
National Quality Council 'noted' Training Package support materials such as:
learner or user guides
trainer and facilitator guides
example training programs
case studies
professional development materials
assessment materials
videos, CDs and audio tapes
End-to-end implementation of organisational learning strategy includes:
assessment
delivery
design
development
presentation
reporting and managing activities that span the full supply chain such as quality, procurement, record keeping and administration
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.
Organisational strategic requirements may include:
access and equity principles and practices
available technology and learning systems
business and performance plans
collaborative or partnership arrangements
confidentiality requirements
defined resource parameters
efficiency and effectiveness of supply arrangements with third party suppliers (i.e. procurement arrangements)
ethical standards
existing technology and systems in place to manage performance, customer service, decision support, suppliers, learning, compliance and related activities
goals, objectives, plans, systems and processes at corporate, strategic, operational and other levels of planning
legal and organisational policies, guidelines and requirements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and procedures manuals
recording and reporting procedures
Key stakeholders may include:
customers
learners
instructional designers
instructors
management and staff
peers
public
public agencies, especially regulators
suppliers and learning partners
Organisational learning strategy may include:
identification of personnel responsible for the implementation of the organisational learning strategy
integrated strategic activity or multiple related activities or strategies being conducted for one defined organisation or entity
mechanisms for involving personnel in the decision making and implementation
mechanisms for the introduction of new or modified policies and procedures for an organisation or client
mechanisms to facilitate continuous improvement processes
quality procedures or workflow associated with implementation of learning and assessment strategies
Technological and systems requirements may include:
authoring tools
learning environments
learning management systems
mode and format of content developed by the organisation and its suppliers
mode of teaching (mix of face-to-face and online, blended, computer-based learning, distance)
networks and bandwidth
numbers of users, including concurrent system users
storage and presentation systems including learning content management systems and learning object repositories
Human resources and learning requirements may include:
consistency in training and/or assessment services provided
framework for consultation processes with industry for development of training and/or assessment services
framework under which the provision of training and/or assessment services is conducted
identification of roles and responsibilities of key personnel in an organisation
mechanisms to facilitate continuous improvement within the training and/or assessment organisation
transparency of the training and/or assessment organisation's approach to training and/or assessment services
Accredited courses may include:
courses accredited by a state/territory course accrediting body, which meet the requirements of the AQTF Guidelines for Course Developers
courses resulting in credentials issued by a recognised higher education institution
Compliant learning resources and systems in the context of organisational learning strategy development my include:
accessibility and diversity needs (i.e. W3C)
AQTF Standards for Registered Training Organisations
content storage, discovery, management and access standards and reference models (i.e. ADL Registry, CORDRA, S1000D)
international e-learning standards, specifications and reference models (i.e. SCORM, IEEE, IMS, AICC)
industry standards/benchmarks
OHS requirements
training and/or assessment organisation standards
Assessment methods may include:
analysing portfolios and evidence compiled by the candidate
questioning (for example, computer, oral and written questions)
real work, real time activities (for example, direct observation and third party reports)
reviewing evidence regarding recognition of current competence/skills recognition
structured activities (for example, simulation exercises, demonstration and activity sheets)
Assessment tools may include:
instruments for recording summative assessment outcomes against the requirements of a unit of competency
procedures, information and instructions for the assessor or candidate on use of assessment instruments and assessment conditions
tools for use in assessments such as:
evidence or observation checklists
templates, proformas
profile of acceptable performance measures
specific questions or activities
checklists for the evaluation of work samples
candidate self-assessment materials
Wider operational needs may include:
managing assessment and reporting of outcomes relating to:
compliance
human capital
knowledge
performance
service standards
talent
Learning resources may include:
learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program
manuals
organisational learning resources
published, commercially available support materials for Training Packages or accredited courses
record or log books
references and texts
National Quality Council 'noted' Training Package support materials such as:
learner or user guides
trainer and facilitator guides
example training programs
case studies
professional development materials
assessment materials
videos, CDs and audio tapes
End-to-end implementation of organisational learning strategy includes:
assessment
delivery
design
development
presentation
reporting and managing activities that span the full supply chain such as quality, procurement, record keeping and administration
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 following is essential:
demonstrated capacity to research and evaluate models and approaches to organisational learning
developing consultation and communication processes to support and encourage personnel input into design, implementation and review of organisational learning strategy
initiating and implementing learning program partnerships in line with relevant regulatory, employment and organisational requirements
sourcing, and if required modifying, learning resources or assessment tools to meet the requirements of organisational learning strategies
knowledge of relevant authority compliance requirements and obligations.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex tasks/projects and situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, such as planning and implementing training and assessment, designing organisation's approach to training and assessment services, reviewing AQTF compliance and integration with organisational systems and learning frameworks, learning system compliance, and policy development and review
observation of contextual application of knowledge and skills
oral or written questioning to assess knowledge of organisational learning theory.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBINN801A Lead innovative thinking and practice
BSBLED701A Lead personal and strategic transformation
BSBLED704A Review enterprise e-learning systems and solutions implementation
BSBLED710A Develop human capital
BSBREL701A Develop and cultivate collaborative partnerships and relationships
PSPHR616A Manage performance management system
PSPMNGT614A Facilitate knowledge 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 following is essential:
demonstrated capacity to research and evaluate models and approaches to organisational learning
developing consultation and communication processes to support and encourage personnel input into design, implementation and review of organisational learning strategy
initiating and implementing learning program partnerships in line with relevant regulatory, employment and organisational requirements
sourcing, and if required modifying, learning resources or assessment tools to meet the requirements of organisational learning strategies
knowledge of relevant authority compliance requirements and obligations.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex tasks/projects and situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, such as planning and implementing training and assessment, designing organisation's approach to training and assessment services, reviewing AQTF compliance and integration with organisational systems and learning frameworks, learning system compliance, and policy development and review
observation of contextual application of knowledge and skills
oral or written questioning to assess knowledge of organisational learning theory.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBINN801A Lead innovative thinking and practice
BSBLED701A Lead personal and strategic transformation
BSBLED704A Review enterprise e-learning systems and solutions implementation
BSBLED710A Develop human capital
BSBREL701A Develop and cultivate collaborative partnerships and relationships
PSPHR616A Manage performance management system
PSPMNGT614A Facilitate knowledge management.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUL29 | BSBLED802 | Lead learning strategy implementation | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W758 | TAE70210 | Graduate Certificate In Management (Learning) | Qualification |
| W760 | TAE80210 | Graduate Diploma of Management (Learning) | Qualification |