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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. |
Broad issues for training may include: | implementing a relevant industry Training Package that meets company expectations implementing general training policies for the whole company or one section of the companyimproving language, literacy and numeracy skills of the workforce to participate in further training meeting a specific objective or set of objectives, such as:introduction of new machinery or processlegal requirementsoccupational health and safety (OHS) requirementsquality indicatorsreporting processesworkforce restructuremeeting training goals outlined in the company's profile, and business and strategic plans. |
Company background information may include: | category of Australian Bureau of Statistics (ABS) industry groups into which the business fits company's core businesscompany's learning culture and training historycompany's recruitment strategy company's vision and mission statements, business and strategic plans and organisational learning planproducts the company producestraining requirements. |
Changes may include: | changes in work organisation in response to changes in market trendscompany or enterprise embarking on capital and technical improvements industrial relations issues new management systems being introduced projected product or process diversification. |
Profile of the industry workforce may include: | size of overall workforcecomposition of workforce, including:full time and part timecasual and permanentgender and age ratioseducation and training backgrounds language and cultural backgrounds occupational groups. |
Potential risks may include: | compliance issues OHS issues performance issuesquality issues. |
Language, literacy and numeracy training implications may include the need to develop: | language skills of the workforce to implement changes or meet compliance issues literacy and numeracy skills of the workforce to implement changes or meet compliance issues. |
Training specification may include: | accredited coursesTraining Packageswork outcomesworkplace-specific training goals. |
Level of language, literacy and numeracy may include: | levels 1 to 5 of the ACSF. |
Formal communication systems and practices may include: | company communication systems, such as emails, memos, newsletters and information sessions forms of communication within and between sites and departmentsinternal and external modes of communicationlanguage, literacy and numeracy practicesthose related to communications technology employed by the enterprise, such as intranet and internetworkplace documentation, schedules, plans, personnel forms and pay or time sheets. |
Informal communication networks and practices may include: | communication within and between individuals social and other informal occasions. |
Funding sources may include: | commonwealth funded programs, such as WELL program company funding training directlyfunding for specific groups profile fundingspecific initiative arrangements for specific states. |
Most appropriate mode(s) of training and assessment may include: | delivering training focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Packagedeveloping a training program with an emphasis on language, literacy and/or numeracy developing and customising self-access resources for an independent learning centre developing assessment tools and training to integrate language, literacy and numeracy assessment with vocational competency providing adult literacy and numeracy programs for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job supportproviding expert advice to technical trainers working alongside workplace trainers and assessors to identify language, literacy and numeracy and support for selected employees with one-to-one or gap trainingwriting enterprise documentation and training resources to match the language, literacy and numeracy levels of employees. |
Application of conceptual frameworks may include: | adult learning principles theories that inform adult language and literacy theories that inform literacy teachingtheories that inform numeracy teachingVET frameworks and structures. |
Language, literacy and numeracy skill development plan may include: | barriers that may exist to the workplace training and strategies to overcome themfunding and reporting arrangementslanguage, literacy and numeracy skills to be developed described in broad terms, such as:those of the ACSF those required to deal with the company communication system or documentationskills related to other training being conducted at the workplace, such as particular Training Package outcomes or introduction of new technologymode(s) of instruction and the agreed training arrangementsprogram outline qualifications and experience of staff resourcing available responsibilities of relevant partiesworkforce profile. |
Evaluation strategy may include: | evaluation instruments, such as:surveysstructured interviewsquestionnairesobservationsfeedback or debriefing from group discussions or meetings of stakeholders meetings with relevant parties such as the training manager, line managers, workforce representatives and/or training committeeprocesses, such as:defining the purpose and audienceplanning the evaluationgathering the dataanalysing and interpreting the datausing the findings to improve the processes, practices, systems or outcomesgathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required. |
Communication strategy may include: | email formal meetings of organisation stakeholdersinformal strategies newslettersposters. |
Pre-training assessment kit may: | link to the ACSF meet the requirements of selected units of competency from Training Packagesreflect actual workplace practice with embedded language, literacy and numeracy skills required for a particular work role require formal or informal processes. |
Profile of potential participants may include: | background factors, such as: age ratioeducation and training backgroundsgender ratiolanguage and cultural backgroundslevel of formal education in first languageprevious experience of training employees' perception of their learning needs and attitudes to training and assessmentoccupational groups and existing qualifications and skills of employees in relation to work contextthose with self-identified language, literacy and numeracy needs. |
Training delivery plan may include: | human and physical resources location mode of training participants and groupingstiming. |
Others in the workplace may include: | other trainers and assessors relevant supervisors. |