The attached exercise files include a blank TAS template and a completed example.
In developing a training and assessment strategy, the process begins with clarifying the purpose of the training. This involves meetings with stakeholders like industry experts, employers, and educational authorities to understand specific skills and knowledge requirements. Qualifications include core units, which will always form part of the qualification based on industry consultation undertaken by the Jobs and Skills council or its predecessor – however, it’s the electives and how you will contextualise the program, that requires this level of consultation.
For example, you may be developing a leadership program for a government organisation. As they’re a public service organisation, they may not need units that focus on manufacturing or marketing, or profit driven sales. But instead, they may wish to invest in more leadership soft skills to enhance their organisational culture. They may also want you to include reference to their specific values, mission and strategy documents. All of which will have an impact on the development of your resources and assessments. Engagement with your stakeholders helps in identifying and documenting the precise industry or organisational requirements. This engagement ensures the training is relevant and meets current industry standards and local needs.
Next, the characteristics of the target group are identified and documented, focusing on foundation skills and learning needs. This might involve surveys or interviews with potential learners or their supervisors in order to gauge their current skill levels and aspirations. Your goal here is to create a paragraph that clearly outlines the learners that your program is aimed to serve. For example, what demographic information can you collect that is useful to the development of your program? What accessibility needs will be required either specifically or generally speaking? Having this defined at the outset, will provide guidance for the development of the remainder of your TAS.
The fourth step involves accessing, analysing, selecting, and documenting nationally recognised training products that align with the identified purpose and target group. This is where the training content and structure are carefully chosen to meet the learners’ needs and industry expectations you have researched up to this point. You can, of course, access national training products from training.gov.au. If you know the qualification that is required, then you can simply search for this and then determine the appropriate electives. If you don’t know the qualification, you can search for key skills or terms that relate to the client’s needs. This is a learned skill that may take a little getting used to, as the search function on training.gov.au is not as intuitive or responsive to vague terms as Google is. In fact, it may be easier to use Google tools to search for appropriate skill sets, accredited courses or national qualifications, along with input from experienced professionals in your sector.
Finally, the selected training products are reviewed and confirmed with stakeholders, ensuring they meet the intended purpose and are suitable for the target group. This confirmation might take the form of formal approvals or feedback sessions to fine-tune the strategy. A simple email may suffice, but remember to record this and attach it to your TAS as proof of the approval.