Professional Documents
Culture Documents
TAE50111 Diploma of
Vocational Education and Training
TAEPDD501A Maintain and enhance professional practice
TAEDEL502A Provide advanced facilitation practice
TAEASS501A Provide advanced assessment practice
Table of contents
Assessment methods and tasks ....................................................................................1
Competency requirements..............................................................................................3
Background
This mapping document relates to the following three core units of competency from
TAE50111 Diploma of Vocational Education and Training:
For the assessment of these units of competency the following resources are required:
access to a practice environment, e.g. to demonstrate delivery skills
any material required for the particular assessment, such as tools, materials,
equipment, assessment instruments
facilitation supports
Competency requirements
To be judged competent in this unit, the participant will be required to demonstrate all
indicators which are shown in the Assessor Decision Record.
TAEDEL502A Provide 1. communication and interpersonal skills to: 1. the main branches of learning theory
advanced facilitation apply active and reflective listening incorporating behavioural learning theory;
practice cognitive learning theory; experiential learning
adapt language to meet learner
theory; information processing theory and current
requirements
research on learning as it relates to teaching in
apply effective questioning techniques an adult environment
maintain appropriate relationships 2. different delivery modes and facilitation
use appropriate body language techniques and their appropriateness for different
interpret resistance, reluctance, uncertainty, learners and learning situations
enthusiasm and confusion 3. code of practice and/or ethics relevant to the
vocational education and training sector
TAEDEL502A Provide monitor group and individual interactions 4. ways in which Training Packages, accredited
advanced facilitation manage conflict/behavioural difficulties curricula and learning resources can be
practice (continued) contextualised to meet the needs of individual
monitor learner readiness for
learners without compromising standards.
assessment/new areas of learning.
2. literacy skills to:
select, read and interpret Training
Package/accredited course information
read and interpret information from a range
of sources to identify and respond to learner
needs, goals, skills and learning styles.
3. skills in delivery for a range of learning methods
4. evaluation skills to:
identify gaps in skills or knowledge
systematically evaluate own or others
practice to improve performance or
understanding .
5. problem solving skills to:
adjust strategies and address learning
barriers
reliably evaluate alternative solutions.
TAEASS501A Provide 1. analysis and interpretation skills to: 1. competency-based assessment, including:
advanced assessment vocational education and training as a
evaluate assessment methods and tools
practice competency based system
access and interpret organisations
standards and values competency standards as the basis of
qualifications
analyse the effectiveness of the
organisations assessment process
TAEASS501A Provide 6. leadership skills to: 9. assessment strategies and assessment plans and
advanced assessment influence and motivate others their components
practice (continued) 10. applications of technology to improve or assist in
guide and support others
quality assessment
manage conflict
11. roles and responsibilities of workplace trainers,
make informed decisions and
facilitators, assessors and others, such as
recommendations.
vocational experts, workplace supervisors and
7. problem solving skills to: support persons in the assessment process
anticipate future implications for own and 12. strategies which ensure the assessment process
others decisions is transparent and credible
reliably evaluate alternative solutions. 13. legal, organisational and ethical responsibilities
8. research skills to: associated with the assessment system,
determine sampling methods to be used to including:
access information maintaining client privacy and
access and analyse relevant documents. confidentiality
9. team and group skills to: providing accurate information
build relationships and networks with duty of care under common law
colleagues compliance with AQTF requirements
encourage, accept and utilise feedback. copyright and privacy laws, including the
use of electronic technology.
Note to assessors
The assessment decision can be made once all of the tasks listed below have been successfully completed according to the Assessment
Decision Record.
Final decisions of competent or not yet competent should be made and recorded according to your organisational procedures.
All assessments provided with this unit must be contextualised to meet the specific conditions of assessment and requirements of candidates.
Some options for varying these assessments for distance-based learning are provided but please note that these are recommendations and
must validated and moderated through your RTOs quality processes. If none of these variations are sufficient, additional assessment tasks
may be required.
Mapping
Assessment summary
The following table indicates where each assessment task covers the performance criteria, critical aspects of evidence and the required skills
and knowledge of each unit of competency.
Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
Assessment Assessment Unit of
Task Description Method/s Competency
1. Reflect on Facilitate group learning, Demonstration and TAEPDD501A 1.1, 1.2, 1.3, 1, 2, 5 1, 3, 4, 5, 1, 2, 6
current conduct assessment and observation 2.1, 2.2, 3.2, 7
facilitation and gather a range of Consultation 4.4, 5.2
assessment perspectives to develop
Feedback and TAEDEL502A 1.3, 1.4, 2.1, 1, 2, 3 1, 3, 4 3, 4
practice an understanding of your
reviews gathered 2.2, 2.3, 3.1,
current professional
from learners, 3.2, 4.1, 4.2,
practice; identify areas
candidates for 4.3, 5.1, 5.2
for improvement.
assessment, peers,
TAEASS501A 2.1, 2.2, 3.1, 1, 2, 4 1, 2, 3, 6 1, 2, 3, 4,
senior practitioners
4.1, 4.2 5, 6, 7, 8,
and other relevant
9, 10, 11,
persons involved in
12, 13
professional
practice
Written report
Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
Assessment Assessment Unit of
Task Description Method/s Competency
2. Plan a Create a VET currency Written report TAEPDD501A 2.2, 2.3, 2.4, 2, 3 4, 6, 7, 8 1, 2, 3, 4,
program of plan and a vocational detailing a 2.5, 4.1, 5.1, 5, 6, 7
professional currency plan (that professional 5.2
development together create a development plan
TAEDEL502A 1.1, 1.2, 1.4, 1, 4 3
activities professional and its
5.1, 5.2, 5.3
development plan) that aims/outcomes
addresses the areas of (incorporating a VET TAEASS501A 1.1, 1.2 4 11
improvement from and vocational
Assessment Task 1 for currency plan)
your professional
practice by undertaking
a range of professional
development activities
3. Participate in Implement your Participation in TAEPDD501A 4.1, 4.2, 4.3, 2, 3, 4, 5 1, 2, 4, 6, 1, 2, 3, 4,
professional professional professional 4.5, 5.1, 5.2, 7, 8 5, 6, 7
development development plan by development 5.3
activities undertaking the range of Written report TAEDEL502A 1.1, 1.2, 5.1, 4 1, 3
activities planned in
Portfolio of evidence 5.2, 5.3
Assessment Task 2.
demonstrating
TAEASS501A 1.1, 1.2 8, 11
participation in
professional
development
Critical aspects of
knowledge****
Elements/PCs*
evidence**
skills***
Required
Required
Related
Assessment Assessment Unit of
Task Description Method/s Competency
4. Demonstrate Facilitate group learning Demonstration and TAEPDD501A 1.1, 1.2, 1.3, 1 1, 2, 3, 4, 1, 4, 6
advanced and conduct assessment observation 3.2, 4.4 5, 7
facilitation and that reflects an Evidence of TAEDEL502A 1.3, 2.1, 2.2, 1, 2, 3 1, 2, 3, 5 1, 2, 3, 4
assessment advancement and facilitation of group 2.3, 3.1, 3.2,
practice improvement in learning and 4.1, 4.2, 4.3
professional practices; assessment of
provide a reflective candidates TAEASS501A 1.1, 1.2, 2.1, 1, 2 1, 2, 3, 5, 1, 2, 3, 4,
report on the 3.1 6, 7 5, 6, 7, 8,
Reflective report
improvements made to 9, 10, 11,
practice. 12, 13
5. Lead others Lead the professional Written report TAEPDD501A 1.2, 1.3, 3.1, 4, 5 1, 2, 3, 4, 1, 2, 3, 4,
in professional development of others in Portfolio of evidence 3.3, 3.4, 4.2, 8 6, 7
development facilitation and of leadership role in 4.5
assessment. professional TAEDEL502A
development
TAEASS501A 3.1, 3.2, 4.1, 3, 4 1, 2, 4, 6, 1, 8, 11,
Evidence of conduct
4.2, 4.3 7, 8, 9 13
of professional
development for
peers
Assessment detail
This table is based on the Assessment Summary above. It describes how the Assessment Tasks engage with each units performance criteria,
critical aspects of evidence and required skills and knowledge.
1.2 Model appropriate professional Evidence provided of Evidence provided of Evidence provided of
techniques and strategies techniques and techniques and techniques and
strategies appropriate strategies appropriate strategies appropriate
to professional practice to professional practice to professional practice
used in a practice used in a practice used in a practice
1.3 Apply ethical and inclusive Evidence provided of Evidence provided of Evidence provided of
practices in professional ethical and inclusive ethical and inclusive ethical and inclusive
practice practices applied in practices applied in practices applied in
professional practice professional practice professional practice
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
2.2 Seek input from other relevant Colleagues, peers and Colleagues, peers and
personnel about own other practitioners other practitioners
development needs and consulted needs and consulted needs and
priorities priorities priorities
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
2.5. Combine vocational currency VET and vocational
plan and VET currency plan into currency plans are
an overall professional reflected in overall
development plan professional
development plan
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
4.2 Participate in professional Evidence of Evidence of
networks to support participation in participation in
continuous learning and professional networks professional networks
maintain currency of that support that support
professional practice professional professional
development development
4.4 Invite peers and others to Evidence of peers and Evidence of peers and
observe and provide feedback others observing own others observing own
on own training and training and training and
assessment practices assessment practice assessment practice
and providing feedback and providing feedback
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
5.2 Use feedback from colleagues Feedback from Professional Professional
and clients to identify and colleagues and clients development plan takes development takes into
introduce improvements in is considered to direct into account feedback account feedback from
work performance improvements in from colleagues and colleagues and clients
professional work clients to inform the to inform the plan
performance plan
Required skills
1. Communication skills to: Feedback obtained Participation in Feedback obtained Participation in
obtain feedback from from and consultation professional networks from and consultation professional networks
colleagues and clients held with colleagues held with colleagues
and clients; and clients;
participate in professional
networks participation in participation in
professional networks professional networks
consult with colleagues and
clients
2. Interpersonal skills to: Participation in Participation in Participation in
participate in industry professional professional professional
events and activities development activities; development activities; development activities;
engagement with peers engagement with peers engagement with peers
build professional
relationships and networks to develop own practice to develop own practice to develop own practice
and practice of others and practice of others and practice of others
engage with peers
professionally to give and
receive feedback
constructively
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
3. Leadership skills to: Leadership of others Leadership of others Leadership in
influence and motivate demonstrated through demonstrated through professional
others own professional own professional development of peers
practice practice through own practice
guide and support others
and lead role in
make informed decisions
professional
and recommendations
development activities
4. Literacy skills to: Information about Information about Information about Information about Information about
read and interpret vocational education vocational education vocational education vocational education vocational education
vocational education and and training and legal and training and legal and training and legal and training and legal and training and legal
training information such and organisational and organisational and organisational and organisational and organisational
as legal and organisational policy documents read policy documents read policy documents read policy documents read policy documents read
policy documents and interpreted: and interpreted: and interpreted: and interpreted: and interpreted:
complete and maintain professional professional professional professional professional
records related to development records development records development records development records development records
professional development completed and completed and completed and completed and completed and
maintained maintained maintained maintained maintained
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
7. Self-evaluation skills to: Gaps identified in skills Gaps identified in skills Gaps identified and Gaps identified in skills
identify gaps in skills or and or knowledge in and or knowledge in addressed in skills and and or knowledge in
knowledge professional practice professional practice or knowledge in professional practice
professional practice
obtain competencies to
meet current and future
organisational objectives
analyse and identify
opportunities to improve
training and assessment
practices
8. Time management skills to: Opportunities for Opportunities for Opportunities for
organise professional professional professional professional
development activities development are development are development are
identified to improve undertaken to improve identified and
practice and organised practice and organised coordinated to improve
in a professional in a professional practice of peers
development plan development plan
Required knowledge
1. Organisational goals and Organisational goals Organisational goals Organisational goals Organisational goals Organisational goals
objectives and objectives and objectives and objectives and objectives and objectives
accessed, understood accessed, understood accessed, understood accessed, understood accessed, understood
and applied in and applied in and applied in and applied in and applied in
professional practice professional practice professional practice professional practice professional practice
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
3. Continuous improvement Techniques and Techniques and Techniques and
techniques and processes and processes for processes for processes for
their application continuous continuous continuous
improvement identified improvement applied improvement identified
for professional and used development
development plan of peers
4. Social and education trends Trends impacting on Trends impacting on Trends impacting on Trends impacting on
and changes impacting on the vocational education vocational education vocational education vocational education
vocational education and and training are and training are and training are and training are
