EIfEL COMPETENCIES FOR E-LEARNING PROFESSIONALS
Key Area A. Provide strategies and leadership for individual
and organisational learning
KEY AREA A.
PROVIDE STRATEGIES AND LEADERSHIP FOR INDIVIDUAL AND
ORGANISATIONAL LEARNING ........................................................................ 1
Introduction to Key Area A .................................................................................................................. 3
AA
Develop a vision and strategy for individual and organisational learning ............................ 5
AA 1 Collect and disseminate intelligence on KILT
5
AA 1.1 Identify current provision and developments in learning services, infrastructure and products
7
AA 1.2 Identify and disseminate good practice in using KILT for learning services, infrastructure and
products 7
AA 1.3 Benchmark organisational learning practice in using KILT for learning services, infrastructure and
products 8
AA 1.4 Promote the use of KILT for learning services, infrastructure and products
8
AA 2 Establish strategies for individual and organisational learning
AA 2.1 Create a shared vision and mission to give purpose to learning
AA 2.2 Gain support for organisational learning strategies.
AA 2.3 Develop strategies for learning
AA 2.4 Implement strategies for e-learning
AA 2.5 Evaluate and improve strategies for learning
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11
12
12
13
13
AA 3 Contribute to strategies for e-learning
AA 3.1 Establish your role and responsibilities for learning strategies
AA 3.2 Evaluate and improve your contribution to learning strategies
AA 3.3 Make significant contributions to learning strategies
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15
16
15
AA 4 Promote a culture that encourages innovation, learning and knowledge sharing
AA 4.1 Communicate the value of innovation, learning and knowledge sharing
AA 4.2 Provide support for innovation, learning and knowledge sharing
AA 4.3 Recognise achievements in innovation, learning and knowledge sharing
AA 4.4 Responds appropriately to changing environments
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AA 5 Establish and maintain partnerships for learning
AA 5.1 Support and communicate the value of building partnerships
AA 5.2 Recognise achievements of partnerships
18
19
19
AA 6 Lead a learning organisation
AA 6.1 Create and support a learning organisation
AA 6.2 Promotes and support professional development
AA 6.3 Promotes and review effective training and learning
AB
5
5
6
6
Manage quality of learning services and products ................................................................ 20
AB 1 Manage Organisational performance
AB 1.1 Develop measures and criteria to evaluate your organisation’s performance
AB 1.2 Evaluate your organisation’s performance
AB 1.3 Explain the causes of success and failure in organisational strategies.
AB 1.4 Measure the impact of policies on organisational learning, innovation and knowledge creation
20
20
20
20
21
AB 2 Promote accountability
AB 2.1 Promote outcome-based performance
AB 2.2 Interpret and apply relevant legislation and policy
AB 2.3 Collect, analyse and report relevant data
AB 2.4 Operate in an ethical framework
21
21
21
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22
AB 3 Establish and maintain quality assurance systems
AB 3.1 Promote quality
AB 3.2 Establish quality assurance systems
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AB 3.3
AB 3.4
AB 3.5
AB 3.6
Maintain quality assurance systems
Recommend improvement to learning services products and processes
Recommend improvements to quality assurance systems
Empower staff and learners
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Introduction to Key Area A
Key Area A is about the development of a learning strategy adapted to the needs of organisations
operating in a knowledge society. It is essentially about how organisations can become and remain
learning organisations, by making the best use of knowledge information and communication
technologies (KILT), from e-mail to sophisticated enterprise resource planning systems (ERP) and
learning management systems (LMS). This area is of relevance to a broad variety of organisations
including:



organisations buying and implementing learning services and products
organisations providing services and products
authorities operating at local, regional, national or European level
This key area is divided into two principal activities:


Developing a vision and strategy for individual and organisational learning
Managing the quality of learning services and products
The importance of organisations’ having a learning strategy can hardly be overstated. A learning
organisation is one that learns and encourages learning among its people. It promotes exchange of
information between employees thus creating a more knowledgable workforce. This in turn produces a
very flexible organisation where people will accept and adapt to new ideas and changes through a
shared vision. A learning organisation thrives on change and encourages experimentation. It knows
how Communicate success and failure. Facilitate learning from the surrounding environment.
Facilitate learning from employees. Reward learning.
The competencies involved in this Key Area are as follows:

Collect and disseminate information and good practice in the use of knowledge, information
and learning technologies

Establish strategies for individual and organisational learning

Contribute to strategies for e-learning

Promote a culture that encourages innovation, learning and knowledge sharing

Establish and maintain partnerships for learning

Lead a learning organisation

Manage Organisational performance

Promote accountability

Establish and maintain quality assurance systems
Core knowledge requirements
The following list indicates the knowledge requirements that are central to Key Area A, and that apply
to all units of competence. Additional knowledge requirements are also indicated for individual units of
competence.
To perform competently in this Key Area, you need to know, understand and be able to apply:
Organisational context
i. the organisation’s occupational health and safety policies
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ii. the organisation’s environmental policies
iii. the organisation’s policy regarding accessibility to learning opportunities and resources
iv. the organisation’s policy regarding the confidentiality of data about learners: what information may
be made available to whom
v. the resources and conditions necessary to create and support learning organisation
Health and safety
vi. occupational health and safety regulations
vii. regulations, recommendations and specific requirements to make the learning environment suitable
for knowledge, information and learning technologies (KILT)
Legal requirements
viii.occupational health and safety regulations
ix. relevant data protection legislation: and how to ensure this is rigorously applied
x. relevant legislation with regard to individual rights and equality of opportunity
Planning
xi. the principles and processes of planning and scheduling work
Communication
xii. How to identify key stakeholders in an organisation, e.g.
xiii.How to disseminate information on trends and best practice in learning technologies, as well as
organisational and personal experience
Learning technologies
xiv.the contribution that the use of KILT technologies can make to support organisational and
individual learning
xv. how to match technological provision to learner needs
Monitoring and evaluation
xvi.the range of ways in which KILT may be used for monitoring and evaluation
xvii.how to analyse information to identify trends and common and emerging problems
xviii.the importance of involving users in evaluating the quality of the support they receive, and how to
do so
Continual improvement
xix.how to use information and experience to improve systems and personal performance
Accessibility
xx. basic principles of ensuring accessibility in the learning environment
N.B. the term organisation is used here to describe the entity responsible for providing the learning
services. This may be your own organisation or an external organisation that has commissioned your
services.
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AA
Develop a vision and strategy for individual and
organisational learning
AA 1
Lead a learning organisation
Knowledge and skills required
In addition to the core knowledge requirements, to perform competently, you need to know,
understand and be able to apply:
Organisational context
xxi. Definition of a learning organisation
Communication
xxii. Appropriate methods of dissemination of information as well as organisational and personal
experience
Managing information
xxiii.Reliable sources of information on trends and developments in learning technologies, service
providers, tools and techniques
xxiv.How to deal with the information collected
Learning and development
xxv. Principles of continuing professional development
Learning technologies
xxvi.The contribution of learning technologies to the creation of a learning organisation
xxvii.How to identify and disseminate the benefits gained from using KILT and the problems
encountered
xxviii.How to evaluate the impact on the organisation of the use of learning technologies
Knowledge management
xxix.
Accessibility
xxx. How to ensure equal access to learning opportunities
Monitoring and evaluation
xxxi. How to recommend improvements in the light of ongoing research
recommend improvements in the light of results of benchmarking of good practice
AA 1.1
Create and support a learning organisation
1. put in place the necessary KILT infrastructure to support a learning organisation
2. identify and act upon opportunities for individual and organisational growth.
3. demonstrate evidence of a personal and team commitment to a learning organisation.
4. encourage people to take risks and challenge assumptions in productive ways.
5. test and expand the boundaries of contemporary practices in innovative ways.
6. recognise and reward the learning of others
7. evaluate the contribution of learning activities to organisational performance
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AA 1.2
Promote and support professional development
1. obtain your organisation’s commitment to support the development of its people
2. encourage people to improve their own and other people’s performance
3. publicly value the contribution of people to the organisation
4. ensure equality of opportunity in the development of people
5. draw up a plan with clear aims and objectives which are understood by everyone
6. promote the development of people in line with the organisation’s aims and objectives
7. monitor people’s understanding of how they contribute to achieving the organisation’s aims and
provide objectives Indicators
AA 1.3
Promote and review effective training and learning
1. review the outcomes of training and development policies and activities at timely intervals and all
invite stakeholders to contribute.
2. collect evidence in order to measure the effectiveness of management support for learning and
development.
3. collect and analyse evidence in order to measure the improvement of the organisation, teams and
individuals.
4. invite feedback to ensure that staff understand the impact of the development of people on the
performance of the organisation, teams and individuals.
5. present the results of evaluations and the lessons learned from experience in a way that gives a
complete and balanced picture of the organisation's performance and encourages future
improvement in the development of people.
6. promote the importance of informal learning
7. ensure that knowledge management and learning activities are managed in such a way as to
ensure synergy and maximum results
AA 2
Collect and disseminate information and good practice in the use
of knowledge, information and learning technologies.
This competency is about identifying and promoting good practice in the use of KILT for learning. It
involves collecting and disseminating information on current and future developments in the field of elearning in order to plan, develop and implement e-learning programmes. It further involves facilitating
and championing good practice in e-learning in order to enhance individual and organisational
performance.
Knowledge and skills required
In addition to the core knowledge requirements, to perform competently, you need to know,
understand and be able to apply:
Communication
xxxii. Appropriate methods of dissemination of information as well as organisational and personal
experience
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Managing information
xxxiii.Reliable sources of information on trends and developments in learning technologies, service
providers, tools and techniques
xxxiv.How to deal with the information collected
Learning technologies
xxxv.Sources of free and priced learning technologies resources in respect of the range and quality of
resources, quality and speed of service, and value for money
xxxvi.Relevant professional networks and communities
xxxvii.How to identify and disseminate the benefits gained from using KILT and the problems
encountered
xxxviii.How to evaluate the impact on the organisation of the use of learning technologies
xxxix.How to evaluate current and future trends in learning services, infrastructure and resources
xl. How to identify, obtain and present relevant technical information
Accessibility
xli. How to ensure equal access to relevant information
Networking
xlii.How to make the most of networking opportunities in order to obtain and share information
Benchmarking
xliii. The principles of benchmarking
Monitoring and evaluation
xliv. How to recommend improvements in the light of ongoing research
xlv. how to recommend improvements in the light of results of benchmarking of good practice
AA 2.1
Identify current provision and developments in learning services,
infrastructure and products
1. identify and access sufficient reliable sources to provide comprehensive information on developing
practice in KILT both within and outside the organisation.
2. set up systems to collect and disseminate information on learning services, infrastructure and
products
3. develop and put in place processes to track relevant developments in learning technology from
diverse and reliable sources of free and priced learning services, infrastructure and resources.
4. participate actively in professional networks and learning communities involved in buying, using or
developing KILT resources.
