|
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, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Broad issues for training may include: | implementing a relevant industry Training Package that meets company expectations implementing general training policies for the whole company or one section of the company improving language, literacy and numeracy skills of the workforce to participate in further training meeting a specific objective or set of objectives, such as: introduction of new machinery or process legal requirements occupational health and safety (OHS) requirements quality indicators reporting processes workforce restructure meeting training goals outlined in the company's profile, and business and strategic plans. |
Company background information may include: | category of Australian Bureau of Statistics (ABS) industry groups into which the business fits company's core business company's learning culture and training history company's recruitment strategy company's vision and mission statements, business and strategic plans and organisational learning plan products the company produces training requirements. |
Changes may include: | changes in work organisation in response to changes in market trends company or enterprise embarking on capital and technical improvements industrial relations issues new management systems being introduced projected product or process diversification. |
Profile of the industry workforce may include: | size of overall workforce composition of workforce, including: full time and part time casual and permanent gender and age ratios education and training backgrounds language and cultural backgrounds occupational groups. |
Potential risks may include: | compliance issues OHS issues performance issues quality issues. |
Language, literacy and numeracy training implications may include the need to develop: | language skills of the workforce to implement changes or meet compliance issues literacy and numeracy skills of the workforce to implement changes or meet compliance issues. |
Training specification may include: | accredited courses Training Packages work outcomes workplace-specific training goals. |
Level of language, literacy and numeracy may include: | levels 1 to 5 of the ACSF. |
Formal communication systems and practices may include: | company communication systems, such as emails, memos, newsletters and information sessions forms of communication within and between sites and departments internal and external modes of communication language, literacy and numeracy practices those related to communications technology employed by the enterprise, such as intranet and internet workplace documentation, schedules, plans, personnel forms and pay or time sheets. |
Informal communication networks and practices may include: | communication within and between individuals social and other informal occasions. |
Funding sources may include: | commonwealth funded programs, such as WELL program company funding training directly funding for specific groups profile funding specific initiative arrangements for specific states. |
Most appropriate mode(s) of training and assessment may include: | delivering training focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package developing a training program with an emphasis on language, literacy and/or numeracy developing and customising self-access resources for an independent learning centre developing assessment tools and training to integrate language, literacy and numeracy assessment with vocational competency providing adult literacy and numeracy programs for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support providing expert advice to technical trainers working alongside workplace trainers and assessors to identify language, literacy and numeracy and support for selected employees with one-to-one or gap training writing enterprise documentation and training resources to match the language, literacy and numeracy levels of employees. |
Application of conceptual frameworks may include: | adult learning principles theories that inform adult language and literacy theories that inform literacy teaching theories that inform numeracy teaching VET frameworks and structures. |
Language, literacy and numeracy skill development plan may include: | barriers that may exist to the workplace training and strategies to overcome them funding and reporting arrangements language, literacy and numeracy skills to be developed described in broad terms, such as: those of the ACSF those required to deal with the company communication system or documentation skills related to other training being conducted at the workplace, such as particular Training Package outcomes or introduction of new technology mode(s) of instruction and the agreed training arrangements program outline qualifications and experience of staff resourcing available responsibilities of relevant parties workforce profile. |
Evaluation strategy may include: | evaluation instruments, such as: surveys structured interviews questionnaires observations feedback or debriefing from group discussions or meetings of stakeholders meetings with relevant parties such as the training manager, line managers, workforce representatives and/or training committee processes, such as: defining the purpose and audience planning the evaluation gathering the data analysing and interpreting the data using the findings to improve the processes, practices, systems or outcomes gathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required. |
Communication strategy may include: | email formal meetings of organisation stakeholders informal strategies newsletters posters. |
Pre-training assessment kit may: | link to the ACSF meet the requirements of selected units of competency from Training Packages reflect actual workplace practice with embedded language, literacy and numeracy skills required for a particular work role require formal or informal processes. |
Profile of potential participants may include: | background factors, such as: age ratio education and training backgrounds gender ratio language and cultural backgrounds level of formal education in first language previous experience of training employees' perception of their learning needs and attitudes to training and assessment occupational groups and existing qualifications and skills of employees in relation to work context those with self-identified language, literacy and numeracy needs. |
Training delivery plan may include: | human and physical resources location mode of training participants and groupings timing. |
Others in the workplace may include: | other trainers and assessors relevant supervisors. |