training environment, such as: identified and taken identified and taken identified and taken identified and taken
policy changes into account in into account in into account in into account in
professional practice professional practice professional practice professional practice
technological changes
cultural changes
economic changes
5. Networks relevant to Networks identified and Networks identified and
professional practice used used
6. Ethical and inclusive principles Ethical and inclusive Ethical and inclusive Ethical and inclusive Ethical and inclusive Ethical and inclusive
and practices associated with principles and practices principles and practices principles and practices principles and practices principles and practices
assessment of competence identified and used in identified and used in identified and used in identified and used in identified and used in
practice practice practice practice practice
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
5. Collect, document and discuss Evidence provided of at Evidence provided of at Evidence of
with peers evidence of least 5 hours of least 5 hours of discussions/interviews
feedback from at least 10 facilitation practice facilitation practice with peer assessors for
hours of facilitation practice the assessment of at
and interviews with assessors least 10 candidates
covering at least the (including assessment
assessment of 10 candidates processes, tools and
decisions)
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
1.3 Practise flexibility, innovation Flexibility, innovation Flexibility, innovation
and responsiveness in and responsiveness is and responsiveness is
facilitation practice practised in facilitation practised in facilitation
practice practice
2.3 Review and adjust training and Training and Training and
assessment strategies to assessment strategies assessment strategies
address the constraints of reviewed and adjusted reviewed and adjusted
complex environments to address constraints to address constraints
of complex of complex
environments environments
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
4.3 Encourage learners towards Processes to encourage Processes to encourage
self-directed learning by learners towards self learners towards self
establishing enabling directed learning are directed learning are
processes used in facilitation and used in facilitation and
delivery practice delivery practice
5.2 Review teaching, facilitation Teaching, facilitation Identified areas for Professional
and learning practices to and learning practices improvement are development activities
identify and document are reviewed and addressed in address areas for
opportunities for improvement opportunities for development of a improvement in
improvement are professional teaching, facilitation
identified development plan and learning practices
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Required skills
1. Communication and Communication skills Communication skills
interpersonal skills to: and interpersonal skills and interpersonal skills
apply active and reflective demonstrated through demonstrated through
listening professional practice in professional practice in
facilitation and delivery facilitation and delivery
adapt language to meet
learner requirements of learning of learning
apply effective questioning
techniques
maintain appropriate
relationships
use appropriate body
language
interpret resistance,
reluctance, uncertainty,
enthusiasm and confusion
monitor group and
individual interactions
manage
conflict/behavioural
difficulties
monitor learner readiness
for assessment/new areas
of learning
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
2. Literacy skills to: Training Package/
select, read and interpret accredited course
Training information and other
Package/accredited course source materials
information accessed, read and
read and interpret interpreted to respond
information from a range of to learner needs, goals,
sources to identify and skills and learning
respond to learner needs,
goals, skills and learning
styles
3. Skills in delivery for a range of Range of learning Range of learning
learning methods methods used in methods used in
practice environment practice environment
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Required knowledge
1. The main branches of learning Learning theory relating Learning theory relating
theory incorporating to teaching in an adult to teaching in an adult
behavioural learning theory; environment part of environment
cognitive learning theory; professional incorporated into
experiential learning theory; development professional practice
information processing theory
and current research on
learning as it relates to
teaching in an adult
environment
3. Code of practice and/or ethics Professional practice Professional practice Professional Professional practice
relevant to the vocational reflects code of practice reflects code of practice development reflects reflects code of practice
education and training sector and/or ethical and/or ethical code of practice and/or and/or ethical
considerations for the considerations for the ethical considerations considerations for the
sector sector for the sector sector
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
3. Analyse feedback from a range Feedback from Feedback from
of sources and reflect on the learners, colleagues learners, colleagues
success of the training delivery and other personnel and other personnel
as well as own performance involved in training involved in training
delivery analysed to delivery analysed to
identify areas for identify areas for
improvement in own improvement in own
training delivery training delivery
The candidate must be able to Evidence presented that Evidence presented that
show evidence of having conducted demonstrated at least demonstrated at least
a minimum of 100 hours group 30 hours (or an amount 70 hours of group
facilitation in addition to any contributing to at least facilitation (or an
evidence provided of work with 100 hours) of group amount contributing to
individual learners or in a different facilitation, including at least 100 hours),
learning context session plans, learning including session plans,
materials timetabling learning materials
and assessment timetabling and
records, completed assessment records,
observation and completed observation
feedback forms and feedback forms
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
Required skills
1. Analysis and interpretation Assessment practices Assessment practices
skills to: are analysed and are analysed and
evaluate assessment interpreted for interpreted for
methods and tools effectiveness and to effectiveness and to
identify improvement identify improvement
access and interpret
organisations standards
and values
analyse the effectiveness
of the organisations
assessment process
2. Communication skills to: Individuals involved in Individuals involved in Individuals involved in
to influence others the assessment process the assessment process the assessment process
appropriately appropriately appropriately
promote and implement
communicated with e.g. communicated with e.g. communicated with e.g.