5. check regularly to ensure that all potential sources of information regarding learning services,
infrastructure and products are exploited
AA 2.2
Identify and disseminate good practice in using KILT for learning services,
infrastructure and products
1. evaluate current and future trends in learning services, infrastructure and resources in relation to
the organisation’s current and anticipated future needs in terms of range and quality of service and
value for money .
2. evaluate accurately the impact of developments in KILT on the organisation.
3. recommend improvements based on relevant developments in information technology clearly and
with justifications that support their implementation.
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4. publicise recommended sources of learning services, infrastructure and resources and organise
information on developments in KILT in ways that make it easily accessible to those who need it.
5. establish criteria for defining good practice
6. evaluate developing practice against established criteria in order to determine its relevance and
quality and whether it is suitable for the organisation.
7. present relevant good practice in using KILT at a level of detail and in formats that allow recipients
to adopt and adapt it in their own work.
8. evaluate the impact of promoting good practice on the organisation.
AA 2.3
Identify opportunities for using e-learning services, infrastructure and
resources
1. establish which activities would benefit from ICT in order to improve learning – from registration to
assessment.
2. establish whether the abilities and working/learning styles of the users will enable them to benefit
from the new opportunity.
3. establish the impact on the IT infrastructure – change, bandwidth, etc. – and the organisation of
using e-learning services, infrastructure and resources.
4. consult openly with colleagues, experts and ICT specialists, record the opportunities and report to
the relevant people appropriately.
AA 2.4
Benchmark organisational learning practice in using KILT for learning
services, infrastructure and products
1. identify current practice from leading competitors, in your sector of activity.
2. select relevant criteria for comparing learning services, infrastructure and products.
3. assess the relationship between learning services, infrastructure and products and the overall
performances of the organisation.
4. compare the policies, performance and results of benchmarked organisations with those of your
own organisation
5. identify key action points to improve learning services, infrastructure and products.
AA 2.5
Promote the use of KILT for learning services, infrastructure and products
1. inform all the people involved in the learning process (learners, and staff) of the availability of tools
and of coverage of KILT-based learning resources, in ways that promote understanding of how the
tools and resources can help meet learning objectives.
2. provide opportunities and support for learners, management and staff to try out KILT-based
learning tools and resources.
3. ensure that learners with special needs have access to KILT-based learning tools and resources.
4. identify the benefits colleagues and learners derive from using KILT-based learning, any problems
they encounter and disseminate the results to improve awareness and promote innovation.
5. use appropriate communication channels to publicise the uses and benefits of KILT-based
learning.
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AA 2.6
Provide relevant technical information to support the development of ICT
assisted learning
To perform competently in this element, you must ensure that you:
1. identify and collate technical information, verifying its accuracy and completeness.
2. obtain advice and guidance from external specialists, where there is doubt about the accuracy and
completeness of the technical information available.
3. present technical information in formats that allow the recipients to understand it and use it to
support their actions and decisions.
4. provide clear and concise explanations of technical information, when required.
5. observe rules and regulations relating to health and safety in providing technical information.
AA 3
Establish strategies for individual and organisational learning
Introduction
This competency is about developing, implementing and evaluating strategies for integrating
information and communication technologies with other materials and technologies to promote
learning and enhance the effectiveness, efficiency and enjoyment of learning.
The strategies are likely to be medium- to long-term, involve significant financial, technological and
human resources, and may be developed at a number of different levels: national, regional, local,
sectoral or for organisations, such as companies, educational institutions or private training providers.
This competency does not cover developing e-learning strategies for individual learners or groups of
learners as this is dealt with in Key Area D: Provide support for learners.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Organisational context
xlvi.How to link organisational objectives to individual objectives in investing in training and
development
xlvii. The impact on the IT infrastructure – change, bandwidth, etc. – and the organisation of using elearning services, infrastructure and resources.
xlviii.The organisation’s policy and procedures for purchasing, customising and using KILT resources
Strategy and leadership
xlix.how to develop a clear vision of the future
l. how to develop specific, realistic and measurable objectives and agree dates by which they must
be achieved
li. how to gain support for your strategic vision and objectives
lii. the importance of aligning the e-learning strategy with the client’s wider business, educational or
public service strategy, and how to do so
liii. how to gain people’s commitment to their roles and contributions to the overall strategy
liv. how stakeholders’ interests and organisational policies may come into conflict.
Strategic planning
lv. Key elements of strategic planning, e.g.
lvi. organisational model: centralised/decentralised
lvii. learning/training models
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lviii. investment in people
lix. assessment policies
lx. continuing professional development…
lxi. the importance of your organisation having clear policies and values and your role and
responsibility in relation to developing these
lxii.how to develop values and policies which reflect the requirements, expectations and interests of
your governing body and all your organisation’s stakeholders
lxiii.how to develop an implementation plan and what it should contain
lxiv.the importance of continuously adjusting your understanding and perceptions in the light of
feedback, learning and experience and how to do so
lxv.the importance of adjusting strategic vision and objectives in the light of consultation feedback and
how to do so appropriately
Analytical and decision making techniques
lxvi.how to assess whether resources are likely to be sufficient to meet identified needs
lxvii.how to assess the significance of factors in the implementation experience and developments in
e-learning technologies and methodologies
lxviii.how to decide whether changes are required
lxix.how to compare actual outcomes against objectives
lxx.how to identify the reasons for variances
Research techniques
lxxi.how to identify clearly why the client needs an e-learning strategy
lxxii.how to identify key stakeholder groups, their interest and needs
lxxiii.how to identify the resources available to support an e-learning strategy
lxxiv.how to use questions to help people understand their own needs and provide the information you
need
Communication
lxxv.how to make clear statements and specifications
lxxvi.the importance of consulting openly and realistically with a wide range of stakeholder groups, and
how to do so. Stakeholders may include:
lxxvii. IT department
lxxviii.HR department
lxxix.Training department
lxxx. Learners, employees, taff
lxxxi. Partners…
lxxxii.the importance of communicating plans to all involved and how to do so
lxxxiii.the importance of communicating regularly with stakeholders on progress and any changes to
plans
lxxxiv.the requirements of confidentiality: what information may, and may not, be given to whom
lxxxv.the importance of reporting clearly and effectively, and how to do so
lxxxvi.the importance of consulting thoroughly with your organisation’s governing body and its
stakeholders on values and policies
lxxxvii.the methods available to consult effectively on values and policies and how to select a method
appropriate to the circumstances.
