This unit applies to all Public Safety workers who have leadership roles in their organisation, but is particularly relevant to those workers with supervisory or managerial responsibilities for teams.

This unit covers the competency to promote a workplace learning environment in which work and learning are integrated to support the achievement of individual and organisation objectives.

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)

Not applicable.

This unit contains employability skills.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Knowledge and application of strategies which facilitate and promote an effective workplace learning environment. Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments.
Context of and specific resources for assessment	Context of assessment Evidence in facilitating and promoting a learning environment in the workplace Knowledge may be assessed through: written assignment debriefings and action learning projects. Specific resources for assessment No special 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)

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.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

develop learning plans develop links between work and learning promote collaborative processes in developing a learning environment promote the achievement of competencies in the workplace provide leadership and support to individuals and teams to develop and maintain a flexible learning environment provide or arrange support for those who have learning difficulties support and encourage learning by individuals and teams

Required Knowledge

group dynamics learning strategies organisation records and reports of competency procedures principles of adult learning

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.
Learning opportunities arise from organisation may include:	objectives plans systems processes performance plans quality and continuous improvement processes and standards resources participation in committees managing projects developing plans analysis of incidents/response/emergency organisation’s approach to environmental management and sustainability
Learning strategies may include:	coaching mentoring exchange/rotation action learning structured training programs

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
Workplace environments which facilitate learning are developed and supported
Learning plans are developed as an integral part of individual/team performance plans
Learning plans reflect the diversity of learning styles, development needs and learning opportunities
Individual/team access to, and participation in, learning opportunities is facilitated
Consultation with training and development specialists results in the planning and provision of learning which enhances individual, team and organisation performance
Workplace activities are used as opportunities for learning
Coaching and mentoring is used to develop workplace knowledge, skills and attitudes
The benefits of learning are shared with others in the team/organisation
Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards
Performance of individuals/teams is monitored to determine the type and extent of additional work based support
Feedback from individuals/teams is used to identify and introduce improvements in future learning arrangements
Change in the workplace environment is facilitated to promote learning
Records and reports of competency are documented and maintained within the organisation's systems and procedures

Assessment Cover Sheet

PUAPRO001B - Promote a learning environment in the workplace

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

PUAPRO001B - Promote a learning environment in the workplace

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

Assessor name:

Signature:

Date:

Student signature:

Date: