ISO/IEC TR 33017:2021
(Main)Information technology — Process assessment — Framework for assessor training
Information technology — Process assessment — Framework for assessor training
This document provides a framework for assessor training aimed at training providers who design, develop, and/or deliver training courses for assessors conducting assessments conformant with ISO/IEC 33002. The document defines four training course elements: — Foundation — Process assessment model — Assessor — Practical assessment performance Whilst the training is defined as separate training course elements, the elements can be combined into one or more training courses for delivery. Furthermore, training modules and learning objectives can be addressed in training courses in any combination or sequence.
Technologies de l'information — Évaluation des processus — Cadre pour la formation des évaluateurs
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TECHNICAL ISO/IEC TR
REPORT 33017
First edition
2021-02
Information technology — Process
assessment — Framework for
assessor training
Technologies de l'information — Évaluation des processus — Cadre
pour la formation des évaluateurs
Reference number
ISO/IEC TR 33017:2021(E)
©
ISO/IEC 2021
---------------------- Page: 1 ----------------------
ISO/IEC TR 33017:2021(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2021
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii © ISO/IEC 2021 – All rights reserved
---------------------- Page: 2 ----------------------
ISO/IEC TR 33017:2021(E)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Training content and delivery . 1
5 Declaration of conformance . 2
5.1 Statement of conformance . 2
5.2 Module type . 2
5.3 Cognitive levels of learning . 3
6 Course elements . 4
6.1 General . 4
6.2 Foundation . 4
6.3 Process assessment model . 6
6.4 Assessor . 7
6.5 Practical assessment performance .12
7 Auxiliary competencies .13
Bibliography .14
© ISO/IEC 2021 – All rights reserved iii
---------------------- Page: 3 ----------------------
ISO/IEC TR 33017:2021(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that
are members of ISO or IEC participate in the development of International Standards through
technical committees established by the respective organization to deal with particular fields of
technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other
international organizations, governmental and non-governmental, in liaison with ISO and IEC, also
take part in the work.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www .iso .org/ patents) or the IEC
list of patent declarations received (see patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 7, Software and systems engineering.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv © ISO/IEC 2021 – All rights reserved
---------------------- Page: 4 ----------------------
ISO/IEC TR 33017:2021(E)
Introduction
This document provides a framework for assessor training aimed at training providers who design,
develop, and/or deliver training courses for assessors conducting assessments conformant with
ISO/IEC 33002.
The goal is to ensure that training offered by training providers adequately addresses the relevant
content of the ISO/IEC 330xx family of process assessment standards together with the relevant content
of process models and measurement frameworks used as the basis for assessment.
Each training course element is defined with a syllabus structured as a set of training modules which
provide a recommended minimum set of competencies to be met by the assessor or lead assessor in
conducting an assessment conformant with ISO/IEC 33002.
Each training module is defined with learning objectives with reference to the cognitive levels of
learning defined in Bloom’s taxonomy of learning objectives.
Competencies are the skills, knowledge, and personal attributes that enable effective performance. The
competencies defined by assessor training are those pertaining only to knowledge and skills. A set of
auxiliary personal attributes are however included in this document for reference.
The competency-based approach focuses on the desired participant outcomes of the training. One
benefit to be derived from a competency-based approach is that it emphasizes results participants
expect to achieve, not just content to be covered.
This document replaces the SPICE Assessor Training Syllabus version 4.0 dated 13 September 1999,
released by the SPICE project, SC 7 WG 10 N 96.
© ISO/IEC 2021 – All rights reserved v
---------------------- Page: 5 ----------------------
TECHNICAL REPORT ISO/IEC TR 33017:2021(E)
Information technology — Process assessment —
Framework for assessor training
1 Scope
This document provides a framework for assessor training aimed at training providers who design,
develop, and/or deliver training courses for assessors conducting assessments conformant with
ISO/IEC 33002.
The document defines four training course elements:
— Foundation
— Process assessment model
— Assessor
— Practical assessment performance
Whilst the training is defined as separate training course elements, the elements can be combined into
one or more training courses for delivery. Furthermore, training modules and learning objectives can
be addressed in training courses in any combination or sequence.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
No terms and definitions are listed in this document.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
4 Training content and delivery
The following are a set of best practices for the content and delivery of training courses:
— Participants receive preparatory information prior to the training event that includes a complete
course outline, course schedule and an overview of the learning goals. Participants also receive
background reading or work needed to prepare for the training accompanied by instructions.
— Training courses are built around a syllabus with content geared toward a particular target group.
The level and prior experiences of participants is considered in designing the course.
— Training modules and materials include learning objectives with reference to the cognitive levels of
learning.
— Training materials provided to participants include a set of presentation notes with support
materials for each session (e.g. PowerPoint, participant worksheets, and handouts).
© ISO/IEC 2021 – All rights reserved 1
---------------------- Page: 6 ----------------------
ISO/IEC TR 33017:2021(E)
— Training includes diverse ways of presenting the material and involving the participants. The
materials are designed to include a variety of learning methods including discussions in both small
and large groups, interactive exercises, case studies, and role plays providing opportunities for
participants to clarify, question, apply, and consolidate new knowledge. The facilitators encourage
group participation and are comfortable in modifying activities as needed.
— Case study or other experiential methods are supported and facilitated by discussion which give
participants the opportunity to seek information beyond what is contained in the case study, and
to raise and debate various points of view on the case issues. Participants are encouraged to defend
their opinions with evidence and reason. The discussion permits the Instructor to check participant
skills in inquiry, analysis, and decision making.
— Participants will come to the training event with their own experiences and concerns. Those
experiences can be valuable for discussion and application. Using participant experiences will help
them see how what they are learning can be carried back into their work. Case studies and specific
examples can increase involvement and learning.
— Training includes a mechanism for soliciting participant course evaluations and for recording,
analysing, and acting on participant feedback received. Such assessment mechanisms may include
both daily and end-of-course assessments to provide evidence that the course offers an appropriate
"learning opportunity" for participants. Participants are provided with an evaluation form to
complete at the end of the training event.
5 Declaration of conformance
5.1 Statement of conformance
Any training course wishing to claim conformance to the minimum set (or a subset) of the competencies
to be met by the assessor in conducting an assessment conformant with ISO/IEC 33002 as defined in
this document may provide a statement of conformance.
The statement of conformance is accompanied by a training curriculum defining the training course as
a collection of training modules, defining pre-requisite training and experience needed for participation
in the course, and defining for each training module the following:
— Module ID and name
— Module learning objectives
— Module type (see 5.2)
— Module cognitive level of learning (using Bloom’s taxonomy)
— Module recommended duration (in hours or minutes)
— A cross reference from the training module or learning objectives to the relevant module and/or
learning objectives in this document
5.2 Module type
The module type is referenced as one or more of:
a) Instructor presentation (IP) – given by tutor
b) Delegate presentation (DP) – given by delegate
c) Discussions (DI) – exchanging of ideas and experiences amongst delegates and coached by tutor
d) Role play (RP) – simulation of real world examples by exercises performed by delegates
2 © ISO/IEC 2021 – All rights reserved
---------------------- Page: 7 ----------------------
ISO/IEC TR 33017:2021(E)
e) Working groups (WG) – group work performed by delegates
f) Exercises (EXER) – work done by delegate on his/her own
g) Test (TEST) – formal multiple choice test questions
h) Examination (EXAM) – formal case examinations
i) Evaluation (EVAL) – evaluation of assessment performance
5.3 Cognitive levels of learning
[10]
Cognitive levels of learning with reference to Bloom’s taxonomy of learning objectives are defined in
Table 1.
Table 1 — Cognitive levels of learning
Level Category or 'level' Behaviour descrip- Examples of activity to 'Key words' (verbs
tions be trained, or demon- which describe the
stration and evidence to activity to be trained or
be measured measured at each level)
1 Knowledge recall or recognise multiple-choice test, arrange, define, describe,
information recount facts or statistics, label, list, memorise, rec-
recall a process, rules, ognise, relate, reproduce,
definitions; quote law or select, state
procedure
2 Comprehension understand meaning, explain or interpret explain, reiterate, reword,
re-state data in one's meaning from a given critique, classify, summa-
own words, interpret, scenario or statement, rise, illustrate, translate,
extrapolate, translate suggest treatment, reac- review, report, discuss,
tion or solution to given re-write, estimate, inter-
problem, create examples pret, theorise, paraphrase,
or metaphors reference, example
3 Application use or apply knowledge, put a theory into practical use, apply, discover,
put theory into practice, effect, demonstrate, solve manage, execute, solve,
use knowledge in re- a problem, manage an produce, implement, con-
sponse to real activity struct, change, prepare,
circumstances conduct, perform, react,
respond, role-play
4 Analysis interpret elements, or- identify constituent analyse, break down, cat-
ganizational principles, parts and functions of alogue, compare, quantify,
structure, construction, a process or concept, or measure, test, examine,
internal relationships; de-construct a method- experiment, relate, graph,
quality, reliability of ology or process, making diagram, plot, extrapolate,
individual components qualitative assessment of value, divide
elements, relationships,
values and effects; meas-
ure requirements or needs
5 Synthesis (create/ develop new unique develop plans or proce- develop, plan, build,
build) structures, systems, dures, design solutions, create, design, organise,
models, approaches, integrate methods, revise, formulate, propose,
ideas; creative thinking, resources, ideas, parts; establish, assemble, inte-
operations create teams or new ap- grate, re-arrange, modify
proaches, write protocols
or contingencies
© ISO/IEC 2021 – All rights reserved 3
---------------------- Page: 8 ----------------------
ISO/IEC TR 33017:2021(E)
Table 1 (continued)
Level Category or 'level' Behaviour descrip- Examples of activity to 'Key words' (verbs
tions be trained, or demon- which describe the
stration and evidence to activity to be trained or
be measured measured at each level)
6 Evaluation assess effectiveness of review strategic options review, justify, assess,
whole concepts, in rela- or plans in terms of effica- present a case for, defend,
tion to values, outputs, cy, return on investment report on, investigate,
efficacy, viability; crit- or cost-effectiveness, direct, appraise, argue,
ical thinking, strategic practicability; assess project-manage
comparison and review; sustainability; perform a
judgement relating to SWOT analysis in relation
external criteria to alternatives; produce a
financial justification for
a proposition or venture,
calculate the effects of a
plan or strategy; perform
a detailed and costed risk
analysis with recommen-
dations and justifications
6 Course elements
6.1 General
This document defines four training course elements:
— Foundation (see Table 2)
— Process assessment model (see Table 3)
— Assessor (see Table 4)
— Practical assessment performance (see Table 5)
6.2 Foundation
Table 2 — Foundation
Module Module cognitive
Module name Learning obje
...
TECHNICAL ISO/IEC TR
REPORT 33017
First edition
Information technology — Process
assessment — Framework for
assessor training
PROOF/ÉPREUVE
Reference number
ISO/IEC TR 33017:2020(E)
©
ISO/IEC 2020
---------------------- Page: 1 ----------------------
ISO/IEC TR 33017:2020(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii PROOF/ÉPREUVE © ISO/IEC 2020 – All rights reserved
---------------------- Page: 2 ----------------------
ISO/IEC TR 33017:2020(E)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Training content and delivery . 1
5 Declaration of conformance . 2
5.1 Statement of conformance . 2
5.2 Module type . 2
5.3 Cognitive levels of learning . 3
6 Course elements . 4
6.1 General . 4
6.2 Foundation . 4
6.3 Process assessment model . 6
6.4 Assessor . 7
6.5 Practical assessment performance .12
7 Auxiliary competencies .13
Bibliography .14
© ISO/IEC 2020 – All rights reserved PROOF/ÉPREUVE iii
---------------------- Page: 3 ----------------------
ISO/IEC TR 33017:2020(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that
are members of ISO or IEC participate in the development of International Standards through
technical committees established by the respective organization to deal with particular fields of
technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other
international organizations, governmental and non-governmental, in liaison with ISO and IEC, also
take part in the work.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www .iso .org/ patents) or the IEC
list of patent declarations received (see patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 7, Software and systems engineering.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv PROOF/ÉPREUVE © ISO/IEC 2020 – All rights reserved
---------------------- Page: 4 ----------------------
ISO/IEC TR 33017:2020(E)
Introduction
This document provides a framework for assessor training aimed at training providers who design,
develop, and/or deliver training courses for assessors conducting assessments conformant with
ISO/IEC 33002.
The goal is to ensure that training offered by training providers adequately addresses the relevant
content of the ISO/IEC 330xx family of process assessment standards together with the relevant content
of process models and measurement frameworks used as the basis for assessment.
