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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Encourage a learning environment
  2. Encourage and promote learning of team and individuals
  3. Identify opportunities for improvement

Required Skills

Required skills

coaching and mentoring skills to support learning

communication skills to

gain the trust and confidence of colleagues

deal with people openly and fairly

use consultation skills effectively

culturally appropriate communication skills 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 including

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

Required knowledge

principles and techniques of

adult learning

a learning environment and learning culture

work based learning

structuring learning

coaching and mentoring

relevant legislation from all levels of government that may affect business operation especially in regard to

occupational health and safety

environmental issues

equal opportunity and antidiscrimination

industrial relations

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential

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

developing learning plans and arranging learning opportunities in line with identified needs

compiling and interpreting data about learning arrangements and outcomes in accordance with organisational requirements

Context of and specific resources for assessment

Assessment must ensure

access to appropriate documentation and resources normally used in the workplace

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge The following examples are appropriate for this unit

direct questioning combined with review of portfolios of evidence and third party workplace reports of onthejob performance by the candidate

oral or written questioning to assess knowledge and understanding of workplace learning principles and organisational procedures and policies for applying learning systems

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

review of materials developed for coaching mentoring and training

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector workplace and job role is recommended for example

BSBCUSA Deliver and monitor a service to customers

BSBCUS301A Deliver and monitor a service to customers

BSBFLMC Support operational plan

BSBFLM305C Support operational plan

BSBFLMC Contribute to team effectiveness

BSBFLM312C Contribute to team effectiveness

BSBCMNB Maintain workplace safety

BSBCMN311B Maintain workplace safety

BSBWORA Organise personal work priorities and development

BSBWOR301A Organise personal work priorities and development.


Range Statement

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.

Learning opportunities may include:

action learning

coaching

exchange/rotation

induction

mentoring

shadowing

short courses

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

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

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

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

workshops.

Learning plans may include:

codes of conduct

key performance indicators (KPI)

negotiated agreement with individual

OHS requirements

performance standards

team competencies

team roles and responsibilities

work outputs and process.

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.

Promoting 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

utilising workplace activities as opportunities for learning.

Coaching and mentoring may refer to:

providing assistance with problem solving

providing feedback, support and encouragement on a range of matters

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

Learning and development needs may include:

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

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

Workplace achievement may refer to:

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