quality standards
peers, candidates for peers, candidates for peers, candidates for
guide and support
assessment, assessment, assessment,
assessors one on one
management management management
communicate appropriately
with people from diverse
backgrounds
3. Conflict resolution skills to: Conflict and difficulties Conflict and difficulties Conflict and difficulties
manage difficulties with arising out of arising out of arising out of
and between assessors assessment processes assessment processes assessment processes
and between assessors, resolved resolved resolved
candidate or others
address appeals situations
and processes
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
4. Evaluation skills to: Own and others Own and others Own and others
evaluate validation process performance evaluated performance evaluated performance evaluated
and determine and to identify and to identify and to identify and
implement improvements implement implement implement
systematically evaluate improvements improvements improvements
own or others practice to
improve performance or
understanding
5. Literacy skills to: Relevant policies and Relevant policies and
read, interpret and procedures accessed, procedures accessed,
evaluate policies and interpreted and used for interpreted and used for
procedures to monitor assessment and assessment and
assessment and recognition processes; recognition processes;
recognition processes those involved the those involved the
prepare required assessment process assessment process
documentation and provided with provided with
information for those appropriate information appropriate information
involved in the assessment
process
6. Leadership skills to: Leadership skills
influence and motivate demonstrated with
others leading the professional
development of others
guide and support others
manage conflict
make informed decisions
and recommendations
7. Problem solving skills to: Situations involving
anticipate future conflict appropriately
implications for own and considered and
others decisions resolved with
reliably evaluate alternative consideration to future
solutions implication of decision
made
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
8. Research skills to: Appropriate information Appropriate information Appropriate information
determine sampling and relevant documents and relevant documents and relevant documents
methods to be used to accessed, interpreted accessed, interpreted accessed, interpreted
access information and applied in and applied in and applied in
access and analyse assessment processes assessment processes assessment processes
relevant documents
9. Team and group skills to: Relationships built with Relationships built with
build relationships and colleagues to colleagues to
networks with colleagues encourage, accept and encourager, accept and
utilise feedback utilise feedback
encourage, accept and
utilise feedback
Required knowledge
1. Competency-based Knowledge Knowledge Knowledge
assessment, including: demonstrated in demonstrated in demonstrated in
vocational education and development and development and engagement with peers
training as a competency conduct of assessment conduct of assessment to develop assessment
based system tasks and making of tasks and making of practices
competency standards as assessment decisions assessment decisions
the basis of qualifications
the principles of
competency based
assessment
assessment which is
criterion referenced as
distinct from norm-
referenced assessment
reporting of competency
based assessment
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
2. How to interpret units of Units of competency Units of competency
competency and other related and other related and other related
assessment information to assessment information assessment information
determine the evidence used to develop and used to develop and
needed to demonstrate conduct assessment conduct assessment
competency, including: tasks and make tasks and make
the components of assessment decisions assessment decisions
competency
assessment of
Employability Skills,
dimensions of competency
all components of a
national Training Package
3. Australian Quality Training AQTF requirements AQTF requirements
Framework (AQTF) reflected in reflected in
requirements for assessment development of development of
assessment tasks and assessment tasks and
decisions made decisions made
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
7. Different types of assessment Assessment processes Assessment processes
tools, what tools work for what demonstrate range of demonstrate range of
types of evidence, what are the tools for different types tools for different types
characteristics of well of assessment of assessment
constructed assessment tools
11. Roles and responsibilities of Appropriate information Appropriate information Appropriate information Appropriate information Appropriate information
workplace trainers, facilitators, accessed accessed accessed accessed accessed
assessors and others, such as
vocational experts, workplace
supervisors and support
persons in the assessment
process
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
13. Legal, organisational and Information relating to Information relating to Information relating to
ethical responsibilities legal, organisational legal, organisational legal, organisational
associated with the and ethical and ethical and ethical
assessment system, including: responsibilities are responsibilities are responsibilities are
maintaining client privacy understood and understood and understood and
and confidentiality employed in employed in employed in
professional practice professional practice professional practice
providing accurate
information
duty of care under common
law
compliance with AQTF
requirements
copyright and privacy laws,
including the use of
electronic technology
Performance Indicators
Unit Requirements
Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Assessment Task 5
3. Lead assessment among a Demonstrate of a
group or team of assessors, leadership role in the
consisting of at least five (5) professional
individuals and demonstrate development of at least
how that leadership has led to 5 peers in their
improved processes and professional
outcomes development.
Document how this role
has improved processes
and outcomes
Employability Skills
Communication
Teamwork
Problem-solving
Self-management
Learning
Technology