Continuous improvement
lxxxviii.the importance of making your experience available to others and using this experience to
improve in the future.
Delegation
lxxxix.how to delegate responsibilities, objectives and resources effectively to individuals and groups
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Learning technologies
xc. your own and others’ experiences in developing e-learning strategies
xci.developments in e-learning technologies and methodologies
xcii.How to develop KILT plans to meet learning objectives
xciii.How to select appropriate learning methods and technologies on the basis of learning theory
xciv.How to perform a media selection in order to support different learning activities
xcv.How to use KILT to support relevant practice
xcvi.How to use KILT to support collaborative learning
xcvii.How to manage the relationship between learners’ abilities, learning styles and KILT
xcviii.
Learning and development
xcix.pedagogical principles relevant to developing e-learning strategies
Monitoring and evaluation
c. the methods of regularly reviewing values and policies to ensure they are up-to-date and capable
of meeting likely future circumstances
ci. how to select an appropriate method to review values and policies.
cii. the importance of monitoring progress against plans and how to do so
ciii.the types of action you may take in event of obstacles, threats or opportunities and how to choose
what action is appropriate
civ.the importance of keeping records of any changes made and the reasons for these changes, and
how to do so
cv. systems for evaluating the outcomes of the e-learning strategy against plans
Providing support
cvi.the importance of providing support to help individuals and groups plan and take action to achieve
their objectives, and how to do so
Providing support
cvii. how to provide opportunities and support for learners, management and staff to try out KILTbased learning tools and resources.
cviii.
Resource management
cix.the range of resources required to support an e-learning strategy
Transferring experience
cx. what learning can be transferred from one context to another
cxi.how to transfer the learning from one context to another
Organisational context
cxii.the organisation’s vision and mission and how these may affect the formulation of values and
policies.
cxiii.the nature of the organisation’s environment and their wider business, educational or public
service strategy
Providing support
cxiv.why values and policies need to provide staff with guidance on how to respond under pressure
and resolve conflicts of interest.
AA 3.1
Create a shared vision and mission to give purpose to learning
1. consult with your organisation's governing body and appropriate stakeholders on the vision and
mission for learning and the use of KILT in a way which is open, realistic and likely to engage their
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support.
2. propose a vision and mission that take into account the requirements, expectations and interests of
your organisation's governing body and appropriate stakeholders.
3. propose a vision and mission that reflect the nature and values of your organisation and its role in
the larger environment and community.
4. the mission is both challenging and realistic.
5. the mission helps members of your organisation to focus their contributions to learning creatively.
6. the vision and mission are fully aligned with the organisation’s wider business, educational or public
service strategy
7. your organisation's vision and mission for learning are regularly reviewed in the light of trends and
opportunities, internal and external.
AA 3.2
Gain support for organisational learning strategies.
1. clearly identify the reasons why the client - the organisation, sector or geographical area for which
you are developing the strategy - requires a learning strategy
2. identify all the key stakeholder groups linked to the client, internal or external, for which you
develop an e-learning strategy and accurately research what they require from it.
3. the consultations and negotiations which you carry out allow learning strategies to be influenced
by, and made more consistent with, stakeholders' interests:
4. identify what can be learned from your own and others’ previous experiences to inform the
development, implementation and evaluation of your e-learning strategy
5. take into consideration the current state of the client’s information system and staff IT literacy as
well as current and future development in KILT and practices in learning and human resource
development and management.
6. the compromises which you make to resolve conflicts in stakeholders' interests are realistic,
balance these competing interests, and acknowledge the tensions between them.
7. present strategies to stakeholders in a way which is likely to attract their support.
8. where stakeholders do not fully support strategies, you take action to minimise potential problems.
9. consult with stakeholders on a regular basis and ensure that support for the organisation's vision,
mission, objectives and strategies is available when needed.
AA 3.3
Develop strategies for learning
To perform competently in this element, you must ensure that:
1. the objectives and strategies which you formulate are consistent with your organisation's mission
and values and encourage life long learning and continuing professional development.
2. the objectives and strategies which you formulate take into account the requirements, expectations
and interests of your organisation's governing body and appropriate stakeholders.
3. accurately identify all the resources - financial, human, physical, technological and intellectual - that
are available to support the learning strategy
4. assess the extent to which the available resources are able to meet the requirements of the client
and stakeholders, and clearly specify those requirements that cannot be met
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5. take full account of the constraints upon objectives and strategies.
6. agree on objectives that are realistic, measurable including the timescale and budget by which they
must be achieved.
7. the objectives and strategies contain sufficient detail to allow the planning and development of
specific programmes of work:.
8. your statements include guidance on how to respond when under pressure and how to respond
when stakeholders' interests and organisational policies are in conflict.