Each training course element is defined with a syllabus structured as a set of training modules which
provide a recommended minimum set of competencies to be met by the assessor or lead assessor in
conducting an assessment conformant with ISO/IEC 33002.
Each training module is defined with learning objectives with reference to the cognitive levels of
learning defined in Bloom’s taxonomy of learning objectives.
Competencies are the skills, knowledge, and personal attributes that enable effective performance. The
competencies defined by assessor training are those pertaining only to knowledge and skills. A set of
auxiliary personal attributes are however included in this document for reference.
The competency-based approach focuses on the desired participant outcomes of the training. One
benefit to be derived from a competency-based approach is that it emphasizes results participants
expect to achieve, not just content to be covered.
This document replaces the SPICE Assessor Training Syllabus version 4.0 dated 13 September 1999,
released by the SPICE project, SC 7 WG 10 N 96.
© ISO/IEC 2020 – All rights reserved PROOF/ÉPREUVE v
---------------------- Page: 5 ----------------------
TECHNICAL REPORT ISO/IEC TR 33017:2020(E)
Information technology — Process assessment —
Framework for assessor training
1 Scope
This document provides a framework for assessor training aimed at training providers who design,
develop, and/or deliver training courses for assessors conducting assessments conformant with
ISO/IEC 33002.
The document defines four training course elements:
— Foundation
— Process assessment model
— Assessor
— Practical assessment performance
Whilst the training is defined as separate training course elements, the elements can be combined into
one or more training courses for delivery. Furthermore, training modules and learning objectives can
be addressed in training courses in any combination or sequence.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
No terms and definitions are listed in this document.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
4 Training content and delivery
The following are a set of best practices for the content and delivery of training courses:
— Participants receive preparatory information prior to the training event that includes a complete
course outline, course schedule and an overview of the learning goals. Participants also receive
background reading or work needed to prepare for the training accompanied by instructions.
— Training courses are built around a syllabus with content geared toward a particular target group.
The level and prior experiences of participants is considered in designing the course.
— Training modules and materials include learning objectives with reference to the cognitive levels of
learning.
— Training materials provided to participants include a set of presentation notes with support
materials for each session (e.g. PowerPoint, participant worksheets, and handouts).
© ISO/IEC 2020 – All rights reserved PROOF/ÉPREUVE 1
---------------------- Page: 6 ----------------------
ISO/IEC TR 33017:2020(E)
— Training includes diverse ways of presenting the material and involving the participants. The
materials are designed to include a variety of learning methods including discussions in both small
and large groups, interactive exercises, case studies, and role plays providing opportunities for
participants to clarify, question, apply, and consolidate new knowledge. The facilitators encourage
group participation and are comfortable in modifying activities as needed.
— Case study or other experiential methods are supported and facilitated by discussion which give
participants the opportunity to seek information beyond what is contained in the case study, and
to raise and debate various points of view on the case issues. Participants are encouraged to defend
their opinions with evidence and reason. The discussion permits the Instructor to check participant
skills in inquiry, analysis, and decision making.
— Participants will come to the training event with their own experiences and concerns. Those
experiences can be valuable for discussion and application. Using participant experiences will help
them see how what they are learning can be carried back into their work. Case studies and specific
examples can increase involvement and learning.
— Training includes a mechanism for soliciting participant course evaluations and for recording,
analysing, and acting on participant feedback received. Such assessment mechanisms may include
both daily and end-of-course assessments to provide evidence that the course offers an appropriate
"learning opportunity" for participants. Participants are provided with an evaluation form to
complete at the end of the training event.
5 Declaration of conformance
5.1 Statement of conformance
Any training course wishing to claim conformance to the minimum set (or a subset) of the competencies
to be met by the assessor in conducting an assessment conformant with ISO/IEC 33002 as defined in
this document may provide a statement of conformance.
The statement of conformance is accompanied by a training curriculum defining the training course as
a collection of training modules, defining pre-requisite training and experience needed for participation
in the course, and defining for each training module the following:
— Module ID and name
— Module learning objectives
— Module type (see 5.2)
— Module cognitive level of learning (using Bloom’s taxonomy)
— Module recommended duration (in hours or minutes)
— A cross reference from the training module or learning objectives to the relevant module and/or
learning objectives in this document
5.2 Module type
The module type is referenced as one or more of:
a) Instructor presentation (IP) – given by tutor
b) Delegate presentation (DP) – given by delegate
c) Discussions (DI) – exchanging of ideas and experiences amongst delegates and coached by tutor
d) Role play (RP) – simulation of real world examples by exercises performed by delegates
2 PROOF/ÉPREUVE © ISO/IEC 2020 – All rights reserved
---------------------- Page: 7 ----------------------
ISO/IEC TR 33017:2020(E)
e) Working groups (WG) – group work performed by delegates
f) Exercises (EXER) – work done by delegate on his/her own
g) Test (TEST) – formal multiple choice test questions
h) Examination (EXAM) – formal case examinations
i) Evaluation (EVAL) – evaluation of assessment performance
5.3 Cognitive levels of learning
[10]
Cognitive levels of learning with reference to Bloom’s taxonomy of learning objectives are defined in
Table 1.
Table 1 — Cognitive levels of learning
Level Category or 'level' Behaviour descrip- Examples of activity to 'Key words' (verbs
tions be trained, or demon- which describe the
stration and evidence to activity to be trained or
be measured measured at each level)
1 Knowledge recall or recognise multiple-choice test, arrange, define, describe,
information recount facts or statistics, label, list, memorise, rec-
recall a process, rules, ognise, relate, reproduce,
definitions; quote law or select, state
procedure
2 Comprehension understand meaning, explain or interpret explain, reiterate, reword,
re-state data in one's meaning from a given critique, classify, summa-
own words, interpret, scenario or statement, rise, illustrate, translate,
extrapolate, translate suggest treatment, reac- review, report, discuss,
tion or solution to given re-write, estimate, inter-
problem, create examples pret, theorise, paraphrase,
or metaphors reference, example
3 Application use or apply knowl- put a theory into practical use, apply, discover,
edge, put theory into effect, demonstrate, solve manage, execute, solve,
practice, use knowledge a problem, manage an produce, implement, con-
in response to real cir- activity struct, change, prepare,
cumstances conduct, perform, react,
respond, role-play
4 Analysis interpret elements, or- identify constituent analyse, break down, cat-
ganizational principles, parts and functions of alogue, compare, quantify,
structure, construction, a process or concept, or measure, test, examine,
internal relationships; de-construct a method- experiment, relate, graph,
quality, reliability of ology or process, making diagram, plot, extrapolate,
individual components qualitative assessment of value, divide
elements, relationships,
values and effects; meas-
ure requirements or needs
5 Synthesis (create/ develop new unique develop plans or proce- develop, plan, build,
build) structures, systems, dures, design solutions, create, design, organise,
models, approaches, integrate methods, revise, formulate, propose,
ideas; creative thinking, resources, ideas, parts; establish, assemble, inte-
operations create teams or new ap- grate, re-arrange, modify
proaches, write protocols
or contingencies
© ISO/IEC 2020 – All rights reserved PROOF/ÉPREUVE 3
---------------------- Page: 8 ----------------------
ISO/IEC TR 33017:2020(E)
Table 1 (continued)
Level Category or 'level' Behaviour descrip- Examples of activity to 'Key words' (verbs
tions be trained, or demon- which describe the
stration and evidence to activity to be trained or
be measured measured at each level)
6 Evaluation assess effectiveness of review strategic options review, justify, assess,
whole concepts, in rela- or plans in terms of effica- present a case for, defend,
tion to values, outputs, cy, return on investment report on, investigate,
efficacy, viability; crit- or cost-effectiveness, direct, appraise, argue,
ical thinking, strategic practicability; assess project-manage
comparison and review; sustainability; perform a
judgement relating to SWOT analysis in relation
external criteria to alternatives; produce a
financial justification for
a proposition or venture,
calculate the effects of a
plan or strategy; perform
a detailed and costed risk
analysis with recommen-
dations and justifications
6 Course elements
6.1 General
This document defines four training course elements:
— Foundation (see Table 2)
— Process assessment model (see Table 3)
— Assessor (see Table 4)
— Practical assessment performance (see Table 5)
6.2 Foundation
Table 2 — Foundation
Module Module cognitive
Module name Learning objectives
type level of learning
General principles of Understand the key terminolog
...
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