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Elements and Performance Criteria

  1. Establish an effective work environment for learning
  2. Develop a work-based learning pathway
  3. Implement the work-based learning pathway
  4. Monitor learning and address barriers to effective participation
  5. Review the effectiveness of the work-based learning pathway

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

To demonstrate competency against this unit candidates must be able to provide evidence that they have developed workbased learning pathways that integrate learning through work

This includes identifying learning needs analysing work practices the environment and work tasks organising and allocating work in a way that reflects the learning needs and provides effective learning opportunities and monitoring the effectiveness of the selection of workbased learning pathway

Evidence Requirements

Required knowledge includes

work organisation systems processes practices within the organisation where workbased learning is taking place

operational demands of the work and impact of changes on work roles

organisational work culture including industrial relations environment

systems for identifying skill needs for example

performance reviews

training needs analysis

identifying additional training needs of learners

learning principles for example

learning and experience are connected for meaning

adults need to know why they are learning

adults can selfevaluate

adults learn in different ways

individual facilitation techniques to support and guide learning

change processes for example

how people work through change

behaviours associated with change

introductory knowledge of different learning styles and how to encourage learning in each for example

visual learners

audio learners

kinaesthetic learners

theoretical learners

relevant policy legislation codes of practice and national standards including Commonwealth and stateterritory legislation for example

industrial awards

enterprise bargaining agreements

licensing requirements

industryworkplace requirements

duty of care under common law

information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

National Reporting System

OHS relating to the work role including

hazards relating to the industry and specific workplace

reporting requirements for hazards and incidents

specific procedures for work tasks

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

organisational strategies that provide support to the workplace learning

Required skills and attributes include

communication skills to

identify needs

communicate suggestions

give feedback constructively

ask openended questions to tease out required knowledge and information

evaluate learner profiles and characteristics

coach learners

literacy skills to

read and interpret organisational documents legal documents and contracts

complete and maintain documentation

monitor and manage work environment and individual dynamics for example

assess the climate of the group

facilitate employee acceptance

ensure each individual feels valued

organisational skills to

allocate and reorganise work

organise changes with relevant persons

provide guidance and feedback to individuals

cognitive skills to

set learning outcomes through work

interpret and analyse competency standards andor other performance specifications to actual work processes

design a learning process through work

Products that could be used as evidence include

redesigned individualgroup work plans

documented individual workbased learning pathways

training gap identification materials

documented reviews of workbased learning pathways

performance management feedback

Processes that could be used as evidence include

how learning needs were identified and why

how learning opportunities were matched to work

how work was organisedreorganised to reflect learning needs

how learning was promoted

Resource implications for assessment include

work opportunities

learning opportunities in work

time to support learner needs eg organised time for learner to watch work and talk with work colleagues and trainerfacilitator and reflect on learning

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Guide Employability Skills

a range of appropriate assessment methodsevidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible Where no workplace is available a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include

a minimum of two examples of developing workbased learning pathways that includes

identifying needs for learning

analysing work practices work environment and work activities

organising and allocating work in a way that reflects the learning needs and which provides effective learning opportunities through work processes

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in the TAA Training and Assessment Training Package Suggested units include but are not limited to

this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADELB Facilitate individual learning

TAADEL403B Facilitate individual learning

TAADESB Use Training Packages to meet client needs

TAADES401B Use Training Packages to meet client needs.


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.

The purpose or objectives of the work-based learning may include:

introduction of new technology

new product/service

new organisational direction/workplace change

new position or job roles

addressing identified skills gap/deficit

OHS requirements

quality improvements

competency achievement

part of traineeship/apprenticeship

Appropriate personnel may include:

workplace supervisor/frontline manager

training/human resources/industrial relations manager

trainer/facilitator/assessor

learner

training and/or assessment organisation personnel

group training company personnel

Areas of work may include:

work or job tasks

work activities

processes to carry out work

use/operation of equipment to carry out work

projects

team-based or individual work

Work practices and routines may include:

work schedules

work timelines

work performance expectations

work organisation/organisational change

work models/multi-skilling

work structures and systems

operational/organisational guidelines

OHS guidelines, systems and safeguards

work demarcations and industrial relations concerns

English language, literacy and numeracy (LLN) requirements

Relevant persons may include:

workplace supervisor/frontline manager

training/human resources/industrial relations manager

union representatives/delegates

workers whose own jobs may be affected by the proposed changes

OHS implications may include:

OHS legal obligations

workplace OHS policies and procedures

ensuring work practices, routines and proposed changes do not pose a risk to the learner and others

Industrial relations implications may include:

work demarcations created through changes to work practices

ensuring compliance with an award or enterprise bargaining agreement

licensing requirements

An effective work-based learning pathway may include:

identifying specific goals for work-based learning

identifying job tasks or activities to be included in the learning process

appropriate sequencing of job tasks/activities to reflect learner incremental development

direct guidance and modelling from experienced co-workers and experts

opportunities for practice

Organisational strategies may include:

appropriate supervision during learning

appropriate time to observe and talk to others in work

use of co-workers to model or demonstrate tasks and activities or to teach technical terminology and language of the workplace

use of internal work experts/mentors/coaches with whom the learner is comfortable

sufficient time for practice

job rotation

Contractual requirements and responsibilities may include:

training plans under apprenticeships/traineeships

Workplace English Language and Literacy (WELL) or other government funded training program requirements

External learning activities may include:

external courses e.g. institution-based

off-the-job components of apprenticeship/traineeship

equipment supplier training

online learning

conferences/seminars/workshops

self-directed learning

Appropriate criteria may include:

breadth and depth

inclusion of a range of routine and non-routine work tasks/activities

appropriate sequencing of work tasks/activities

sufficient learning and practice time

capacity to address learning that underpins knowledge within the work tasks/activities

identified relationship/synthesis with learning provided by other sources

Learners' profiles and characteristics may include:

language, literacy and numeracy needs

specific needs

employment status

past learning experiences

work roles

level of maturity

culture

Possible requirements for support may include:

referral to an external agency for assistance with language, literacy and numeracy

use of interpreters

mentor/coach

peer support

physical support needs

other support mechanisms

Appropriate communication skills may include:

using icebreakers as appropriate

building rapport with the learner/s

using effective verbal and body language

demonstrating a capacity to communicate clearly to facilitate the individual/s learning

using critical listening and questioning techniques

giving constructive and supportive feedback

accurately interpreting verbal messages

assisting learners to paraphrase advice/instructions back to the trainer/facilitator

providing clear and concrete options/advice

using appropriate terminology and language of the industry/profession

ensuring language, literacy and numeracy (LLN) used is appropriate to learner/s

Interpersonal skills may include:

showing respect for the expertise and background of learner/s

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two-way interaction

encouraging the expression of diverse views and opinions

negotiating complex discussions by establishing a supportive environment

using language and concepts appropriate to cultural differences

accurately interpreting non-verbal messages

Access and equity considerations may include:

minimising physical barriers

identifying and addressing direct and indirect barriers to learning

building on learner strengths

providing access to a range of resources and/or equipment

making referrals to a range of relevant agencies

Techniques for learner/s to demonstrate transferability may include:

problem solving

situated learning

hypothetical questioning

opportunities for learner/s to demonstrate autonomy in learning

opportunities for learner/s to apply the knowledge and skills in different contexts

OHS requirements may include:

reporting procedures

emergency procedures

Feedback may include:

performance reviews

formal or informal group or individual discussions