9. your revisions to objectives and strategies take advantage of actual and anticipated changes in
circumstances.
AA 3.4
Implement strategies for e-learning
To perform competently in this element, you must ensure that:
1. develop an implementation plan which clearly specifies the learning strategy, the strategic vision
and objectives, the roles and responsibilities of all those involved in its implementation, the
resources to be deployed, communication protocols, and monitoring systems
2. communicate the implementation plan to all involved, in ways which help them to understand and
commit to their individual and group roles and contributions to the overall strategy
3. clearly delegate responsibilities to individuals and groups, together with authority over the
necessary resources, to achieve specific objectives of the e-learning strategy
4. provide the necessary support to help individuals and groups plan and take action to achieve the
objectives delegated to them
5. monitor the progress of the implementation plan at agreed intervals and take appropriate action in
the event of obstacles, threats or opportunities
6. make and record changes to the strategic vision and objectives in response to significant factors in
the implementation experience or developments in e-learning technologies and methodologies
7. communicate regularly and effectively with all key stakeholder groups about progress and any
changes to the implementation plan, the problems encountered and the benefits gained, in line with
the requirements of confidentiality.
8. review the values and policies of your organisation regularly and ensure they take account of likely
future circumstances.
AA 3.5
Evaluate and improve strategies for learning
To perform competently in this element, you must ensure that you:
1. establish evaluation and recording systems which can report accurately on the outcomes of the
learning strategy against objectives:
2. compare actual outcomes against objectives at the agreed dates and give reasons for any
variances.
3. consult with learners, training managers, trainers, teachers, technicians, human resource
managers and other key stakeholder groups to identify any value added beyond the specified
objectives.
4. communicate the evaluation results to key stakeholder groups, in line with the requirements of
confidentiality and get their feed-back.
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5. compare the outcomes and added value of the e-learning strategy with the outcomes and added
value of e-learning and alternative learning strategies adopted by others.
6. make the evaluation and comparison results available to support the development and
improvement of future learning strategies and the use of KILT.
7. adjust the vision and objectives of the e-learning strategy appropriately in the light of feedback from
key stakeholder groups, checking that it remains aligned with the client’s wider business,
educational or public service strategy.
AA 4
Contribute to strategies for e-learning
Introduction
This Unit of competence is for those who do not have primary responsibility for e-learning strategies,
but are called upon to make a significant contribution to developing, implementing and evaluating
strategies for integrating information and communication technologies with other materials and
technologies to promote learning and enhance the effectiveness, efficiency and enjoyment of learning.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Strategy and leadership
cxv.how to contribute to the development of a clear vision of the future
cxvi.how to develop specific, realistic and measurable objectives and agree dates by which they must
be achieved
cxvii.how to gain support for the organisation’s strategic vision and objectives
cxviii.the importance of aligning the e-learning strategy with the organisation’s wider business,
educational or public service strategy, and how to do so
cxix.how to gain people’s commitment to their roles and contributions to the overall strategy
cxx.how stakeholders’ interests and organisational policies may come into conflict.
Strategic planning
cxxi.Key elements of strategic planning, e.g.
cxxii. organisational model: centralised/decentralised
cxxiii. learning/training models
cxxiv. investment in people
cxxv. assessment policies
cxxvi. continuing professional development…
cxxvii.the importance of your organisation having clear policies and values and your role and
responsibility in relation to developing these
cxxviii.how to develop values and policies which reflect the requirements, expectations and interests of
Organisational context
cxxix.the range of different colleagues involved in the e-learning strategy, their roles and
responsibilities, and how to relate to them
cxxx.the range of stakeholder groups, their needs and interests, and how to take these into account.
Analytical and decision making techniques
cxxxi.how to compare actual outcomes against objectives
cxxxii.how to identify the reasons for variances
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Communication
cxxxiii.the importance of communicating regularly with colleagues and stakeholders on progress and
any changes to plans
cxxxiv.the requirements of confidentiality: what information may, and may not, be given to whom
cxxxv.the importance of agreeing protocols for communication and reporting, and how to do so
cxxxvi.the importance of reporting clearly and effectively, and how to do so
Continuous improvement
cxxxvii.the importance of seeking feedback from others, and how to do so
cxxxviii.the importance of reflecting on your experience and feedback from others and how to use this
to improve future performance
cxxxix.the importance of making your experience available to others and using this experience to
improve in the future.
Monitoring and evaluation
cxl.the importance of monitoring progress against plans and how to do so
cxli.the types of action you may take in event of obstacles, threats or opportunities and how to choose
what action is appropriate
Providing support
cxlii.the importance of providing support to help colleagues fulfil their responsibilities, and how to do so
Self awareness
cxliii.your own knowledge, skills and competences and what you can contribute to the e-learning
strategy
cxliv.the importance of clarifying and agreeing your own role, responsibilities and objectives and how
to do so
AA 4.1
Establish your role and responsibilities for learning strategies
1. clearly specify what you can contribute to the development, implementation and evaluation of elearning strategies.
2. agree with colleagues your role and responsibilities in relation to e-learning strategies.
3. agree specific, realistic and measurable objectives for your area of responsibility and the dates by
which these must be achieved.
4. identify how your role and responsibilities contribute to the overall strategy and how these interface
with others’ roles and responsibilities.
5. help others understand your role and responsibilities and how these interface with theirs.
6. agree with colleagues protocols for communication and reporting.
AA 4.2
Make significant contributions to learning strategies
To perform competently in this element, you must ensure that:
1. your activities are focused on realising the shared vision and objectives of the e-learning strategy.
