Google links for BSBFLM311B - Support a workplace learning environment

Elements and Performance Criteria

Required Skills

Evidence Required

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package

Overview of Assessment Requirements

A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment They must be able to show evidence of the ability to contribute to a learning culture within the team identify workplace activities which facilitate learning and negotiate learning arrangements with training and development specialists They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness

Specific Evidence Requirements

Required knowledge and understanding include

relevant legislation from all levels of government that affects business operation especially in regard to occupational health and safety and environmental issues equal opportunity industrial relations and antidiscrimination

a general understanding of the principles and techniques of

adult learning

a learning environment and learning culture

work based learning

structuring learning

coaching and mentoring

Required skills and attributes include

ability to relate to people from a range of social cultural and ethnic backgrounds and physical and mental abilities

functional literacy skills to access and use workplace information

skills in facilitating learning

identifying learning needs

developing learning plans

selecting and using work activities to create learning opportunities

establishing a workplace conducive to learning

negotiating learning arrangements with training and development specialists

encouraging colleagues to share their knowledge and skills

evaluating the effectiveness of learning

coaching and mentoring to support learning

communication skills to

gain the trust and confidence of colleagues

deal with people openly and fairly

use consultation skills effectively

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation Innovation skills represent a further area of generic competence The bracketed numbering indicates the performance level required in this unit

Level represents the competence to undertake tasks effectively

Level represents the competence to manage tasks

Level represents the competence to use concepts for evaluating and reshaping tasks The bulleted points provide examples of how the key competencies can be applied for this unit

Communicating ideas and information

liaising with stakeholders especially members of the work team to develop and maintain a learning environment

Collecting analysing and organising information

assembling and distributing information about learning options

Planning and organising activities

developing learning plans arranging learning opportunities

Working in a team

promoting the development of a learning culture within the team

Using mathematical ideas and techniques

compiling data about learning arrangements and outcomes

Solving problems

identifying and reporting difficulties with competency development and suggesting solutions

Using technology

assisting in the management of information to promote learning

Innovation skills

using creative strategies to develop a learning culture to enhance business operations

Products that could be used as evidence include

documentation produced from supporting a workplace learning environment such as

contribution to organisational policies and procedures

contributions to procedures and policies for dealing with learning systems

actions taken to address information collection retrieval and analysis in the workplace

actions taken to address issues and problems within work team

actions taken to address methods of analysing information and developing andor maintaining a learning culture

learning and development plans for team members

materials developed for coaching mentoring and training

induction programs developed andor delivered

actions taken to address internal and external information management issues

reviews of people management

advice and input into management decisions related to workplace learning

records of people management lessons learned

Processes that could be used as evidence include

how workplace activities and environments were organised

how work has been allocated within work team

examples of learning plans

how learning plans were presented

how team members were encouraged to participate in learning opportunities

how individual learning and development pathways have been offered

how liaison with training and development specialists has occurred

how team members were encouraged to assess own competencies and to identify own learning and development needs

how workplace achievement has been recognised

how input and advice has been provided to management in relation to the benefits of learning and development

examples of actions taken by the candidate to support a workplace learning environment

examples of how learning and development records have been documented and stored

Resource implications for assessment include

access by the learner and trainer to appropriate documentation and resources normally used in the workplace

Validity and sufficiency of evidence requires

that this unit can be assessed in the workplace or in a closely simulated work environment

that where assessment is part of a learning experience evidence will need to be collected over a period of time involving both formative and summative assessment

that examples of actions taken by candidate to support a workplace learning environment are provided

Integrated competency assessment means

that this unit should be assessed with other frontline management units taken as part of this qualification as applicable to the candidates leadership role in a work team and as part of an integrated assessment activity

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package

Overview of Assessment Requirements

A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment They must be able to show evidence of the ability to contribute to a learning culture within the team identify workplace activities which facilitate learning and negotiate learning arrangements with training and development specialists They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness

Specific Evidence Requirements

Required knowledge and understanding include

relevant legislation from all levels of government that affects business operation especially in regard to occupational health and safety and environmental issues equal opportunity industrial relations and antidiscrimination

a general understanding of the principles and techniques of

adult learning

a learning environment and learning culture

work based learning

structuring learning

coaching and mentoring

Required skills and attributes include

ability to relate to people from a range of social cultural and ethnic backgrounds and physical and mental abilities

functional literacy skills to access and use workplace information

skills in facilitating learning

identifying learning needs

developing learning plans

selecting and using work activities to create learning opportunities

establishing a workplace conducive to learning

negotiating learning arrangements with training and development specialists

encouraging colleagues to share their knowledge and skills

evaluating the effectiveness of learning

coaching and mentoring to support learning

communication skills to

gain the trust and confidence of colleagues

deal with people openly and fairly

use consultation skills effectively

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation Innovation skills represent a further area of generic competence The bracketed numbering indicates the performance level required in this unit

Level represents the competence to undertake tasks effectively

Level represents the competence to manage tasks

Level represents the competence to use concepts for evaluating and reshaping tasks The bulleted points provide examples of how the key competencies can be applied for this unit

