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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. |
The purpose or objectives of the work-based learning may include: | introduction of new technology new product/servicenew organisational direction/workplace changenew position or job rolesaddressing identified skills gap/deficit |
OHS requirementsquality improvementscompetency achievementpart of traineeship/apprenticeship |
Appropriate personnel may include: | workplace supervisor/frontline managertraining/human resources/industrial relations managertrainer/facilitator/assessorlearnertraining and/or assessment organisation personnelgroup training company personnel |
Areas of work may include: | work or job taskswork activitiesprocesses to carry out workuse/operation of equipment to carry out workprojectsteam-based or individual work |
Work practices and routines may include: | work scheduleswork timelines work performance expectationswork organisation/organisational changework models/multi-skillingwork structures and systemsoperational/organisational guidelinesOHS guidelines, systems and safeguardswork demarcations and industrial relations concernsEnglish language, literacy and numeracy (LLN) requirements |
Relevant persons may include: | workplace supervisor/frontline managertraining/human resources/industrial relations managerunion representatives/delegatesworkers whose own jobs may be affected by the proposed changes |
OHS implications may include: | OHS legal obligationsworkplace OHS policies and proceduresensuring 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 practicesensuring compliance with an award or enterprise bargaining agreementlicensing requirements |
An effective work-based learning pathway may include: | identifying specific goals for work-based learningidentifying job tasks or activities to be included in the learning processappropriate sequencing of job tasks/activities to reflect learner incremental developmentdirect guidance and modelling from experienced co-workers and expertsopportunities for practice |
Organisational strategies may include: | appropriate supervision during learningappropriate time to observe and talk to others in workuse of co-workers to model or demonstrate tasks and activities or to teach technical terminology and language of the workplaceuse of internal work experts/mentors/coaches with whom the learner is comfortablesufficient time for practicejob rotation |
Contractual requirements and responsibilities may include: | training plans under apprenticeships/traineeshipsWorkplace English Language and Literacy (WELL) or other government funded training program requirements |
External learning activities may include: | external courses e.g. institution-basedoff-the-job components of apprenticeship/traineeshipequipment supplier trainingonline learningconferences/seminars/workshopsself-directed learning |
Appropriate criteria may include: | breadth and depthinclusion of a range of routine and non-routine work tasks/activitiesappropriate sequencing of work tasks/activitiessufficient learning and practice time |
capacity to address learning that underpins knowledge within the work tasks/activitiesidentified relationship/synthesis with learning provided by other sources |
Learners' profiles and characteristics may include: | language, literacy and numeracy needsspecific needsemployment statuspast learning experienceswork roleslevel of maturityculture |
Possible requirements for support may include: | referral to an external agency for assistance with language, literacy and numeracyuse of interpretersmentor/coachpeer supportphysical support needsother support mechanisms |
Appropriate communication skills may include: | using icebreakers as appropriatebuilding rapport with the learner/susing effective verbal and body languagedemonstrating a capacity to communicate clearly to facilitate the individual/s learningusing critical listening and questioning techniquesgiving constructive and supportive feedbackaccurately interpreting verbal messagesassisting learners to paraphrase advice/instructions back to the trainer/facilitatorproviding clear and concrete options/adviceusing appropriate terminology and language of the industry/professionensuring language, literacy and numeracy (LLN) used is appropriate to learner/s |
Interpersonal skills may include: | showing respect for the expertise and background of learner/sdemonstrating sensitivity to diversity, disability, culture, gender and ethnic backgroundsmodelling facilitation and learning behavioursengaging in two-way interactionencouraging the expression of diverse views and opinions |
negotiating complex discussions by establishing a supportive environmentusing language and concepts appropriate to cultural differencesaccurately interpreting non-verbal messages |
Access and equity considerations may include: | minimising physical barriersidentifying and addressing direct and indirect barriers to learningbuilding on learner strengthsproviding access to a range of resources and/or equipmentmaking referrals to a range of relevant agencies |
Techniques for learner/s to demonstrate transferability may include: | problem solvingsituated learninghypothetical questioningopportunities for learner/s to demonstrate autonomy in learningopportunities for learner/s to apply the knowledge and skills in different contexts |
OHS requirements may include: | reporting proceduresemergency procedures |
Feedback may include: | performance reviewsformal or informal group or individual discussions |