Assessment Materials
TAEDES505A Evaluate a training program
1st Edition 2013

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Published by: Innovation and Business Industry Skills Council Ltd
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East Melbourne VIC 3002
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First published: August 2013
First edition version: 1
Release date: August 2013

Candidate declaration
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? purpose and outcomes of the assessment process
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Table of contents
Getting Started 1
Introduction 2
Assessment Pathways 3
Assessment Tasks 4
Assessment Task 1: Plan to evaluate a training program 4
Assessment Task 2: Evaluate a training program 6
Assessment Task 3: Review of the evaluation process 12
Appendices 14
Appendix 1: Sample evaluation plan 14
Appendix 2: Sample evaluation report 16

Getting Started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competency in the unit TAEDES505A Evaluate a training program.
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 plan and undertake an evaluation of a training program and produce an evaluation report and a critical review of the evaluation process. You need to show that you have the skills and knowledge to:
? interpret training program requirements
? plan the evaluation study
? develop resources to support the evaluation process
? collect and analyse relevant data and information
? determine appropriate improvements to the evaluation study.
You must provide evidence that you have:
? evaluated a training program against workforce performance needs and capability requirements
? produced an evaluation report that addresses all phases of the evaluation process including recommendations on areas of improvement
? critically reviewed the evaluation process and approaches taken and proposed changes to improve the process.
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 https://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: Plan to evaluate a training program
As part of your assessment for this unit of competency, you need to plan to evaluate a training program against workforce performance needs and capability requirements.
Remember – you are able to use the activities in your Participant Workbook to help you build your evaluation plan and evaluation report step-by-step as you progress through the Assessment Tasks.
Procedure
1. Choose the training program you wish to evaluate. This can be one that you have developed and/or delivered, or it could be a training program that has been run by a peer or colleague.
2. Identify the features of the evaluation, including:
? the purpose and scope of the evaluation
? stakeholders who would be interested in the evaluation outcomes
? relevant stakeholders and staff who you need to work with for the evaluation – this includes other VET professionals who may assist you in the evaluation process
? identify the data and information required, including both qualitative and quantitative data
? how you will access information, including relevant privacy policies and procedures and legislation
? evaluation methods and tools, including how you will determine issues of success or failure, benefits and drawbacks of the training program
? relevant legislative and statutory requirements that may impact on the evaluation of the training program and how these will be provided for
? timelines involved.
3. Meet with identified stakeholders on at least two separate occasions to discuss and refine the focus and features of the training evaluation. You and your stakeholders need to reach agreement on:
? the program to evaluate
? the purpose and scope of the evaluation
? any relevant workplace policies important to the evaluation, including privacy policies
? access to relevant information, data and personnel for the purposes of the evaluation
? timelines, milestone and reporting requirements
? any other features of the evaluation plan.
4. Finalise and document the evaluation plan (you may use the template included in Appendix 1 if you wish) and provide copies to all stakeholders, relevant personnel and your assessor.
Specifications
Deliverables:
You will need to submit a portfolio of evidence which includes:
? an evaluation plan detailing:
? the training program to be evaluated
? aim and scope of the evaluation study
? stakeholders interested in the outcomes of the evaluation
? sources of data and how these will be accessed
? relevant personnel to be involved in the evaluation, including stakeholders, staff and other individuals
? the resources required to undertake the evaluation and the corresponding budget requirements
? timeframes, targets and milestones for the evaluation
? evidence of communications with stakeholders – this may include records of emails and telephone calls, agendas and minutes of meetings
? evidence of agreement with stakeholders for the evaluation plan to go ahead – this may be from email records, minutes of meetings, or other documentation.
Quality:
Your assessor will be looking for evidence of how you used your:
? communication skills to:
? explain the evaluation process
? discuss the evaluation process with relevant people
? discuss and reach agreement with stakeholders for the evaluation plan
? language and literacy skills to:
? interpret training program requirements
? communicate with key stakeholders
? produce and maintain documentation
? planning and organising skills to develop the evaluation plan.
Adjustment for distance-based learners
No change required.
Assessment Task 2: Evaluate a training program
In Assessment Task 1 you created a plan to evaluate a training program. In this Assessment Task, you will conduct the evaluation.
Procedure
Part A – Prepare for the evaluation
1. Meet with and brief those who will be involved in the evaluation process. Your briefing should include:
? the training program to be evaluated
? the purpose and scope of the evaluation
? information about relevant stakeholders and their expectations for the evaluation
? roles and responsibilities of individual personnel
? timeframes and standards for performance of specific tasks to carry out the evaluation
? information to be collected and analysed for the evaluation
? required data collection tools, including those already created and accessible and those to be developed
? a description of meeting, reporting and communication requirements between personnel carrying out the evaluation
? relevant legislation, regulations and policies which need to be complied with in the collection and use of data for the evaluation, including WHS for personnel.
2. Develop and/or collect evaluation instruments which will be used to collect data identified for the evaluation. Adapt any collected instruments to suit your evaluation needs.
3. Arrange visits and meetings to relevant workplaces and with individual people to facilitate the collection of data for the evaluation. Make sure these are well documented so that all parties understand the purpose of the evaluation and what is required of their time.
Part B – Data collection and analysis
1. Use data collection methods and tools to collect data and information ensuring privacy measures are followed.
2. Analyse and cross-check data and information with other evaluation instruments (where possible) to make conclusions about:
? the outcomes of training and their impact on workforce capabilities
? the effectiveness and efficiency of the training program
? recommendations for training program alternatives
? factors contributing to workforce performance and suggestions for improvements to the training program or alternative approaches to workforce development.
Part C – Your evaluation report
Report on the evaluation study of the training program using the template in Appendix 2 or a format used in your workplace.
1. Detail the methodology used in your evaluation study.
2. Outline and explain the findings of your evaluation study.
3. Note useful information that was received that was not initially identified in the evaluation plan.
4. Explore the issues and conclusions that emerged from your analysis of data.
5. Outline the success or failures, benefits and drawbacks of the training program and make recommendations for areas of possible improvement with regards to the training program.
6. Make recommendations for future projects and training programs and, where appropriate, identify and suggest alternatives to the training program including relevant information such as:
? new training programs
? research into different directions, i.e. training methods, learning styles, industry partnerships etc.
? projected or coveted growth in enrolments
? enhancements to quality
? participant engagement and achievement
? trainer, department or industry development.
Part D – Report your findings to stakeholders
Once your evaluation and report is finalised, present the findings to the relevant stakeholders. You should either make a face-to-face presentation, or provide your report and follow it with a meeting to allow for discussion of your evaluation.
Modify the report as needed based on their feedback. Distribute the final report appropriately.
Specifications
Part A – Prepare for the evaluation
Deliverables:
You will need to submit a portfolio of evidence which includes:
? communications with personnel involved in the evaluation, including:
? all meetings with staff – this should include schedules, agendas, discussions, minutes and agreement for action
? specific roles of individual personnel involved in the evaluation, including your own
? specific timelines and responsibilities of individual personnel
? relevant legislation, regulations and policies impacting on the evaluation and data collection and use
? the data collection tools to be used in the evaluation, including:
? newly developed tools
? already developed tools which have been adapted specifically for this evaluation process
? details of arranged meetings and visits to sites and workplaces for the purpose of collecting data, including:
? records of all communications to explain and confirm the need for meetings and visits
? specific individuals who are the contact point for these visits and meetings.
Quality:
Your assessor will be looking for evidence of:
? communication skills to:
? explain the evaluation process
? give clear and precise instructions and advice
? discuss the evaluation process with the other relevant people
? planning and organising skills to:
? plan and sequence work programs
? coordinate the work of self and others
? knowledge of:
? Commonwealth and state/territory legislation, codes of practice and standards, for example:
– Training Package and accredited courses and what comprises quality training and assessment services
– how training and/or assessment organisations operate
– terminology relating to quality evaluation processes
– evaluation models/methods including the Kirkpatrick Model
– records management systems of the organisation
? other relevant policy, legislation, codes of practice and national standards, including Commonwealth and state/territory legislation relevant to the collection and use of data and evaluation processes.
Part B – Data collection and analysis
Deliverables:
You will need to submit a portfolio of evidence which includes:
? the data collected, including the raw data captured from:
? data collection tools
? meetings
? site visits
? any other collection methods (e.g. information relating to the evaluation of the training program but which wasn’t gathered via formal evaluation methods)
? evidence of meetings and site visits to collect data, such as minutes and outcomes from those meetings and site visits – this will be separate from the actual raw data collected
? analysis of data collected and findings, including:
? outcomes of training and their impact on workforce capabilities
? the effectiveness and efficiency of the training program
? any other relevant findings and trends in the data.
Quality:
Your assessor will be looking for evidence of:
? analysis and interpretation skills to:
? evaluate information management systems, policies and procedures of an organisation
? select relevant evaluation information and documentation
? access and interpret the organisation’s standards and values
? analyse records/notes of the evaluation process
? communication skills to:
? explain the evaluation process
? give clear and precise instructions
? seek information relevant to the evaluation
? language and literacy skills to develop resources to support the evaluation process
? research and evaluation skills to investigate training and workforce data, and determine and implement appropriate improvement.
Part C – Your evaluation report
Deliverables:
You will need to submit a portfolio of evidence that includes:
? your submitted evaluation report detailing:
? background information, purpose and scope of the evaluation and the core focus areas that the evaluation addressed
? the evaluation team: the members, their position and their responsibilities
? the evaluation design including the instruments and methodology used; data collection and analysis; and limitations to the methodology
? exploration and discussion of key findings and recommendations for the future:
– highlight areas of the training program that need improvement or enhancing and those that have worked well
– identify and suggest alternatives to the training program
– identify the factors affecting participant’s performance and offer recommendations for training program alternatives.
Quality:
Your assessor will be looking for evidence of:
? analysis and interpretation skills to:
? evaluate information management systems, policies and procedures of an organisation
? select relevant evaluation information and documentation
? access and interpret the organisation’s standards and values
? analyse records/notes of the evaluation process
? communication skills to explain the evaluation process
? language and literacy skills to produce and maintain documentation.
Part D – Finalise your findings with stakeholders
Deliverables:
You must submit a portfolio of evidence that shows:
? you have presented your findings to stakeholders – this may be a face-to-face presentation or the presentation of a report
? any materials used in the presentation
? details of the feedback from stakeholders
? your finalised report with changes according to relevant stakeholder feedback.
Quality:
Your assessor will be looking for evidence of:
? communication skills to:
? discuss the evaluation process with other relevant people
? discuss the evaluation outcome with the stakeholders
? language and literacy skills to:
? communicate with key stakeholders
? produce and maintain documentation.
Adjustment for distance-based learners
No change required.

