Exemplify ertifiation Requirements - Exemplar...

Exemplify Certification

Requirements

Exemplar Global Training Certification Programs

2

Document Title: TCD91 Exemplify Certification Requirements Edition: 3 Issued: 1st August 2016

Exemplar Global is accredited by the Joint Accreditation System of Australia and New Zealand (JAS-ANZ)

and InMetro as meeting the requirements of the International Standard for Personnel Certification Bodies,

ISO/IEC 17024:2003 ‘General requirements for bodies operating the certification of persons’.

The Training Certification Programs are not covered under the JAS-ANZ or InMETRO accreditations.

Disclaimer

While every effort is made to ensure that the process for evaluating applications for certification is effective,

Exemplar Global, Inc. does not accept liability for the performance, conduct or services provided by the certi-

fied person or organization.

© Copyright Exemplar Global, Inc.

This Training Certification Program and associated Intellectual Property is subject to Exemplar Global, Inc.

Copyright©. Apart from any fair dealing for the purposes of application, review or reference, as permitted

under the Australian and United States of America Copyright Acts, no part of this document may be

reproduced by any process without the written permission of the Chief Executive Officer of Exemplar Global,

Inc.

Table of Contents

Introduction ................................................................................................................ . pg. 3

Certification Requirements ........................................................................................pg. 4

Annual Evaluation ........................................................................................................ pg. 18

Re-Certification .............................................................................................................pg. 18

Annex A: Issuing Course Certificates .......................................................................pg. 19

Annex B: Documentation Requirements .................................................................pg. 20

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Introduction

The Exemplify International Training Course Certification Program has been developed by Exemplar Global,

Inc. (Exemplar Global) to offer a formal, third-party review of a Training Provider's process for course design,

development, and delivery by identifying learner needs, developing curriculum and assessments, and managing

the learning process.

The Exemplify Certification requirements, as detailed in this document, align with ISO 29990:2010, Learning

services for non-formal education and training-basic requirements for service providers. The Exemplify

Certification Program is unique in that it is designed to focus on all aspects of training course design, develop-

ment, and delivery, including assessments and examinations.

A crosswalk of the Exemplify Requirements to the ISO 29990 standard can be downloaded on the MyExem-

plar Document Library.

The objectives of the Exemplify Certification Program are to ensure Training Providers:

Determine learner needs in preparation for a course;

Design and develop a course appropriate to its scope, objectives, and outcomes;

Deliver a course so that learners have sufficient information and resources and a proper learning envi-

ronment;

Monitor the course delivery;

Conduct proper assessments and examinations of learners;

Conduct content evaluations of a course; and

Maintain a management system to support course design, development, and delivery.

Organizations may seek certification for one or more courses to these requirements. The Exemplify Certifica-

tion is intended for courses uniquely developed by independent Training Providers.

If you have any questions regarding personnel certification, please contact an Examiner in your region's Princi-

pal Office. Exemplar Global Principal offices are located in:

Milwaukee, USA

PO Box 602

Suite 301 600 N Plankinton Ave

Milwaukee, WI 53201-0602

+1-888-722-2440; or +1-414-

272-3937 Fax +1-414-765-8661

Seoul, South Korea

Exemplar Global Co., Ltd.

Room 610 Lotte IT Castle 1 #550-1

Gasan-Dong, Geumcheon-Gu,

Seoul, South Korea 153-768

+82-2-855-7017

Sydney, Australia

Building BR, Locked Bag 1797

Penrith BC, NSW 2750

+61-2-4728-4600 Fax

+61-2-4731-6466

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Exemplify Certification Requirements

Conduct a Needs Analysis

The Training Provider shall conduct a needs analysis study and document the results.

Documentation requirements: Process

As part of the needs analysis process, evidence shall be maintained related to:

1. The individuals solicited in the collection of needs and their role or relationship to the target population.

Guidance: During a needs analysis, several groups might be invited to provide input into what the needs

are for the specific course that is to be provided by the Training Provider. Senior management may pro-

vide insight into the skills needed for organization-wide efficiency; the target population may provide

insight into the knowledge and skills they would like to work more efficiently or effectively; and the tar-

get population's management may provide insight into the knowledge or skills needed to produce a

quality product or service.

2. The data collection tool or method used in the collection of needs.

Guidance: There are several tools that can be used to collect data related to training needs such as inter-

views, questionnaires, or direct observations, as well methods such as reviewing job descriptions,

training evaluations, customer feedback, etc.

Documentation requirements: Results

A final needs analysis report must be developed detailing the results of the needs analysis including:

1. How the collected data were analysed

2. Specific recommendations for the training course as a result of the data analysis:

specific training needs statements

action plans for developing the training course

the format of the course (e-learning, large/small group, on-the-job, etc.)

a description of the target population expected to attend the course (i.e., a description of the learners).

The target population description may include typical attributes and characteristics such as a job de-

scription or job position titles, educational and experience levels, previous experience with training,

workplace physical environment (factory floor, individual cubicles, etc.), and other relevant experience/s

that may affect the training design.

class sizes that are appropriate for the format of the course

appropriate environment for the course (e.g., requirements that must be met by the TP and/or learners

to ensure a conducive learning environment)

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Establish learners’ needs

In order to ensure that the course meets the needs of current learners, the Training Provider shall implement pro-

cesses related to the recognition of prior learning, recognition of current learners‟ expectations, and determining

current learners‟ pre-requisite needs, as well as recognition of learners‟ language, cultural, literacy, and disability

needs.

1. Recognition of prior learning (RPL)

Training Providers shall develop and maintain defined processes for the recognition of prior learning. The process-

es may be evaluations, assessments, or questionnaires. The results of these processes must be used to modify the

content of the current course to meet the needs of the learners.

If a Training Provider accepts learners‟ documented learning and assessment records (e.g., Certificate of Attain-

ment, Diplomas, formal qualifications, etc.), the Training Provider must also maintain a documented procedure for

recording the justification or rationale for accepting specific records as recognition of prior learning and for ensur-

ing these materials are kept confidential and used with legitimate consent.

2. Recognition of current learners’ expectations

Training Providers shall develop and maintain defined processes for collecting learner expectations of the course.

The processes may be in the forms of input surveys, questionnaires, pre-/post-assessments, flipchart lists, etc. The

results of these processes must be used throughout the learning to ensure the learners‟ expectations are being

met.

3. Determining learners’ pre-requisite needs

Training Providers shall develop and maintain defined processes that allow learners to determine whether they

meet the course pre-requisites prior to paying for and attending the course. If appropriate, learners should be pro-

vided support in assessing their current knowledge/skill level when determining their ability to successfully com-

plete the course.

4. Recognition of learners’ language, cultural, literacy, and disability needs

Training Providers shall develop and maintain defined processes for collecting information about the learner needs

related to their language, culture, literacy, and disability. This information may be collected as part of the needs

analysis or by other means. The processes must include a means to accommodate these needs into the current

course (e.g., dual-language instructors, interpreters, etc.) and to supply assessment or examination accommoda-

tions.

Specific requirements for language

Where course offerings must be delivered in the language of the learners, evidence that the interpreters are capa-

ble of providing effective interpretations must be maintained. When the instructor is not able to deliver the train-

ing in the language of the learners, an interpreter shall be provided.

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Specific requirements for culture

At least one instructor should have current experience in the country and culture in which the course is con-

ducted. If at least one instructor does not have such experience, another person who has current knowledge

of local requirements, culture, and practices shall be included on the instruction team to provide information

and advice to the instructors. This adviser shall be present for parts of the course where local knowledge is

relevant.

Specific requirements for literacy

The materials for the current course must be written in such a manner that is appropriate for the literacy skills

of the current learners. The Training Provider shall develop and maintain defined processes for determining

the current literacy skills of learners when appropriate.

Specific requirements for disability

Training Providers shall develop, document, and maintain defined processes for ensuring learners with disabili-

ties receive accommodations in terms of the learning environment, assessments, delivery of content, etc. The

documented process must include how learners may request specific accommodations, examples of accom-

modations, and how the accommodations are implemented, as well as how specific local or national laws or

guidelines related to accommodations for disability are implemented within the Training Provider's processes.

Develop a training plan

The Training Provider shall develop a specific training plan that takes into account the results of the training

needs analysis. The training plan shall include learning outcomes that meet the needs of interested parties and

link specific tasks/activities to each of these learning outcomes within specific learning plans. The learning

outcomes shall include documented skills and knowledge that the learner may demonstrate to provide evi-

dence of the transfer of learning.

The Training Provider shall ensure that those responsible for designing the training plan, content, and exami-

nations are competent in the specific subject and have experience designing and/or delivering courses.

The training plan shall include a schedule that is of sufficient length (days and hours) so that the learners are

able to achieve the course's learning objectives. If the modifications are made to the course in order to meet

language, culture, literacy, or disability accommodations, the course length should be modified as necessary to

meet the learning objectives.

Course length should be identified prior to the pilot presentation, reviewed after the pilot presentation of the

course, and adjusted, if appropriate, using feedback from instructors, learners, and other stakeholders in the

course.

The training plan shall include methods for the delivery of the content and assessments that are appropriate

for a specific learning outcome.

The Training Provider shall determine the number of instructors necessary for each presentation of the

course. The number of instructors will vary depending on the results of the identified learning objectives and

the related content, the delivery mechanism of the course, the number of learners attending the course. Regis-

tration for courses with a finite number of instructors should be limited to a maximum number of learners ap-

propriate for the number of instructors available.

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The number of instructors for each presentation shall be based on the size of the class and be sufficient to en-

sure the following:

Effective monitoring and evaluation of learner progress;

Timely feedback and remediation for learners;

Timely responses to learners‟ questions;

The course's staying on schedule, as designed; and

Individual attention to learners who are struggling with learning objectives

Resource people such as guest lecturers, industry experts, and discussion facilitators may be used in an effort

to best present the content identified to support the learning objectives.

The Training Provider shall determine whether additional resource people or trainee instructors may be used

for specific subjects or activities; however, the instructor/s remains responsible for the entire course offering.

Design and Development of the course: Establish the scope of learning

The Training Provider shall ensure that the course scope, learning objectives, and outcomes are communicated

to the learner and any other interested parties in the advertisement or publicity of the course.

Advertisements

The Training Provider shall ensure that the course is publicized and advertised according to Exemplar Global

policy, which states:

Advertising of a training course certified by Exemplar Global and any literature related to the course

shall contain the following wording (or similar wording that has been approved by Exemplar Global):

“This is a certified Exemplar Global Exemplify International Training Course.‟

Note: The word „certified‟ shall be used. Any words that may imply Exemplar Global sponsorship of the

course shall not be used.

The Training Provider's name shall appear in all promotional materials exactly as it appears on the Exem-

plar Global certificate when the Exemplar Global name and/or mark appear.

See the Training Certification Guide for conditions on the use of the Exemplar Global Corporate Logo.

NOTE: Exemplar Global-certified courses may not be contracted, franchised, or licensed through anoth-

er organization. Training Providers may use Satellite Sites for the delivery of their certified courses. See

Training Certification Guide for more information on Satellite Sites.

Design and Development of the course: Support and monitor the transfer of learning

The training plan shall include activities and assessments that support and monitor the transfer of learning.

These activities and assessments shall be documented in an Assessment Profile and the ways in which the as-

sessments will be examined/scored shall be documented in an Assessment Guide. The Assessment Profile may

be linked to the overall training plan or in a separate document. The Assessment Guide shall be a separate

document that is used by the instructor and/or proctor for administering and scoring the assessments.

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The Assessment Profile must include:

Assessment Method: How the learner is going to be assessed for each learning outcome or learning objec-

tive (e.g., multiple choice questions, role play exercises, open-ended questions, note-taking reviews, etc.)

Assessment Medium: How the assessment will be delivered (e.g., paper-based exam, computer-based ex-

am, role-play activity, simulated event, online, classroom, etc. )

Location in the Assessment Guide: Where within the documentation the assessment appears in the as-

sessment guide, such as “Exercise 7 of Assessment Guide B, page 15”.

The Assessment Guide must include:

Sufficient detail to ensure assessments are fair, valid, reliable, and sufficient.

Procedures for the administration of the assessments, including the types of reference material/s the

learners may have available during the assessment (e.g., course notes, personal notes, reference materi-

als, etc.).

Procedures to ensure the security of the assessment materials and to ensure learners do not obtain cop-

ies of the assessments prior to the assessment administration.

Procedures for scoring the assessments:

*Answer key for multiple choice, short-answer, or fill in the blank items

*Scoring rubrics or guides for open-ended, essay, case studies, note-taking reviews, performance

reviews, etc.

*Criteria for deeming learners „competent‟ or „not-yet-competent‟ (e.g., performance benchmarks,

passing or cut scores, etc.).

Assessment Day and Time: In a classroom training environment, it is the day on which the assessment is

completed (e.g., Day 3 morning session). In other environments (i.e., workplace assessment), this would

be where it is located among other assessments (e.g., after assessment X is successfully completed).

The Training Provider shall document and maintain procedure/s for providing learners with sufficient and

timely feedback using the results of the assessments. The procedure/s shall refer to any checklists, score

sheets, templates, etc. used to provide the feedback. Feedback should include whether the learner achieved

the learning outcome or objective and, if not, the areas that are in need of improvement.

See the Training Certification Guide for guidance on setting performance benchmarks.

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Design and Development of the course: Plan the Curriculum

The training plan shall include measurable learning objectives for every skill or knowledge-based topic that is

covered in the course. Learning objectives should be written from the learner's point of view (i.e., the learning

objective must state what the learner must accomplish).

Each learning objective must include, as a minimum, the:

conditions in which the skill (or task) is performed. Conditions include what makes the performer start do-

ing the task, and what tools, equipment, materials, reference information or documentation, and other

items must be available to perform the task.

action/s which describe the task being performed.

criteria or expected results for the task's performance to be considered acceptable.

Courses shall be designed to ensure that the selected methods of learning are appropriate for the learning ob-

jectives of the curriculum and the various needs of the learners. The methods of learning used should include

the learners bringing additional resources and materials to support the individual and collective learning expe-

rience (e.g., learners bringing case studies from their own experience or sharing/reflecting on their past perfor-

mance) .

The course shall include both knowledge-based sessions (to facilitate understanding of concepts) and skill-

based sessions (application of knowledge and skills in practical activities). The sessions should subject each

learner to realistic practices and conditions associated with the learning objectives.

The course content shall be sufficient to support and reinforce its learning objectives.

The Training Provider shall ensure that all material used in the course presentation, including course notes,

slide presentations, video, etc., are technically correct and reflect current practices in relation to the scope of

the course. Training Providers may ensure this correctness and currency via their Continual Improvement or

Design Review processes.

The Training Provider must have a process in place to ensure any training aids are reviewed for accuracy prior

to their incorporation into the course. Any training aids (e.g., commercial training videos, videos produced dur-

ing the course to record and review the performance of learner, CDs, or interactive training tools) that are

used to supplement the content must be appropriate and directly relevant to the content and the learner

needs or learning objectives.

When learners‟ activities form part of the instruction or part of the instructor's assessment of learners‟ partic-

ipation or performance, at least one instructor shall be available to all learners, even if these activities are out-

side normal class hours.

When specific activities (e.g., end of course assessment) involve neither direct instruction nor the instructor's

assessment of learners‟ participation or performance, and do not require the availability of the instructor for

explanation, clarification, or counsel, instructor/s need not be present. During these specific activities, a proc-

tor should be employed to monitor the activities (e.g., end of course assessment) or some other form of invigi-

lation should be used.

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Provision of course: Provide Course Orientation to Learners

Training Providers shall provide learners with sufficient information regarding the following items prior to or as

an orientation to the course:

a description of the course's learning objectives;

the format of the course (online, in person, blended, etc.);

learner responsibilities and commitments during the course;

instructor/s‟ and the Training Provider's responsibilities and commitments during the course;

assessment methods to be employed during the course and the assessment schedule;

pre-requisite assignments or requirements;

the procedures that learners may follow for complaints or appeals regarding the course content/

assessments and how course-related feedback will be collected from learners;

a list of resource requirements for the course (e.g., standards, textbooks, or other published materials

that must be used by learners in the course that the learners must acquire prior to the course);

if the course is presented online, the hardware and software requirements for the course (e.g., web

browsers, computer specifications, etc.);

how to access support resources for the course (library access, assessment access, etc.); and

details of the certificate to be received once the learner successfully completes the course requirements

(see Annex A).

For courses that require pre-requisites, the Training Provider shall define its process for verifying the learner‟s

possession or completion of the prerequisites. Examples of pre-requisites include:

Recognition of current competence (RCC) or prior learning (RPL)

Related courses

Experience

A pre-study, provided to the learner by the Training Provider

A series of questions to be answered by the learner

Provision of course: Provide Resources to Learners

The Training Provider shall provide each learner with a complete set of course notes (i.e., learner manual) to

supplement the course.

The documents included in the course notes shall illustrate good organization and layout, and follow

document management practices, including document revision level and appropriate page numbering.

The notes shall cover each class session and shall include all important points of the topics being cov-

ered.

Examples of typical documents, reports, and forms, as applicable, shall be included.

Course notes may include typical assessment questions, provided they are not used in any of the graded

assessments, either during the course or following the course.

The set of course notes shall prominently identify the approved Training Provider (i.e., on the cover page).

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The Training Provider must confirm the availability and accessibility of all required resources (e.g., external

standards, published references, and other supporting resources).

The Training Provider must confirm that any support resources that must be accessed by the learners outside

the course schedule are in working order and that the instructions provided to the learner are accurate.

The Training Provider must have a procedure that allows copies of the required resources (that the learner

must acquire before the course starts) to be made available for loan to any learner who has yet to acquire the

resources.

Instructor materials (e.g., instructor's guide) shall contain sufficient information to ensure consistency of

meeting the learning objectives among varying instructors.

Provision of course: Establish the Learning Environment

1. Delivery method

The Training Provider shall have a process for determining the medium in which the course will be delivered.

The course must be delivered in a manner that is appropriate for the objectives of the curriculum and the vari-

ous needs of the learners. Delivery methods may be any of the following, in combination or solely:

Instructor-led, in a conventional classroom setting

Paper-based, self-study

e-learning, including: computer-based training (self-study), internet-based, online training, video or CD/

DVD media, teleconference (i.e., distance learning), using closed-circuit TV, telephones, etc.

The process for determining the delivery medium shall consider the following:

Are learners able to perform the activities that the learning objectives require?

Are learners able to find out if their performance is satisfactory?

Is the medium appropriate for the learning environment (where the learners will be learning)?

Is the medium appropriate for the target population's learning preferences?

Is the medium appropriate for the target population's availability of technology (Internet, computers, tel-

ephones, etc.)?

Is the medium appropriate for the target population's location/s?

2. Environment

The Training Provider shall ensure that the learning environment is suitable for the delivery method (example,

conventional classroom learning requires that the facilities used for course delivery include a classroom, audio-

visual and other training equipment, and facilities for team activities.)

Suitable meal and break arrangements must be planned in advance and communicated to learners in literature

related to the course presentation.

Learners must be provided with clear directions to access the learning environment (whether a conventional

classroom or a web conference room).

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Monitoring course delivery

1. Continual Improvement

The Training Provider shall demonstrate how it continually evaluates and improves its course through the im-

plementation of learner feedback. Learner feedback tools (e.g., course evaluations, customer satisfaction sur-

veys, pre-/post-assessments) must include input into the methods and resources used in the course, the effec-

tiveness of the course in allowing learners to achieve the agreed learning outcomes, and the performance lev-

els of instructor/s and proctor/s.

Continual improvement efforts shall be measureable and documented.

Typically, improvements made to courses based on continual improvement efforts do not require a full re-

evaluation by Exemplar Global.

2. Design Reviews

The Training Provider shall have a process for conducting regular design reviews of the course. The design re-

view process should occur on a regular basis and according to the typical change cycle for the given industry

needs (e.g., based on newly released standards, every three years, etc.).

Typically, changes made to a course based on a design review will require a full re-evaluation by Exemplar

Global therefore, Training Providers may schedule their Design Reviews to coincide with the recertification or

surveillance periods. Training Providers should consult with their TCS Examiner on whether a full evaluation is

needed after a design review.

The design review shall include:

Subject matter experts selected from the same or equivalent target populations

Documented approval/s of the revised course design

A review of the following components of the course:

learning objectives;

course content;

task descriptions and associated knowledge and skill components;

activities, case studies, workshops and any other activities intended to enhance learner

interactivity and participation;

evaluation methods, in respect to their achievement of the learning objectives; and

required instructor qualifications to lead the course.

Evaluate and assess learning outcomes: Establish the Goals and Scope of evaluations and assessments

Training Providers shall ensure that all assessments conducted are aligned with the learning outcomes and

objectives. Training Providers shall ensure that all assessments are developed using a process that ensures the

results are valid, sufficient, reliable, and fair, and the administration of the assessments is flexible.

See the Training Certification Guide for examination principals that shall be adhered to in the identification,

development, and implementation of assessments:

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Evaluate and assess learning outcomes: Conduct Evaluation of Learning

Training Providers shall have processes that ensure that the following requirements are adhered to for course

assessments and activities:

1. Each learner shall be assessed in their progress towards achieving each of the course's learning objectives.

2. The assessment of the learner's progress towards a given learning objective shall be under the same condi-

tions and shall call for the same performance as described in the respective learning objective. Where condi-

tions cannot be replicated, a suitable evaluation alternative shall be employed. Evaluation of a learner's pro-

gress towards the learning objectives may take place at any appropriate point in the course.

3. Records of the assessment activities shall be maintained. Results of the assessments shall be documented.

(See page 23)

4. Assessment of learners may involve any combination of the following:

Written assessments (delivered on media such as paper, computer, etc.)

Written assignments

Class performance (e.g., responding to questions, teamwork, etc.)

Oral question-and-answer assessments

Demonstration of skills before an instructor or designated proctor (e.g., presentations, role-playing, or

task performances such as installing or troubleshooting equipment, entering programming code into a

computer, demonstrating a dance step, etc.)

5. An answer key or scoring guide/rubric must be developed at the time the assessment is developed and doc-

umented in the Assessment Guide.

6. Assessments shall occur throughout the course and at least once each day. The instructor/s shall score each

assessment at the end of each day and provide timely results to the learner.

The Training Provider shall award a daily grade that corresponds with the assessment administered that

day.

The Assessment Guide shall include the criteria for assessing the daily grades and any course grade, in-

cluding any performance benchmark (i.e., pass/fail) criteria. The criteria should take into account all as-

sessments and activities throughout the course.

7. The course orientation materials shall include information for the learners of the format of the assessments,

the grading procedures, and the criteria for passing the course.

8. The Training Provider shall award a course grade or a performance benchmark that represents an appropri-

ate performance standard for the learning outcomes.

9. Instructors shall identify learners who are having difficulty achieving the learning objectives or who are not

performing adequately in course activities. Such learners shall be informed privately and in a timely manner of

the instructor's observations and shall be given the opportunity to improve. Instructors shall record any event

in which such discussions take place.

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10. The instructor/s may allow a learner whose primary language is not the language in which the course is

conducted additional, specified time for taking the written assessment. The learner may use an appropriate

two-language dictionary. Any such allowance shall be indicated in the records of the course or of the assess-

ment, with supporting reasons.

11. The instructor/s may allow a learner with a particular disability that adversely affects the learner's capabil-

ity to complete the assessment additional specified time for taking the written assessment. Any such allow-

ance shall be indicated in the records of the course or of the assessment, with supporting reasons.

12. The Training Provider shall enforce the following processes for course and exam pass/fail decisions:

Each assessment shall be scored by an instructor responsible for the delivery of the specific class. For all

assessments whose results are determined by the Training Provider to be marginal, another instructor or

qualified scorer shall a) check the addition of the score allocated in each section and b) re-grade each

section.

In determining the learner's final grade, results of all assessment grades shall be considered along with

any other evaluations (daily quizzes, demonstrations, etc.). A final grade shall be issued and recorded.

The Training Provider shall have procedures for reviewing the validity and reliability of the assessment

prior to determining a learner's final grade, including a process for removing any items that were identi-

fied as being invalid or unfair.

The Training Provider shall have procedures to resolve any differences in grading and issuing final

grades.

If the course is given through interpreters, the translators who translate the learners‟ written assess-

ments shall be selected by the Training Provider in such a way that the Training Provider is confident

that they provide impartial, knowledgeable, and accurate translations.

13. The Training Provider shall enforce the following processes for re-assessment of learners:

A learner who fails a written assessment shall be allowed at least one re-assessment.

A different form of the assessment (e.g., alternate test questions or scenarios) from what was initially

administered to the learner must be used for re-assessments. The different form shall follow the same

principles as the initial assessment.

For a learner who fails a written assessment, the Training Provider shall determine, beyond one re-

assessment, how many additional re-assessments should be allowed before the learner must re-take the

course.

Re-assessments shall be administered within a maximum time period (e.g., 12 months), as determined by

the Training Provider.

The same Training Provider with whom the learner took the course and the (failed) assessment shall

conduct the re-assessment.

Re-assessments shall be taken in the presence of an approved instructor or other agent of the Training

Provider, as described in the Training Provider's procedures.

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Evaluate and assess learning outcomes: Conduct Content Evaluations of

Course

The Training Provider shall have documented procedures for conducting an independent review of the course

delivery. These procedures must include elements of course verification and validation.

1. Course verification

The documented procedure must include processes that ensure the course content is verified by competent

personnel, independent of the course authors, and that the following attributes are reviewed:

Each course objective links back to a specific job task, as identified in the needs analysis.

Content covers every learning objective identified for the course.

Content includes sufficient practice to achieve mastery of relevant skills identified in the learning objec-

tives.

Schedule includes assessment and feedback for every learning objective.

Course includes sufficient time to cover all content, learner practice, and assessment of learners‟

achievement of learning objectives.

For courses delivered via computer or in an online environment, the course can be delivered via speci-

fied platforms (e.g., operating systems, web browsers, etc.).

2. Course validation

The documented procedure must include processes that ensure the course was first presented as a controlled

“pilot” in its entirety before being presented to members of the target population for whom the course is in-

tended. The process should include the following as part of a pilot course presentation:

Evaluation of the validity and effectiveness of the course shall be conducted and documented at key

points.

Collection of pilot participants‟ comments regarding the effective “flow” of the course, the course con-

tent, practice exercises, and assessments. Participants‟ comments shall be documented.

Evaluation of pilot course participants‟ comments by qualified personnel and incorporation into the

course as applicable.

Upon completion of the pilot and subsequent revisions to the course, the Training Provider may decide

to release the course as ready for market, or run additional pilots, until the course is deemed ready for

market.

3. Course changes

The Training Provider shall maintain a defined control and amendment process for the purpose of tracking

course changes and improvements. (See Document Control)

The course documents shall indicate revision identifiers (e.g., version or release numbers, dates, etc.).

See the Training Certification Guide for details on when Exemplar Global should be notified regarding course

changes.

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General management requirements

1.1. Records

Training Providers are required to maintain records of learners and their assessments and assessment out-

comes. Records may be maintained electronically or in hard-copy.

The learner record is required to be maintained by the Training Provider for each learner and must include:

Full name of the learner

Date/s of the Course

Copies of the assessments and the assessment results

Daily and final grades

For the learner who did not pass the course, reasons why the learner did not pass and documentation

that the instructor provided the learner with opportunities to achieve the learning objective/outcome

Re-assessments and the results (if applicable)

Name of the instructor/s

Evidence of learner meeting pre-requisites or documentation related to the recognition of current com-

petency

Learner records shall be retained for a minimum of three years. Records shall be readily accessible and made

available to Exemplar Global on request.

2.2. Record control

Training Providers shall meet the following requirements for record control:

Records shall demonstrate conformity to these criteria.

Records, or translations of the records, shall be maintained in a language acceptable to Exemplar Global.

Records may be in the form of any medium (hard copy, electronic, etc.) acceptable to Exemplar Global.

The learner records that include pass/fail decisions and for course certificates shall be maintained for at

least three years. All remaining records shall be maintained for at least eighteen months unless other-

wise specified. Learner records include:

*All copies of marked assessments and continual evaluation forms;

*The name of each learner who has taken a re-assessment, together with the re-assessment result

for each (see learner record requirements above); and

*The unique identification number of each certificate and the name of the learner to whom it was

issued.

These records shall be made available to Exemplar Global.

The records for each course presentation shall include the following:

*Venue, dates, related advertisement and promotional literature (e.g., direct mail, fax solicitation,

email solicitation).

*Names of instruction team members (including substitutions), trainee instructors and observers.

*Revision level of the course materials used.

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*Identification of the version of any assessment/exam papers used.

*Names of all learners who attended the course (see learner record requirements above).

Document Control

The Training Provider shall maintain a defined document control process that includes the control of amend-

ments to courses due to continual improvement or design reviews.

Preventive and corrective actions

Training Providers shall have a process for identifying and managing nonconformities within its management

system and implementing corrective and/or preventive actions.

Ensure the Competency of staff and associates

Training Providers shall demonstrate that the following staff and associates are competent and have the re-

quired qualifications to fulfil their role: 1) content developers, 2) content specialists, 3) course verifiers or

validators, 4) proctors, 5) instructors, and 6) resource people.

In particular, all instructors shall demonstrate:

Competence in the principles and practices of the jobs, skills, and knowledge associated with the

course's learning objectives.

Ability to facilitate the learning and development of the knowledge and skills associated with the

course's learning objectives.

Familiarity with the current course materials and documentation.

Effective management of the course, including attention to time schedule, course content, requirements

of any related standards, instructor conduct, and other course requirements.

The process of demonstrating that instructors meet the above requirements includes the instructor (see Note

2):

*Participating either as a learner or an observer on a complete presentation of the Training Provider's

course;

*Participating as an instructor under the supervision of a trained instructor, for a minimum of one

course;

+Being monitored by the Training Provider when presenting and managing the course (e.g., direct obser-

vation, feedback survey data, performance reviews, etc.); and

Continually developing their competencies to support continuous improvements in the delivery of the

Training Provider's course.

Where there have been no previous presentations of a course (i.e., where the Training Provider is seeking ini-

tial approval), the Training Provider shall maintain documented evidence of instructor competency to fulfil re-

quirements shown in the first two bullets marked with an asterisk (*) and shall implement a process to fulfil the

requirement shown in the third bullet marked with a plus (+).

The Training Provider shall ensure all instructors continue to meet the Training Provider's competence re-

quirements and maintain satisfactory performance. This process shall include, at a minimum, an annual perfor-

mance review of each instructor's performance. Records of these reviews shall be maintained by the Training

Provider.

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Annual Evaluation

Annual Evaluation activities occur in the same month as the certification anniversary date.

During the Annual Evaluation, the following activities occur:

Exemplar Global's data analysis of the Course Surveillance Survey results; and

Course surveillance (if necessary, see the Training Certification Guide, Notification of changes to Exem-

plar Global).

The Course Surveillance Survey is administered to each learner by Exemplar Global throughout the year. It is

the responsibility of the Training Provider to advise the learners that they will be receiving an email from Ex-

emplar Global containing a link to the survey and that it is important for the Training Provider's on-going Cer-

tification that the learners complete the survey.

A course surveillance is required in instances where changes made to the course were significant enough in

the year prior to warrant a course surveillance. In instances where a course surveillance is required, Exemplar

Global will work with the Training Provider to schedule the surveillance during the next scheduled course de-

livery prior to the anniversary date when possible.

See the Training Certification Guide for Notification of Leaners to Exemplar Global.

Re-certification

Recertification Evaluations occur every third year from the certification anniversary date.

If the certified course/s will not be delivered in the month of the certification anniversary, Exemplar Global

will work with the Training Provider to schedule the required Course Evaluations during the next scheduled

course delivery.

During the Recertification Evaluation, the following activities occur:

*Document review (see Annex B for detailed requirements);

Office audit (see the Training Certification Guide for detailed requirements); and

Course surveillance (see the Training Certification Guide for detailed requirements).

*The Document review for re-certification is conducted to review any changes made to the course since the

initial certification, or last re-certification period. Training Providers are required to submit a notification of

changes to the course to Exemplar Global. At the time of re-certification, these changes will be evaluated in

order to continue certification.

As noted in the Training Certification Guide (Notification of Leaners to Exemplar Global) if a Design Review is

conducted between a re-certification period, a document review and/or course surveillance may be required

at the time of the Design Review change. In this situation, it may be determined that these evaluation activi-

ties are not required at the next re-certification period.

An Exemplar Global Training Examiner will facilitate the re-certification process with each Training Provider.

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Annex A: Issuing Course Certificates

Upon achieving certification, Certified Training Providers may issue Certificates to their course graduates.

The certificates issued by Exemplify certified providers are used by students as evidence of meeting specific

performance standards of that Training Provider's course. Details on the learning objectives and performance

standards required by the Training Provider's course should be obtained directly from the certified Training

Provider.

All information provided on the certificates shall be included on a single side of the certificate.

The design and content of the certificate shall be approved by Exemplar Global during the Document Review

or Office Audit activities.

Certificate records are required to be retained for a minimum of three years. Records shall be readily accessi-

ble and made available to Exemplar Global during the Office Audits or on request.

The following types of certificates may be issued by Exemplify providers:

Certificate of Successful Completion

When an Exemplify certified course includes a pass/do not pass result for the course, Training Providers shall

issue a Certificate of Successful Completion to each student who has met the Training Provider‟s criteria for

passing the course. The certificate is required to include:

Full name of the student;

Course title, course number (if any), and dates of course presentation;

State that the student named has successfully completed the course;

Date certificate was issued;

Name and signature of the authorized representative/s of the Training Provider;

Training Provider's name as certified by Exemplar Global;

Exemplar Global Corporate Logo and the Training Provider's mark or logo; and

A unique identification number for each certificate.

Other Certificates for Graduates

Exemplify Training Provider may issue other types of certificates appropriate for the course purpose such as

continual education credits/units, letters of attendance, continual professional development, etc. Any certifi-

cate for successful completion that includes the Exemplar Global logo, or includes a statement that the course

is Exemplify certified must be approved by Exemplar Global during the certification process prior to being is-

sued to learners.

Certificate of Attendance

When an Exemplify certified course includes a pass/do not pass result for the course, Training Providers may

issue a Certificate of Attendance to each student who has not successfully completed all assessments and/or

coursework.

If a Certificate of Attendance is issued, the certificate shall include:

Full name of the Candidate;

Date certificate was issued;

20


Name and signature of the authorized representative/s of the Training Provider; and

Training Provider's name.

The wording of a Certificate of Attendance should make it apparent that the student has only attended the

course. There shall be no implication of successful completion. The Exemplar Global Corporate Logo and/or

reference to Exemplify certification must not be included on certificates of attendance.

Annex B: Documentation Requirements

This Annex describes the documentation required when beginning the certification process for Exemplify.

Training Providers may prepare for the certification process by gathering the necessary documentation prior

to applying for certification.

This Annex is organized in the same manner as the certification requirements, with each header matching

those shown in the certification requirements. After each header, a list of the required documentation is pre-

sented.

Conduct a needs analysis

Needs analysis report with documented outcomes. The needs analysis report shall include:

Individuals who provided input into the needs analysis;

Definition and identification of the target population;

Data collection tools used or a description of the data collection method used; and

Specific recommendations for the course that include: needs statements, an action plan for course

development, course format, class size, and course environment.

Establish learner needs

Tools or a description of the process used in the recognition of prior learning.

Documented procedure for recording the acceptance of learner records as part of recognition of prior

learning and the confidentiality and security of those records.

Tools or a description of the process used to identify the following and to implement modifications or

accommodations for:

Current learners‟ expectations of the course;

Whether learners meet the pre-requisites for the course; and

Language, cultural, literacy, or disability.

Documented procedure for ensuring learners with disabilities receive accommodations.

Develop a training plan

Course Training plan with documented learning outcomes, and knowledge and skills outcomes that will

provide evidence of transfer of learning.

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Design and development of the course: Establish the scope of learning

Samples of the publicity materials and advertisements.

Link to the Training Provider's website (or test website for new TP applicants).

A list of the Satellite Sites that provide the course.

Design and development of the course: Support and monitor the transfer of learning

Assessment profile/s.

Assessment guide/s.

Documented procedure for providing sufficient and timely feedback on assessment/s and any related

templates, score sheets, etc.

Design and development of the course: Plan the Curriculum

Documented learning objectives within the training plan.

Course content and any materials or training aids used to present or supplement the content.

Procedure or a description of the process used to ensure training aids are accurate and appropriate.

Documents showing who is present during each part of training (instructors, proctors, assistants, etc.)

Provision of Courses: Provide Course Orientation to Learners

Documented orientation materials (may be supplied as part of the content submitted for “Plan the cur-

riculum”).

Learner materials that list resource requirements for the course and instructions for accessing sup-

porting resources.

Procedure or description of the process used to verify the learner meets pre-requisites.

Provision of Courses: Provide Resources to Learners

A set of course notes, such as a Learner Manual and a set of instructor materials (this may be submitted

along with the content submitted for “Plan the curriculum”).

Instructions for obtaining or accessing required course resources.

Procedure for supplying learners with materials that they are not able to obtain.

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Provision of Courses: Establish the Learning Environment

Procedure or a description of the process, or the minimum requirements, for determining an appropriate

delivery method and environment for a course. This requirement may also be evaluated during an on-

site office audit if the decision making process is not documented. If these elements are determined dur-

ing a needs analysis study, the evidence for this specific requirement may be supplied as part of the

need analysis report.

Monitoring course delivery

Learner feedback tools.

Procedures or a description of the process used to evaluate learner feedback and implement continual

improvement efforts as a result of the feedback.

Evidence of measurable improvement as a result of continual improvement efforts.

Procedures or a description of the process for a design review and the expected/actual output from de-

sign reviews.

Evaluate and assess learning outcomes: Establish the Goals and Scope of evaluations and assessments

Assessment profile/s linked to the training plans with learning objectives (may be submitted as part of

documentation requirements submitted for “Support and monitor the transfer of learning” or “Plan the

curriculum”).

Evaluate and assess learning outcomes: Conduct Evaluation of Learning

Assessment guides (may be submitted as part of documentation requirements submitted for “Support

and monitor the transfer of learning”).

Records of assessment activities and results of the assessment.

Procedures or a description of the process for:

Establishing performance standards for assessment;

Establishing criteria for daily grade/course grade;

Reviewing the validity and reliability of assessments;

Resolving differences in grading or assessing marginal grades; and

Methods and procedures for re-assessment of learners.

Evaluate and assess learning outcomes: Conduct Content Evaluations of Course

Documented procedure, reports or other documentation, for the internal content evaluations of courses

through the verification and validation processes, including documentation related to pilot presenta-

23

Document Title: TCD15 TPECS Certification Requirements Edition: 13 Issued: 1st August 2016

When the certification course surveillance is to occur during the pilot presentation of the course, docu-

mentation submitted for initial application must include the measures of effectiveness for the pilot

presentation. After the completion of the pilot presentation, a documented evaluation of the findings

and results, including how the course will be amended as a result of the pilot findings, must be provided

to the Exemplar Global Evaluator for review. This report shall include any additional requirements the

learners who attended the pilot must meet before they may be issued a certificate.

General management requirements

Sample learner records and their assessments and assessment results (random sample).

Procedure or a description of the process on how records are maintained and for records control.

Procedure or a description of the process for document control.

Procedures or a description of the process used to ensure confidentiality and security of materials.

Preventive actions and corrective actions

Procedure or a description of the process for corrective and preventive actions.

Ensure the competency of staff and associates

Qualification documents, resumes, evaluations/assessments of instructors and other staff.

Procedures or a description of the process for ensuring instructors are knowledgeable of the course

content and can effectively present the course and materials.

Sample performance review records of an instructor.

Complaints and appeals

Documented procedure for complaints and appeals. These procedures shall include:

Managing complaints and appeals;

Identifying root causes of any complaints/appeals received;

Implementing corrective/preventive actions for complaints/appeals;

Notifying learners of their right to involve Exemplar Global in any unresolved complaints/appeals; and

Recording and resolving complaints/appeals will be recorded, including resolution, and sharing them

with Exemplar Global.

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