The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
The purpose or objectives of the work-based learning may include:
introduction of new technology
new product/service
new organisational direction/workplace change
new position or job roles
addressing identified skills gap/deficit
OHS requirements
quality improvements
competency achievement
part of traineeship/apprenticeship
Appropriate personnel may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
trainer/facilitator/assessor
learner
training and/or assessment organisation personnel
group training company personnel
Areas of work may include:
work or job tasks
work activities
processes to carry out work
use/operation of equipment to carry out work
projects
team based or individual work
Work practices and routines may include:
work schedules
work timelines
work performance expectations
work organisation/organisational change
work models/multi skilling
work structures and systems
operational/organisational guidelines
OHS guidelines, systems and safeguards
work demarcations and industrial relations concerns
English language, literacy and numeracy (LLN) requirements
Relevant persons may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
union representatives/delegates
workers whose own jobs may be affected by the proposed changes
OHS implications may include:
OHS legal obligations
workplace OHS policies and procedures
ensuring work practices, routines and proposed changes do not pose a risk to the learner and others
Industrial relations implications may include:
work demarcations created through changes to work practices
ensuring compliance with an award or enterprise bargaining agreement
licensing requirements
An effective work-based learning pathway may include:
identifying specific goals for work based learning
identifying job tasks or activities to be included in the learning process
appropriate sequencing of job tasks/activities to reflect learner incremental development
direct guidance and modelling from experienced co workers and experts
opportunities for practice
Organisational strategies may include:
appropriate supervision during learning
appropriate time to observe and talk to others in work
use of co workers to model or demonstrate tasks and activities or to teach technical terminology and language of the workplace
use of internal work experts/mentors/coaches with whom the learner is comfortable
sufficient time for practice
job rotation
Contractual requirements and responsibilities may include:
training plans under apprenticeships/traineeships
Workplace English Language and Literacy (WELL) or other government funded training program requirements
External learning activities may include:
external courses e.g. institution based
off the job components of apprenticeship/traineeship
equipment supplier training
online learning
conferences/seminars/workshops
self directed learning
Appropriate criteria may include:
breadth and depth
inclusion of a range of routine and non routine work tasks/activities
appropriate sequencing of work tasks/activities
sufficient learning and practice time
capacity to address learning that underpins knowledge within the work tasks/activities
identified relationship/synthesis with learning provided by other sources
Learners' profiles and characteristics may include:
language, literacy and numeracy needs
specific needs
employment status
past learning experiences
work roles
level of maturity
culture
Possible requirements for support may include:
referral to an external agency for assistance with language, literacy and numeracy
use of interpreters
mentor/coach
peer support
physical support needs
other support mechanisms
Appropriate communication skills may include:
using icebreakers as appropriate
building rapport with the learner/s
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the individual/s learning
using critical listening and questioning techniques
giving constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions back to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to learner/s
Interpersonal skills may include:
showing respect for the expertise and background of learner/s
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Access and equity considerations may include:
minimising physical barriers
identifying and addressing direct and indirect barriers to learning
building on learner strengths
providing access to a range of resources and/or equipment
making referrals to a range of relevant agencies
Techniques for learner/s to demonstrate transferability may include:
problem solving
situated learning
hypothetical questioning
opportunities for learner/s to demonstrate autonomy in learning
opportunities for learner/s to apply the knowledge and skills in different contexts
OHS requirements may include:
reporting procedures
emergency procedures
Feedback may include:
performance reviews
formal or informal group or individual discussions
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
The purpose or objectives of the work-based learning may include:
introduction of new technology
new product/service
new organisational direction/workplace change
new position or job roles
addressing identified skills gap/deficit
OHS requirements
quality improvements
competency achievement
part of traineeship/apprenticeship
Appropriate personnel may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
trainer/facilitator/assessor
learner
training and/or assessment organisation personnel
group training company personnel
Areas of work may include:
work or job tasks
work activities
processes to carry out work
use/operation of equipment to carry out work
projects
team based or individual work
Work practices and routines may include:
work schedules
work timelines
work performance expectations
work organisation/organisational change
work models/multi skilling
work structures and systems
operational/organisational guidelines
OHS guidelines, systems and safeguards
work demarcations and industrial relations concerns
English language, literacy and numeracy (LLN) requirements
Relevant persons may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
union representatives/delegates
workers whose own jobs may be affected by the proposed changes
OHS implications may include:
OHS legal obligations
workplace OHS policies and procedures
ensuring work practices, routines and proposed changes do not pose a risk to the learner and others
Industrial relations implications may include:
work demarcations created through changes to work practices
ensuring compliance with an award or enterprise bargaining agreement
licensing requirements
An effective work-based learning pathway may include:
identifying specific goals for work based learning
identifying job tasks or activities to be included in the learning process
appropriate sequencing of job tasks/activities to reflect learner incremental development
direct guidance and modelling from experienced co workers and experts
opportunities for practice
Organisational strategies may include:
appropriate supervision during learning
appropriate time to observe and talk to others in work
use of co workers to model or demonstrate tasks and activities or to teach technical terminology and language of the workplace
use of internal work experts/mentors/coaches with whom the learner is comfortable
sufficient time for practice
job rotation
Contractual requirements and responsibilities may include:
training plans under apprenticeships/traineeships
Workplace English Language and Literacy (WELL) or other government funded training program requirements
External learning activities may include:
external courses e.g. institution based
off the job components of apprenticeship/traineeship
equipment supplier training
online learning
conferences/seminars/workshops
self directed learning
Appropriate criteria may include:
breadth and depth
inclusion of a range of routine and non routine work tasks/activities
appropriate sequencing of work tasks/activities
sufficient learning and practice time
capacity to address learning that underpins knowledge within the work tasks/activities
identified relationship/synthesis with learning provided by other sources
Learners' profiles and characteristics may include:
language, literacy and numeracy needs
specific needs
employment status
past learning experiences
work roles
level of maturity
culture
Possible requirements for support may include:
referral to an external agency for assistance with language, literacy and numeracy
use of interpreters
mentor/coach
peer support
physical support needs
other support mechanisms
Appropriate communication skills may include:
using icebreakers as appropriate
building rapport with the learner/s
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the individual/s learning
using critical listening and questioning techniques
giving constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions back to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to learner/s
Interpersonal skills may include:
showing respect for the expertise and background of learner/s
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Access and equity considerations may include:
minimising physical barriers
identifying and addressing direct and indirect barriers to learning
building on learner strengths
providing access to a range of resources and/or equipment
making referrals to a range of relevant agencies
Techniques for learner/s to demonstrate transferability may include:
problem solving
situated learning
hypothetical questioning
opportunities for learner/s to demonstrate autonomy in learning
opportunities for learner/s to apply the knowledge and skills in different contexts
OHS requirements may include:
reporting procedures
emergency procedures
Feedback may include:
performance reviews
formal or informal group or individual discussions