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Elements and Performance Criteria

  1. Conduct self assessment of current competencies
  2. Identify possible job/career pathways
  3. Plan appropriate strategies for achieving job/career goals
  4. Actively seek and participate in on-the-job training
  5. Maintain record of learning and competency development
  6. Conduct self assessment of current competencies
  7. Identify possible job/career pathways
  8. Plan appropriate strategies for achieving job/career goals
  9. Actively seek and participate in on-the-job training
  10. Maintain record of learning and competency development

Required Skills

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

Required Skills

selfdirected learning

reading

literacy

questioning and listening

selfassessment

record keeping

identification of own skills

Required Knowledge

different learning strategies including identifying relevant key points from spoken and written material organising information using feedback in learning and analysing expert performance

personal learning style

concept of lifelong learning

councils organisational structure and relationship of roles within that structure

reading strategies including locating specific information

council policies and procedures regarding training and learning

council services facilities and activities

Evidence Required

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria The knowledge and skill requirements described in the Range Statement must also be demonstrated For example knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated

Critical aspects of evidence to be considered

The demonstrated ability to

identify jobcareer goals in consultation with relevant personnel

maintain record of learning and competency development

document jobcareer development plans incorporating required on or offthejob training goals

Context of assessment

On the job or in a simulated workplace environment

Method of assessment

The following assessment methods are suggested

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written andor oral questioning to assess knowledge and understanding

completion of workplace documentation

thirdparty reports from experienced practitioners

completion of selfpaced learning materials including personal reflection and feedback from trainer coach or supervisor

Evidence required for demonstration of consistent performance

Evidence will need to be collected over a period of time across a range of variables

Resource implications

Access to the workplace and resources including

human resources

relevant jobrelated documents

technical equipment

stationery

library resources

relevant council personnel


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 in the Performance Criteria is detailed below.

Learning opportunities may include:

training courses

on-the-job training

private study

seminars and conferences

Relevant personnel may include:

supervisor

manager

training officer

human resources personnel

Relevant documents may include:

job description documents

competency standards

training plans

course descriptions and learning outcomes

relevant award clauses

Opportunities to experience other jobs or roles in council may include:

secondments

job rotations

job sharing

relieving in higher duties

promotions

On-the-job training may include:

observation of more experienced colleagues

questioning and discussion with colleagues and supervisors

learning from written materials and council documentation

handling new tasks with some supervision

Feedback may include:

spoken or written feedback from other learners, colleagues, supervisors, trainers and managers