2. your contributions take appropriate account of the needs and interests of all key stakeholder
groups.
3. your contributions are consistent with your role, responsibilities and the specific objectives agreed.
4. provide colleagues with appropriate support to enable them to fulfil their responsibilities within the
e-learning strategy.
5. monitor and report on progress of work in your own area of responsibility, and take appropriate
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action in the event of obstacles, threats or opportunities.
6. communicate regularly and effectively with colleagues and stakeholders about progress, changes
to plans, problems encountered and benefits gained, in line with the requirements of confidentiality.
AA 4.3
Evaluate and improve your contribution to learning strategies
1. compare the outcomes of your work against specified objectives at agreed dates, and identify
reasons for any significant variances.
2. report on the achievement of objectives and any other value added.
3. invite colleagues to provide feedback on your contribution to e-learning strategies and recommend
ways in which this could be improved.
4. reflect on your experience and the feedback of others and identify ways in which your contributions
could be improved in the future.
5. make the results of your experience available to support the development and improvement of
future e-learning strategies.
AA 5
Promote a culture that encourages innovation, learning and
knowledge sharing
Introduction
This competency is about promoting a culture within your organisation or community that encourages
people to be innovative, learn continuously, codify their knowledge and share this with others. This
requires a clear understanding of the organic relationship between individual and organisational
learning and knowledge management.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Analytical and decision making techniques
cxlv.how to assess the contribution of innovation, learning and knowledge sharing to your
organisation’s or community’s success
Communication
cxlvi.the importance of communicating effectively, and how to do so
cxlvii.the range of media and techniques that can be used to support effective communication
cxlviii.the range of opportunities available to publicise achievements, and how to take advantage of
these opportunities
cxlix.the requirements of confidentiality: what information may, and may not, be given to whom
Continuous improvement
cl. the importance of using both positive and negative results to improve future performance, and how
to do so
Working with others/networking
Innovation, learning and knowledge sharing
cli. the types of contribution that innovation, learning and knowledge sharing can make to an
organisation or community
clii.the different responsibilities that people may have for innovation, learning and knowledge sharing
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cliii.the range of structures, systems, tools and techniques available to support innovation, learning
and knowledge sharing, and how to select appropriate ones
People development
cliv.how to assess people’s levels of skills
clv.the range of opportunities available to help people develop and practice their skills
Providing support
clvi.how to encourage people to support each others’ efforts in innovation, learning and knowledge
sharing
clvii.behaviour that might inhibit innovation, learning and knowledge sharing, and how to address this
behaviour
Self awareness
clviii.the importance of acting as a role model of good practice, and how to do so
Strategy and leadership
clix.the importance of establishing clear policies, and how to do so
clx.the range of possible obstacles to innovation, learning and knowledge sharing, and how to
eliminate or reduce these obstacles
clxi.the range of rewards and sanctions available to encourage innovation, learning and knowledge
sharing
AA 5.1
Communicate the value of innovation, learning and knowledge sharing
1. clarify the contribution that innovation, learning and knowledge sharing can make to the success of
your organisation or community.
2. establish a clear policy that describes peoples’ responsibilities to innovate, learn and share their
knowledge.
3. identify any obstacles to innovation, learning and knowledge sharing and take effective steps to
eliminate or reduce these obstacles.
4. specify the rewards for innovation, learning and knowledge sharing and any sanctions for failure to
seize opportunities to innovate, learn and share knowledge appropriately.
5. use an appropriate range of media and techniques effectively to communicate the value of
innovation, learning and knowledge sharing.
AA 5.2
Provide support for innovation, learning and knowledge sharing
1. identify people’s levels of skills in innovation, learning and knowledge sharing and provide
opportunities for them to develop and practice these skills.
2. provide appropriate structures, systems, tools and techniques to support effective innovation,
learning and knowledge sharing.
3. act as a role model of good practice in innovation, learning and knowledge sharing.
4. encourage people to support each others’ efforts in innovation, learning and knowledge sharing.
AA 5.3
Recognise achievements in innovation, learning and knowledge sharing
1. identify the activities and results of innovation, learning and knowledge sharing.
2. accurately assess the contribution of innovation, learning and knowledge sharing activities to your
organisation’s or community’s success.
3. identify people’s roles and responsibilities in these achievements.
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4. reward innovation, learning and knowledge sharing, in line with the established policy.
5. seize opportunities to publicise achievements in innovation, learning and knowledge sharing, in line
with the requirements of confidentiality.
6. use the results of innovation, learning and knowledge sharing - both positive and negative - to
improve future results.
AA 5.4
Respond appropriately to changing environments
1. ensure that the organisation is responsive to the changing environment and trends.





Short, medium and long term
Educational, policies
Population growth, employment rate, level of education
Economic
Environmental
2. ensure that the organisation’s values are reviewed at appropriate times.
3. establish change and transition processes
4. ensure that planning and monitoring cycles are reviewed, negotiated and established to align with
identified new directions
AA 6
Establish and maintain partnerships for learning
This Unit of competence focuses on the building and fostering of professional partnerships.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Partnerships
clxii. Types of partnerships:
clxiii. internal partnerships and networks
clxiv. external networks
clxv. local community
clxvi. service providers, vendors
clxvii. staff responsible for establishing partnerships:
clxviii. Staff groups
clxix. Task/project groups
clxx.Members of targets groups
clxxi. Cross-functional groups
Working with others/networking
clxxii. how to use networks to find suitable partners
Monitoring and evaluation
clxxiii. how to monitor and evaluate the progress and results of partnerships
Organisational context
clxxiv. the organisation’s policy and practices regarding partnerships
Communication
clxxv. how to communicate the value of partnerships to stakeholders
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AA 6.1
Support and communicate the value of building partnerships
1. clarify the contribution that partnerships can make to the success of your organisation, projects or
community:
2. establish a clear policy that describes peoples’ and teams’ responsibilities to set up and maintain
partnerships.
