This unit describes the performance outcomes required to assist co-workers with service and repair work by interpreting and providing technical assistance that facilitates on-the-job learning.
It applies to those working in the automotive service and repair industry.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Elements
Elements describe the essential outcomes.
Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold and italicised text is used, further information is detailed in the range of conditions section.
1. Assist co-workers with their work
1.1 Problems arising from previous service and repair work procedures are identified and opportunities for technical guidance are identified
1.2 Technical information is sought and interpreted to aid own understanding, as required
1.3 Supervisor, team leader or colleague with advanced technical knowledge is identified, and assistance is sought, as required
1.4 Technical guidance is provided to co-workers, appropriate to their skill level and need, to assist in determining suitable repair method
1.5 Assistance is provided to co-worker during work, to ensure work is completed to manufacturer specifications
1.6 Potential faults in co-workers’ work are identified and precautionary steps are taken to prevent them
2. Provide technical information and instruction to co-workers
2.1 Current technical information is communicated to co-workers as it becomes available
2.2 Co-workers are instructed how to access, interpret and apply technical information
3. Facilitate continuous learning of self and co-workers
3.1 Information is shared to build own and co-workers’ skills
3.2 Training opportunities are identified that meet technical and business needs and enhance technical skills of self and co-workers
3.3 Approval to take advantage of training opportunities is sought from supervisor
Before competency can be determined, individuals must demonstrate they can perform the following according to the standards defined in this unit’s elements, performance criteria and foundation skills:
provide technical guidance to three different co-workers on different workplace tasks, in which the work must involve:
accessing and interpreting relevant technical information
assisting with service and repair work tasks
providing technical information and instructions.
Individuals must be able to demonstrate knowledge of:
key learning styles, including:
visual
auditory
kinaesthetic
effective communication techniques, including:
giving full attention
speaking clearly and concisely
using appropriate language and non-verbal communication, including:
tone of voice
body language
technical knowledge relevant to subject area
procedures for sourcing and interpreting technical information relating to automotive service and repair.
Assessors must satisfy NVR/AQTF assessor requirements.
Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.
Assessment must include direct observation of tasks.
Where assessment of competency includes third-party evidence, individuals must provide evidence that links them to having provided technical guidance to co-workers in the automotive workplace, e.g. on-the-job training program.
Assessors must verify performance evidence through questioning on skills and knowledge to ensure correct interpretation and application.
The following resources must be made available:
automotive repair workplace or simulated workplace
three different co-workers requiring technical instruction on different tasks
supervisor, team leader or colleague with advanced technical knowledge.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Elements
Elements describe the essential outcomes.
Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold and italicised text is used, further information is detailed in the range of conditions section.
1. Assist co-workers with their work
1.1 Problems arising from previous service and repair work procedures are identified and opportunities for technical guidance are identified
1.2 Technical information is sought and interpreted to aid own understanding, as required
1.3 Supervisor, team leader or colleague with advanced technical knowledge is identified, and assistance is sought, as required
1.4 Technical guidance is provided to co-workers, appropriate to their skill level and need, to assist in determining suitable repair method
1.5 Assistance is provided to co-worker during work, to ensure work is completed to manufacturer specifications
1.6 Potential faults in co-workers’ work are identified and precautionary steps are taken to prevent them
2. Provide technical information and instruction to co-workers
2.1 Current technical information is communicated to co-workers as it becomes available
2.2 Co-workers are instructed how to access, interpret and apply technical information
3. Facilitate continuous learning of self and co-workers
3.1 Information is shared to build own and co-workers’ skills
3.2 Training opportunities are identified that meet technical and business needs and enhance technical skills of self and co-workers
3.3 Approval to take advantage of training opportunities is sought from supervisor
This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below.
There is no Range of Conditions for this unit.
Before competency can be determined, individuals must demonstrate they can perform the following according to the standards defined in this unit’s elements, performance criteria and foundation skills:
provide technical guidance to three different co-workers on different workplace tasks, in which the work must involve:
accessing and interpreting relevant technical information
assisting with service and repair work tasks
providing technical information and instructions.
Individuals must be able to demonstrate knowledge of:
key learning styles, including:
visual
auditory
kinaesthetic
effective communication techniques, including:
giving full attention
speaking clearly and concisely
using appropriate language and non-verbal communication, including:
tone of voice
body language
technical knowledge relevant to subject area
procedures for sourcing and interpreting technical information relating to automotive service and repair.
Assessors must satisfy NVR/AQTF assessor requirements.
Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.
Assessment must include direct observation of tasks.
Where assessment of competency includes third-party evidence, individuals must provide evidence that links them to having provided technical guidance to co-workers in the automotive workplace, e.g. on-the-job training program.
Assessors must verify performance evidence through questioning on skills and knowledge to ensure correct interpretation and application.
The following resources must be made available:
automotive repair workplace or simulated workplace
three different co-workers requiring technical instruction on different tasks
supervisor, team leader or colleague with advanced technical knowledge.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Problems arising from previous service and repair work procedures are identified and opportunities for technical guidance are identified
Technical information is sought and interpreted to aid own understanding, as required
Supervisor, team leader or colleague with advanced technical knowledge is identified, and assistance is sought, as required
Technical guidance is provided to co-workers, appropriate to their skill level and need, to assist in determining suitable repair method
Assistance is provided to co-worker during work, to ensure work is completed to manufacturer specifications
Potential faults in co-workers’ work are identified and precautionary steps are taken to prevent them
Current technical information is communicated to co-workers as it becomes available
Co-workers are instructed how to access, interpret and apply technical information
Information is shared to build own and co-workers’ skills
Training opportunities are identified that meet technical and business needs and enhance technical skills of self and co-workers
Approval to take advantage of training opportunities is sought from supervisor
Problems arising from previous service and repair work procedures are identified and opportunities for technical guidance are identified
Technical information is sought and interpreted to aid own understanding, as required
Supervisor, team leader or colleague with advanced technical knowledge is identified, and assistance is sought, as required
Technical guidance is provided to co-workers, appropriate to their skill level and need, to assist in determining suitable repair method
Assistance is provided to co-worker during work, to ensure work is completed to manufacturer specifications
Potential faults in co-workers’ work are identified and precautionary steps are taken to prevent them
Current technical information is communicated to co-workers as it becomes available
Co-workers are instructed how to access, interpret and apply technical information
Information is shared to build own and co-workers’ skills
Training opportunities are identified that meet technical and business needs and enhance technical skills of self and co-workers
Approval to take advantage of training opportunities is sought from supervisor
Forms
Assessment Cover Sheet
AURATA004 - Provide technical guidance
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
AURATA004 - Provide technical guidance
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent