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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. |
Thelearning programprovides a documented guide to support a cohesive and integrated learning process for the learner and includes: | the competencies or other benchmarks to be achievedthe specific learning outcomes derived from the benchmarks for each chunk or segment of the learning programan overview of the content to be covered in each chunk/segment of the learning programlearning resources, learning materials and activities for each chunk/segment of the learning programnumber and duration of training sessions/ classes required and overall timelinesdelivery methods for each chunk/segment of the learning programOHS issues to be addressed in deliveryidentification of assessment points to measure learner progressassessment methods and tools to be used to collect evidence of competency, where assessment is required |
Thedelivery planis used by the trainer/facilitator to guide and manage delivery to a group and includes: | individual/group learning objectives or outcomes for the segment of the learning program to be addressednumber of learners and their specific support requirementscontent of sessions as specified in the session planstimelines/duration of activities within sessionslearning resources, learning materials and learning activities to be used in sessionsother resource requirementsOHS considerations, including: incident or hazard reportingemergency procedures |
All resource needsincludes: | the learning resources required by the trainer/ facilitator and learners to be used in the session/sthe learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/sspecific facility, technology and equipment to be used in the session/slearner support requirements |
Learner recognition processesmay include: | recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal creditrecognition of current competency (RCC) credit for subjects/units/qualifications/Statements of Attainment |
Relevant personsmay include: | self (as the assessor)other trainers/facilitators with learner recordsother assessorssupport personnel administering learner/candidate records |
Individual learner needsmay: | vary from overall group learning objectives depending on previous experience and competencies already held |
Objectivesmay include: | the competency standards being addressedspecified learning outcomes or learning objectives derived from the competency standardslearning outcomes based on other benchmarksgroup learning needsindividual learning needsspecific learning activitiespractise opportunities e.g. practicum or supervised teaching/facilitation formative assessment opportunities |
Expectationsmay include: | expectations of learners and the group by trainer/facilitatorexpectations of the trainer/facilitator by individuals and by the group |
| expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate languageexpectations of commitment to learning/learning process/learner motivation and participationexpectations of interesting, engaging delivery and facilitationexpectations of a safe, secure learning environment |
Requirementsmay include: | appropriate behaviourmaintaining progressattendanceassessment including the points in delivery at which assessments will occuridentified formative assessment activities as part of learning experienceevidence requirementsOHS aspects and requirements, including: reporting requirements for hazardssafe use and maintenance of relevant equipmentemergency proceduressources of OHS informationnames of key workplace persons with OHS roles and responsibilitiesOHS policies and procedures relevant to the learning environment |
Appropriate oral communication and language skillsmay include: | using an appropriate tone and level of voicemaking clear and concrete presentations of options/adviceusing icebreakers as appropriateusing appropriate terminology and language of the industry/professionusing an open, warm communication style including effective verbal and body languagecommunicating clearly to facilitate group and individual learningusing critical listening and questioning skills and techniquesproviding constructive and supportive feedback |
| accurately interpreting verbal messagesinviting learners to paraphrase advice/instructions ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs |
Interpersonal skillsmay include: | showing respect for the expertise and background of learnersestablishing trustbuilding and maintaining rapport demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgroundsmodelling facilitation and learning behavioursengaging in two-way interactionencouraging the expression of diverse views and opinionsnegotiating complex discussions by establishing a supportive environmentusing language and concepts appropriate to cultural differencesaccurately interpreting non-verbal messages |
Learning principlesinclude: | adults have a range of life experience which they can connect to learning adults have a range of life experience which they can connect to learningadults have a need to know why they are learning something and its benefitslearning needs to be learner-centredadults have a need to be self-directingthe learning process needs to support increasing learner independenceemphasis on experimental and participative learninguse of modellingthe learning process needs to reflect individual circumstances and needs |
Learner stylesmay include: | auditory visualkinaestheticleft/right brainglobal/analyticaltheoreticalactivist |
pragmatistreflective |
Learner characteristicsmay include: | language, literacy and numeracy requirementsspecific needs, physical or psychologicalpreferred learning stylesemployment statuspast learning experienceslevel of maturitycultural background and needslevel of formal schooling in Australia or overseaslength of time resident in Australia |
Session plansmay include: | introduction/soutline of objectives/content to be addressedice breakers to be useddelivery methods for each part of the sessionplan of learning activities to be used within the sessiontimelines/duration for each learning activityformative assessment points/opportunities learning materials requiredsummary/overview/wrap up |
Resource requirementsinclude: | the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan |
Diversitymay include: | agegendercultureethnicitydisabilityreligionsexual orientationlevel and prior experiences of education and trainingattitudes and reasons for learning |
Generic skillsmay include: | Employability Skills, including: communicationteamworkproblem solvinginitiative and enterpriseplanning and organising |
| self-managementlearningtechnology innovation language, literacy and numeracy skills |
Delivery methodsare the techniques used to guide, facilitate and support the learning process and may be: | lock step, learner-paced, mixed paceinteractive, participative, collaborativetrainer/facilitator-centred and learner-centred, and may include: demonstration/modellinginstructionpresentations/lecturesguided facilitation of individual and group learning activities/group work/case studiesinitiating and facilitating group discussionsbrainstorming activitiespractice opportunitiesenabling and supporting effective learner participationtutoringproject-basedindividual facilitation techniques - coaching/mentoringblended |
Appropriate technology and equipmentmay include: | overhead projectorscomputerslight projectorsDVD/video equipmenttelevision/screenwhiteboard/blackboardbutcher's paperspecific technical equipment/machinery relevant to technical areas |
Presentation skillsmay include: | synthesising information and ideas preparing aids such as overhead projectors and data projectorsusing computer presentation applications using computer software and hardwarespeaking with appropriate tone and pitchusing appropriate language to reflect the audienceencouraging and dealing appropriately with questions |
| showing enthusiasm for the topicsummarising key pointsmaking direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)demonstrating confidencesupporting learners to enable progress from simple to more complex tasks and concepts |
Group facilitation skillsmay include: | ensuring that every individual has an opportunity for participation and inputmaintaining group cohesionencouraging rapport between group membersmanaging group dynamicsobserving and interpreting behaviour that puts others at riskfacilitating discussion and group interaction |
Observation skillsmay include: | using formative evaluation to monitor learner progressmonitoring group and individual interactionsmonitoring conflict/behavioural difficultiesmonitoring learner cues about concerns/difficulties in learningmonitoring learner readiness for assessment and/or new areas of learning |
Unanticipated situationsmay include: | identifying learners experiencing difficulties with learning for a variety of reasons, which may include: English language, literacy and numeracy difficultiesphysical/sensory difficultiessocio-emotional difficultiesorganisational issues |
Inappropriate behaviourmay include: | violent or inappropriate languageverbal or physical abusebullyinginsensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivitiesdominant or overbearing behaviourdisruptive behaviournon-compliance with safety instructions |
Conflict resolution and negotiation skillsmay include: | identifying critical points/issues/concerns/problemstalking through points/issues/concerns/problems identifying options for changing behavioursbringing the parties togethermanaging discussionsmoving parties forwardpresenting solutionsensuring equitable outcomesproviding face-saving optionsobtaining agreements |
Reflecting on own performancemay include: | thinking through the training deliveryasking key questionsreviewing achievementsanalysing difficulties |