3. provide opportunities to all relevant stakeholders, inclusive of target groups to be involved in, and
influence the decision process and contribute with their networks and connections.
4. provide appropriate structures, systems, tools and techniques to support and maintain effective
networks, connections and partnerships.
5. identify any obstacles to the establishment of desired partnerships and take effective steps to
eliminate or reduce these obstacles.
6. use an appropriate range of media and techniques effectively to communicate the value of
partnerships.
AA 6.2
Recognise achievements of partnerships
To perform competently in this element, you must ensure that:
1. identify the activities and results of partnerships.
2. accurately assess the contribution of partnerships to your organisation’s or community’s success.
3. identify people’s roles and responsibilities in these achievements.
4. reward innovation, learning and knowledge sharing, in line with the established policy.
5. seize opportunities to publicise achievements, in line with the requirements of confidentiality.
6. use the outcomes of partnerships - both positive and negative - to improve future results.
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AB
Manage the quality of learning services and products
AB 1
Manage Organisational performance
Introduction
Organisational performance is at the heart of all individual and organisational policies.
Knowledge and skills required
To perform competently in this Unit, you need to know, understand and be able to apply:
Current theories relating to
clxxvi.Organisational change
clxxvii.Performance measurement
AB 1.1
Develop measures and criteria to evaluate your organisation’s performance
1. develop cost-effective measures and criteria and make optimum use of existing sources of data
and means of data gathering.
2. develop measures and criteria capable of providing information in time to enable an effective
response.
3. develop measures and criteria sufficient to provide information to make judgements about progress
towards the mission and objectives and the implementation of policies.
AB 1.2
Evaluate your organisation’s performance
1. evaluate organisation’s performance against agreed criteria using sufficient, reliable evidence.
2. your evaluations of your organisation’s performance take account of all relevant factors.
3. present the results of evaluations in a way that gives a complete and balanced picture of the
organisation's performance.
4. where performance fails to meet the agreed criteria, you identify possible reasons and discuss
these with stakeholders.
5. evaluations and presentation of results are consistent with organisational values and policies and
with legal requirements.
AB 1.3
Explain the causes of success and failure in organisational strategies.
1. explanations of the causes of success and failure are based on sufficient, reliable information.
2. explanations, and reasons for rejection of any alternative explanations, are clear, concise and
appropriate to the audience you are presenting to.
3. where it is likely to be difficult to find remedies for the causes of failure, you offer reasons to
counter possible objections.
4. make the lessons to be drawn from success and failure available for use in future organisational
planning.
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AB 1.4
Measure the impact of policies on organisational learning, innovation and
knowledge creation
1. agree the scope and objectives of the system to monitor and evaluate organisational performance
with relevant people.
2. develop a system which takes account of all critical factors.
3. identify appropriate performance measures and assessment tools and techniques.
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


sampling approach
opinion poll
data mining
interviews, etc.
4. identify and confirm existing and potential sources of information.
5. obtain and provide sufficient resources for the system to be effective.
6. where it is not possible to obtain or provide sufficient resources, the objectives and scope are
modified with the agreement of relevant people.
7. monitoring and evaluation systems are clearly, accurately and comprehensively documented.
8. give relevant people adequate and accurate information about the evaluation.
AB 2
Promote accountability
Introduction
Accountability is being personally accountable for the outcomes of one’s own performance and that of
the organisation or unit. Accountability require that: all activity promotes the best interest of
students/clients; results achieved are the best possible; practices are fair and equitable; outcomes are
reported and used to inform the new direction.
Knowledge and skills required
To perform competently in this Unit, you need to know, understand and be able to apply:
Current theories relating to
clxxviii.responsibility and accountability
clxxix.strategic planning
clxxx.legislative and policy process
clxxxi.assessment and evaluation
clxxxii.analysis, reporting and reconceptualisation of data
AB 2.1
Promote outcome-based performance
1. develop and agree performance outcomes with all relevant stakeholders.
2. measure performance against planned outcomes.
3. revise expected outcomes on an ongoing basis in the light of changing circumstances.
4. develop new plans in the light of feedback on outcomes.
AB 2.2
Interpret and apply relevant legislation and policy
1. understand and communicate knowledge of relevant legislation and policy throughout the
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organisation.
2. confirm that practices satisfy the requirements of relevant legislation policy.
3. take into account the implications of legislation and policy in daily operation.
AB 2.3
Collect, analyse and report relevant data
1. make data collection strategies an integral part of the planning process.
2. collect data with minimum intrusion using a balance of quantitative and qualitative data.
3. conduct program evaluation on a scheduled basis.
4. analyse collected data against system and organisation / unit goals to develop or adapt
programmes.
5. record the extent to which outcomes were achieved and the recommended changes.
6. provide reports to the stakeholders timely and according to guidelines.
AB 2.4
Operate in an ethical framework
1. share information openly and honestly.
2. perform activities in accordance taking into account the stated needs, priorities and policies of the
organisation with respect to the perspectives and best interests of all stakeholders.
3. organisation’s policies and procedures regarding ethical behaviour, accountability and professional
requirements are followed in performing the full range of activities.
4. communicate and assess appropriate procedures and sources of advice for resolving ethical,
accountability and professional conflicts involving self and others.
