TAAENV401A

Unit Descriptor

Competency Field

Learning Environment

Application of the Unit

The vocational education and training sector is responsible for developing the skills and knowledge of individuals for work. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The vocational education and training sector encompasses both recognised training leading to a qualification or Statement of Attainment under the Australian Qualifications Framework (AQF), and non-recognised training, such as in-house and product-based training.

Recognised training is delivered by organisations registered by State/Territory Training Authorities (STAs), in accordance with the Australian Quality Training Framework (AQTF).

This unit addresses the impact of the policy and operating environment of vocational education and training on work performance in a training and/or assessment organisation.

It enables individuals to place their work role into a context of policy frameworks that guide the operations of the vocational education and training sector at a national, state/territory and organisational level. It also addresses the importance of developing a client-centred approach to work and a collegiate model of work relations.

This unit is one of four units in the TAA04 Training and Assessment Training Package which, collectively, support the outcomes of other units in the Training Package.

Other supporting units are TAAENV402A Foster and promote an inclusive learning culture, TAAENV403A Ensure a healthy and safe learning environment, and TAADES401A Use Training Packages to meet client needs. These units can be grouped together, used separately and/or grouped with other units in the TAA04 Training and Assessment Training Package for teaching/learning and/or assessment purposes.

In this unit, all organisations involved in the provision of vocational education and training are referred to generically as a training and/or assessment organisation (refer to the definition provided in the Range Statement).

The competency specified in this unit is typically required by those involved directly or indirectly in the provision of training/ assessment services in a training and/or assessment organisation.

Element

Performance Criteria

Elements define the critical outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Italicised terms are elaborated in the Range Statement.

1.   Work within the vocational education and training policy framework

1.1

Relevant national vocational education and training policies and frameworks are accessed, analysed and applied to guide work practices and responsibilities

1.2

Key vocational education and training organisations and stakeholders are identified and accessed to inform and update work practices

1.3

Commonwealth and state/territory legislation and guidelines are accessed and used to ensure work practices comply with policy requirements

1.4

Sources of information and advice on vocational education and training policy and operating context are accessed on a regular basis and changes are noted

1.5

Opportunities are taken up to contribute to vocational education and training organisational policy developments

1.6

Vocational education and training terminology is used to communicate effectively within the sector

2.   Work within the training and/or assessment organisation’s quality framework

2.1

Relevant organisational documentation is accessed and used to inform, support and guide work roles and responsibilities

2.2

Work is conducted in accordance with the training and/or assessment organisation’s quality assurance strategies, processes, policies and procedures

2.3

Ethical and legal responsibilities are adhered to in work practices

2.4

Work is undertaken in accordance with prevailing industrial and employee relations systems and practices

2.5

Feedback and advice on work quality is actively sought from colleagues and clients

3.   Manage work and work relationships

3.1

Work is planned, prioritised and organised to achieve agreed and expected outcomes

3.2

Workloads are assessed and guidance/support is sought from relevant personnel where work issues arise

3.3

Relevant technological skills are used to enhance work outcomes

3.4

Work is undertaken in a collaborative manner with colleagues through sharing of information and ideas and working together on work outcomes

3.5

Feedback on managing work and professional relationships is obtained from clients and colleagues and is evaluated and acted upon

4.   Demonstrate a client-focused approach to work

4.1

Clients and their needs and expectations form the basis for developing effective work practices and outcomes, within operational limits

4.2

Effective communication strategies are developed and utilised to establish and maintain client relationships

4.3

Processes for evaluating and improving client satisfaction are developed and built into work practices