Assessment Task 3: Review of the evaluation process
As part of your assessment for this unit of competency, you need to review the evaluation process and approach taken and propose changes that will improve the process.
Procedure
You will need to write a report using the following steps.
1. Describe the evaluation process and consultation undertaken with various stakeholders.
2. Compare the outcomes of the evaluation process with the evaluation plan to determine:
? Was the identified purpose of the evaluation plan met or not, and how?
? Were the objectives or interests of stakeholders met or not, and how?
3. Describe the legislation, regulations and other policies that were relevant to the evaluation process.
4. Analyse the records of the evaluation process to determine:
? the positive features of the process
? how challenges were dealt with
? unexpected outcomes from the data collection
? what changes would you make to the evaluation to improve its effectiveness.
Specifications
Deliverables:
You will need to provide a written report which addresses the issues set out above in the procedure for Assessment Task 3.
Quality:
Your assessor will be looking for evidence of:
? analysis and interpretation skills to analyse records/notes of the evaluation process
? knowledge of:
? Commonwealth and state/territory legislation, codes of practice and standards, including:
? Training Package and accredited courses and what comprises quality training and assessment services
– how training and/or assessment organisations operate
– terminology relating to quality evaluation processes
– evaluation models/methods including the Kirkpatrick Model
– records management systems of the organisation
? other relevant policy, legislation, codes of practice and national standards, including Commonwealth and state/territory legislation relevant to the collection and use of data and evaluation processes.
Adjustment for distance-based learners
No change required.
Appendices
Appendix 1: Sample evaluation plan
This plan is a basis for your evaluation plan. You should adapt it to ensure it covers all the necessary detail to suit your specific program evaluation and that it meets the requirements of the Assessment Task.
Training program to be evaluated

Aim and scope of the evaluation

Identified stakeholders

Evaluation design
Information and data required Sources of information Method of acquiring information
(List the information required to answer the core evaluation questions) (What are sources for the information? E.g., from employees, clients, project/program/initiative documentation, etc.)
Evaluation team
Required staff and roles
Personnel Role/ Position Time required Cost estimate
(if necessary)

Other resources required (e.g. materials, travel etc.)
Evaluation timelines
Milestones/ Targets and performance required Due date
E.g. Draft evaluation proposal
Appendix 2: Sample evaluation report
This is a sample evaluation report. You should ensure the report you submit meets the requirements of stakeholders for your specified evaluation and that it meets all the requirements of the Assessment Task.
Introduction
Aim and scope of the evaluation

Background information

Core focus areas
The following core focus areas were addressed:

Members of the evaluation team
Name Position Responsibility

Evaluation design
Type of evaluation

Evaluation instruments

Data collection and analysis

Limitations to the methodology

Core Focus Areas
Core focus area 1: Findings

Core focus area 2: Findings

Core focus area 3: Findings

Discussion and recommendations
Discussion

Recommendations

Plan for communicating conclusions to stakeholders
Stakeholder Communication medium How conclusions will be used

Considerations for future projects