5. accept personal responsibility for maintaining knowledge of ethical, professional and accountability
requirements, and implement strategies for obtaining up-to-date information on these matters.
6. assess ethical, accountability and professional issues, evaluate possible solutions and
consequences, and determine appropriate actions.
AB 3
Establish and maintain quality assurance systems
Knowledge and skills
Analytical techniques
clxxxiii.how to conduct a cost-benefit analysis.
Communication
clxxxiv.the principles and processes of effective communication and how to apply them
clxxxv.how to make recommendations in a form which supports decision making.
Involvement and motivation
clxxxvi.how to motivate individuals to be involved in continuous quality improvement.
Monitoring and evaluation
clxxxvii.the relevant information from performance monitoring and evaluation systems
clxxxviii.how to assess the implications of the results of monitoring and evaluation for the organisation
clxxxix.the relevant trends and developments, both inside and outside the organisation
cxc.how to develop criteria to measure effectiveness.
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Organisational context
cxci.the people who should be involved in decisions on continuous quality improvement and how to
secure their involvement.
Quality management
cxcii.how to assess the impact of trends and developments on the perceived or actual quality of the
organisation’s products, services and processes.
Resource management
how to assess the resources needed to implement improvements, and how to obtain and provide
these resources.
AB 3.1
Promote quality
To perform competently in this element, you must ensure that you:
1. promote quality as central to the organisation’s strategy for success.
2. analyse processes sufficiently to determine appropriate quality assurance systems and
measurements.
3. determine criteria for quality against which products, designs and processes can be evaluated .
4. present your recommendations and rationale for establishing quality assurance systems to relevant
people with the appropriate level of detail and degree of urgency.
5. agree implementation plans, taking account of feedback from relevant people - customers,
partners, colleagues.
6. evaluate the quality of products, designs and processes objectively against agreed criteria.
7. advise individual s and teams on developing and implementing plans to maintain and improve
quality and efficiency.
8. support and encourage individuals and teams to collect, analyse and interpret information on
quality and efficiency to achieve continuous improvements to products, designs and production
processes.
9. set up systems that clearly specify the processes, procedures and measurements required to
ensure products and services are within the limits of acceptable quality.
10. set up quality assurance systems that are capable of making sure that agreed customer
requirements are consistently met.
11. communicate the establishment of quality assurance systems in a way that is clear, detailed and
allows adequate time for preparation.
12. communicate the results and benefits of assuring quality at times most likely to gain the
commitment of relevant people to the systems.
AB 3.2
Establish quality assurance systems
1. your analysis of processes is sufficient to determine appropriate quality assurance systems and
measurements.
2. present your recommendations and rationale for establishing quality assurance systems to relevant
people with the appropriate level of detail and degree of urgency.
7. agree implementation plans, taking account of feedback from relevant people.
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8. provide opportunities for those involved in quality assurance systems to contribute to their
development.
9. the systems you set up clearly specify the processes, procedures and measurements required to
ensure products and services are within the limits of acceptable quality.
10. your quality assurance systems are capable of making sure that agreed customer requirements are
consistently met.
11. communicate the establishment of quality assurance systems in a way which is clear, detailed and
allows adequate time for preparation.
12. communicate the results and benefits of assuring quality at times most likely to gain the
commitment of relevant people to the systems.
AB 3.3
Maintain quality assurance systems
1. present information on quality assurance systems, procedures and responsibilities to relevant
people at a time and place and in a format appropriate to their needs.
2. confirm relevant people’s understanding of, and commitment to, quality assurance systems at
appropriate intervals.
3. collect and evaluate information, and report the results at required intervals, using agreed methods
and against specified performance measures.
4. take prompt and effective action to clarify inadequate, contradictory or ambiguous information.
5. actively encourage relevant people freely to report actual and potential variations in quality.
6. take timely and effective action, consistent with quality assurance procedures, to rectify
unacceptable variations in products and services.
AB 3.4
Recommend improvement to learning services products and processes
1. assess the outcomes of continuous monitoring and quality evaluations for their implications for the
organisation.
2. correctly identify trends and developments in the quality of products, services and processes.
3. advise relevant people promptly about the impact trends and developments may have on the
perceived and actual quality of the organisation’s products, services and processes.
4. make recommendations for improving the quality of products, services and processes to relevant
people in a form which supports decision-making.
5. your recommendations clearly show the benefits which improvements could bring against the
resources which would need to be expended.
6. obtain and provide sufficient resources and support to allow improvements to be implemented
successfully.
7. monitor improvements for their effectiveness against agreed criteria.
8. encourage relevant people to be involved in continuous quality improvement.
AB 3.5
Recommend improvements to quality assurance systems
1. provide opportunities for relevant people to suggest improvements to quality assurance systems.
2. your base your recommendations on sufficient, valid and reliable information on the effectiveness
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and efficiency of quality assurance systems.
3. your recommendations have the potential to improve the contribution which quality assurance
systems make to the organisation and its customers.
4. present your recommendations to relevant people clearly, logically and in time to be of use.
5. where recommendations are not accepted, you establish the reasons and present these to relevant
people in a manner which maintains morale and motivation.
AB 3.6
Empower staff and learners
1. challenge performance.
2. support the enhancement of standards in lifelong learning.
3. ensure continual improvement of learning services and products.
4. empower staff to make decisions, to take risks and to adopt creative solutions.
5. encourage staff to develop an attitude which strives to achieve continuous improvement of
products and services.
6. involve learners and stakeholders in the planning and evaluation process.
7. enable all staff to contribute towards continuous improvement goals.
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