Communicating ideas and information

liaising with stakeholders especially members of the work team to develop and maintain a learning environment

Collecting analysing and organising information

assembling and distributing information about learning options

Planning and organising activities

developing learning plans arranging learning opportunities

Working in a team

promoting the development of a learning culture within the team

Using mathematical ideas and techniques

compiling data about learning arrangements and outcomes

Solving problems

identifying and reporting difficulties with competency development and suggesting solutions

Using technology

assisting in the management of information to promote learning

Innovation skills

using creative strategies to develop a learning culture to enhance business operations

Products that could be used as evidence include

documentation produced from supporting a workplace learning environment such as

contribution to organisational policies and procedures

contributions to procedures and policies for dealing with learning systems

actions taken to address information collection retrieval and analysis in the workplace

actions taken to address issues and problems within work team

actions taken to address methods of analysing information and developing andor maintaining a learning culture

learning and development plans for team members

materials developed for coaching mentoring and training

induction programs developed andor delivered

actions taken to address internal and external information management issues

reviews of people management

advice and input into management decisions related to workplace learning

records of people management lessons learned

Processes that could be used as evidence include

how workplace activities and environments were organised

how work has been allocated within work team

examples of learning plans

how learning plans were presented

how team members were encouraged to participate in learning opportunities

how individual learning and development pathways have been offered

how liaison with training and development specialists has occurred

how team members were encouraged to assess own competencies and to identify own learning and development needs

how workplace achievement has been recognised

how input and advice has been provided to management in relation to the benefits of learning and development

examples of actions taken by the candidate to support a workplace learning environment

examples of how learning and development records have been documented and stored

Resource implications for assessment include

access by the learner and trainer to appropriate documentation and resources normally used in the workplace

Validity and sufficiency of evidence requires

that this unit can be assessed in the workplace or in a closely simulated work environment

that where assessment is part of a learning experience evidence will need to be collected over a period of time involving both formative and summative assessment

that examples of actions taken by candidate to support a workplace learning environment are provided

Integrated competency assessment means

that this unit should be assessed with other frontline management units taken as part of this qualification as applicable to the candidates leadership role in a work team and as part of an integrated assessment activity

Range Statement

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.

Legislation, codes and national standards relevant to the workplace may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

OHS considerations may include:

provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs

training of all employees in health and safety procedures

participation in the regular update of OHS systems and procedures

inclusion of OHS in learning plans

inclusion of OHS in training record

changes to work practices, procedures and the working environment which impact on OHS

Learning opportunities may include:

structured learning activities conducted outside and within the workplace such as:

training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship

accredited training through an independent organisation such as a State OHS authority

workshops

short courses

action learning

workplace learning activities, that may also contribute to a recognised credential, such as:

Learning plans may include:

team competencies

team roles and responsibilities

performance standards

work outputs and process

key performance indicators (KPI)

codes of conduct

OHS requirements

negotiated agreement with individual

Diversity of needs may include:

different learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches

Training and development specialists may be:

internal or external

Encourage a learning culture may include:

encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team

informally supporting and recognising learning achievements and sharing success stories

promoting participation and learning opportunities

using formal processes to reward training participation in line with organisational processes

Coaching and mentoring may refer to:

teaching another member of the team, usually focusing on a specific work task or skill

providing feedback, support and encouragement on a range of matters

providing assistance with problem solving

Learning and development needs may be met through a range of learning opportunities, and may include:

gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks

developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles

Workplace achievement may refer to:

achievements of set goals and performance outcomes by the work team and/or individuals

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.

Legislation, codes and national standards relevant to the workplace may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

OHS considerations may include:

provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs

training of all employees in health and safety procedures

participation in the regular update of OHS systems and procedures

inclusion of OHS in learning plans

inclusion of OHS in training record

changes to work practices, procedures and the working environment which impact on OHS

Learning opportunities may include:

structured learning activities conducted outside and within the workplace such as:

training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship

accredited training through an independent organisation such as a State OHS authority

workshops

short courses

action learning

workplace learning activities, that may also contribute to a recognised credential, such as:

Learning plans may include:

team competencies

team roles and responsibilities

performance standards

work outputs and process

key performance indicators (KPI)

codes of conduct

OHS requirements

negotiated agreement with individual

Diversity of needs may include:

different learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches

Training and development specialists may be:

internal or external

Encourage a learning culture may include:

encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team

informally supporting and recognising learning achievements and sharing success stories

promoting participation and learning opportunities

using formal processes to reward training participation in line with organisational processes

Coaching and mentoring may refer to:

teaching another member of the team, usually focusing on a specific work task or skill

providing feedback, support and encouragement on a range of matters

providing assistance with problem solving

Learning and development needs may be met through a range of learning opportunities, and may include:

gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks

developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles

Workplace achievement may refer to:

achievements of set goals and performance outcomes by the work team and/or individuals

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BSBFLM311B - Support a workplace learning environment

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement