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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. |
Purposeof the learning program may include: | developing vocational competency/vocational skillsdeveloping generic skills developing language, literacy, numeracydeveloping general education fleshing out and adding content to part of a learning strategy achieving organisational changesupporting organisational skill development for professional development purposesdeveloping teamsmeeting new legislation, licensing or registration requirementsmeeting regulatory and occupational health and safety (OHS) requirementsmeeting funding body requirements |
Focusof the learning program may be: | a subset of a learning strategya short course/vocational programa professional development programa community education programa workplace learning programpart of a VET in Schools programpart of an apprenticeship/traineeship |
| a short-term development plan developed by a coach a short-term induction program |
Other relevant specificationsmay include: | curriculum specificationsproduct specificationsorganisational work requirements/training needsinduction needslanguage, literacy and numeracy development needsregulatory/licensing requirements |
Scope and breadthmay include: | the number of competencies to be achievedthe vocational or generic skills to be developedthe subject or technical knowledge and/or theory to be learnedthe work activities to be encompassedthe specific organisational learning needs to be addressed |
Target group learnersmay include: | existing industry/enterprise employeesschool leaversnew entrants to the workforceapprentices/traineesindividuals learning new skills/knowledgeindividuals seeking to upgrade skills/knowledgeindividuals changing careersunemployedlearners who have a disabilitymembers of target groups such as Aboriginal and Torres Strait Islander communitiesoverseas learnersrecent migrantsindividuals/groups meeting licensing or other regulatory requirements |
Characteristicsmay include: | level and breadth of work experiencelevel and previous experiences of formal educationskill/competency profilesocio-economic background, age, gender, range of abilities (disabilities)cultural background and needsspecific needs - physical or psychologicalmotivation for learninglanguage, literacy and numeracy needs of learnerslearning style and preferences |
Sources of informationmay include: | job descriptionsemployee recordsperformance appraisalsregistration or enrolment informationsurveyspublications from government agencies including OHS and regulatory authorities' supervisor reportsindustry bodiesemployment recordscompany brochures and promotional materials |
Learning environmentmay include: | operational workplacesimulated workplacemeeting room/tutorial roomcollege/school classroom onlinecommunity settinghome |
Operational resource requirementsmay include: | staffing needsguest speakerstechnical and support stafflearning materials and learning resourcesequipment and technology |
Learning strategy documentationincludes: | learning strategies developed for qualifications in Training PackagesTraining Package endorsed components |
Competency/educational profilemay include: | previous qualificationshighest level of qualificationexisting certified/uncertified competencyhuman resource (HR) informationjob/work descriptions |
Learning stylesmay include: | auditoryvisualkinaestheticleft/right brainglobal/analyticaltheoreticalactivistpragmatistreflective |
Learning resourcesmay include: | Training Package noted support materials such as: learner/user guidestrainer/facilitator guideshow to organise training guidesexample training programsspecific case studiesprofessional development materialsassessment materialsother published, commercially available support materials for Training Packages/courses organisational learning resourcescompetency standards as a learning resourcevideos CDs and audio tapesreferences and textsmanualsrecord/log bookslearning resources and learning materials developed under the Workplace English Language and Literacy (WELL) programlearning resources produced in languages other than English as appropriate to target group learners and workplace |
Learning materialsmay include: | handouts for learnersworksheetsworkbooksprepared case studiesprepared task sheetsprepared activity sheetsprepared topic/unit/subject information sheetsprepared role-playsprepared presentations and overheadsprepared scenarios, projects, assignmentsmaterials sourced from the workplace, e.g. workplace documentation, operating procedures, specificationsprepared research tasks |
Designoptions for the learning program contentmay include: | following the design approach of the learning strategyorganising the learning program around discrete unit/criteria requirementsintegrating units/criteria within the learning programfocusing the content on knowledge and/or skill acquisitionfocusing the content on activities/experiences as the focus of learninglisting existing learning activities, learning materials, learning resources that could be used in developing contentconsidering the most appropriate delivery and/or assessment methods |
Other personsmay include: | colleaguestrainers/facilitatorsindustry contactsvendorsHR personnelmarketing personnelend userssubject or technical specialists, including OHSlanguage, literacy and numeracy specialists |
Learning principlesinclude: | adults have a need to be self-directingadults have a range of life experience, so connecting learning to experience is meaningfuladults have a need to know why they are learning somethingtraining needs to be learner-centred to engage learnersthe learning process needs to support increasing learner independenceemphasis on experimental and participative learninguse of modellingthe learning process should reflect individual circumstances |
Costsmay include: | venue hiretechnology and equipmentpurchase of Training Packagespurchase of learning resources/learning materials and related costs |
photocopying of materials/documentsuse of training and/or assessment personneluse of consultants and other support personnelcost benefit analysis of learning program to the client |
Logisticsmay include: | when learning program is required/when to implementwhere learning program will be undertakenaccessibility/availability of appropriate learning resources, learning materials and equipment needs to support the learning programcommunication/marketing needsavailability of appropriate staff |
Learning activitiesmay include: | discussionsrole-playswritten activitiescase studiessimulationaudio or visual activitiesdemonstrationspractice, e.g. practicum or supervised teaching/ facilitationindividual activities/projects/assignmentsgroup activities/projects/assignmentsworkplace practiceresearchproblem-based tasks'thinking skills' exercisesquestion and answerself-paced learning materialsgames |
Alearning and assessment pathwayinvolves: | a combination of planned and sequenced learning experiences and assessment opportunities which enable an individual to develop and achieve the defined criteria/learning outcomes |
Assessment requirementsmay include: | meeting the rules of evidencephysical resource requirementsspecialist support (if required)reasonable adjustments to the assessment processassessment tools and methodsformative assessment processeslegislative requirements |
Time frame for each segmentmay refer to: | the number and duration of training sessions/classes/periodssuggested learning timetime for practice/work experience |
Delivery strategiesmay include: | the focus of delivery, for example: groups of varying sizesgroups from single context/from multiple contextsgroups of similar educational/competency levels/groups with divergent educational/competency backgrounds on individualsthe context of delivery, for example: in the workplace - work in situin a simulated work environmentsin the training room/classroomin specialist environments - e.g. laboratory/ computer roomthrough the world wide webat homein a community settingthe mode of delivery, for example: face-to-facetechnology-based electronic/computer-based/ online/audiovisualexperientialdistance resource-basedblendeddelivery methods, for example: lock step/learner-paced/mixedinteractive/participative/collaborativetrainer/facilitator-centred/learner-centredtime and place dependent/independentdemonstrationinstructionpresentationsguided facilitationguided activities/applications/experiencestutoringproject-basedindividual facilitation techniques - coaching/ mentoringblended delivery methods |
Assessment methodsmay include: | direct observation of real work/real time activities or work activities in a simulated work environmentstructured activities (e.g. simulation exercises, projects, demonstration, activity sheets)questioning (e.g. computer, oral, written questions)portfolios (collections of evidence compiled by the candidate)product reviewthird party feedback |
Assessment toolsmay include: | templates/proformasa profile of acceptable performance and the decision making rules for the assessororal or written questioning, including confirming, probing, reflective - interview, test, examinformation and instructions to the candidate and/or assessorevidence/observation checklistschecklists for the evaluation of work samplescandidate self-assessment materialsproject-based activitiesworkplace documentsintegrated competency assessment tool |
Organisational requirementsmay include: | specific location/s for delivery ensuring learning program reflects industry/workplace/organisational culturecoordinating locationsspecial equipment or technology needsscheduling requirementsproviding for specific needs of the learnersinvestigating the learning environment to identify, assess and control OHS risks allowable time for trainingmanagement expectationspeople to be involvedreporting requirementsaccess issues, e.g. to the work practice environment |
Thelearning programincludes: | the competencies or other criteria to be achievedthe specific learning outcomes derived from the criteria for each chunk or segment of the learning program |
an overview of the content to be covered in each chunk/segment of the learning programlearning resources, learning materials and activities for each 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 modes and methods and tools to be used to collect evidence of competency, where assessment is required |
Learning program draft isreviewedto ensure that: | the focus and purpose of the learning program is clear and appropriatecontent and structure address all aspects of required competencies/other relevant criterialearning sequence provides effective and manageable blocks of learningactivities are interesting, relevant and appropriate to outcomes and learner characteristicsassessment points, methods and tools are appropriate and effective, where assessment is requiredequity needs are effectively addressedrisk areas and contingencies are identified |
Stakeholdersmay include: | team leaders/supervisors/managers/employersparticipant/employee/learnertechnical and subject experts including language, literacy, numeracy and OHS specialistsgovernment regulatory bodiesindustry, union, employee representativesemployer bodiestraining providers, human resource departmentsassessment and/or training partnerstrainers/facilitators/assessors |
Anevaluation toolmay include: | an open- or closed-ended questionnairea mapping toola checklista focus groupa structured interview |
Appropriate personnelmay include: | program managerhead of departmentsenior teacherapprenticeship/traineeship supervisortraining coordinator/managerHR manager |