The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment. They must be able to show evidence of the ability to contribute to a learning culture within the team, identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
a general understanding of the principles and techniques of:
- adult learning
- a learning environment and learning culture
- work based learning
- structuring learning
- coaching and mentoring
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to access and use workplace information
skills in facilitating learning:
- identifying learning needs
- developing learning plans
- selecting and using work activities to create learning opportunities
- establishing a workplace conducive to learning
- negotiating learning arrangements with training and development specialists
- encouraging colleagues to share their knowledge and skills
- evaluating the effectiveness of learning
coaching and mentoring to support learning
communication skills to:
- gain the trust and confidence of colleagues
- deal with people openly and fairly
- use consultation skills effectively
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (2)
liaising with stakeholders, especially members of the work team, to develop and maintain a learning environment
Collecting, analysing and organising information (2)
assembling and distributing information about learning options
Planning and organising activities (2)
developing learning plans arranging learning opportunities
Working in a team (2)
promoting the development of a learning culture within the team
Using mathematical ideas and techniques (1)
compiling data about learning arrangements and outcomes
Solving problems (2)
identifying and reporting difficulties with competency development and suggesting solutions
Using technology (1)
assisting in the management of information to promote learning
Innovation skills (2)
using creative strategies to develop a learning culture to enhance business operations
Products that could be used as evidence include:
documentation produced from supporting a workplace learning environment, such as:
- contribution to organisational policies and procedures
- contributions to procedures and policies for dealing with learning systems
- actions taken to address information collection, retrieval and analysis in the workplace
- actions taken to address issues and problems within work team
- actions taken to address methods of analysing information and developing and/or maintaining a learning culture
- learning and development plans for team members
- materials developed for coaching, mentoring and training
- induction programs developed and/or delivered
- actions taken to address internal and external information management issues
- reviews of people management
- advice and input into management decisions related to workplace learning
- records of people management lessons learned
Processes that could be used as evidence include:
how workplace activities and environments were organised
how work has been allocated within work team
examples of learning plans
how learning plans were presented
how team members were encouraged to participate in learning opportunities
how individual learning and development pathways have been offered
how liaison with training and development specialists has occurred
how team members were encouraged to assess own competencies and to identify own learning and development needs
how workplace achievement has been recognised
how input and advice has been provided to management in relation to the benefits of learning and development
examples of actions taken by the candidate to support a workplace learning environment
examples of how learning and development records have been documented and stored
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by candidate to support a workplace learning environment are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of an integrated assessment activity
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment. They must be able to show evidence of the ability to contribute to a learning culture within the team, identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
a general understanding of the principles and techniques of:
- adult learning
- a learning environment and learning culture
- work based learning
- structuring learning
- coaching and mentoring
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to access and use workplace information
skills in facilitating learning:
- identifying learning needs
- developing learning plans
- selecting and using work activities to create learning opportunities
- establishing a workplace conducive to learning
- negotiating learning arrangements with training and development specialists
- encouraging colleagues to share their knowledge and skills
- evaluating the effectiveness of learning
coaching and mentoring to support learning
communication skills to:
- gain the trust and confidence of colleagues
- deal with people openly and fairly
- use consultation skills effectively
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (2)
liaising with stakeholders, especially members of the work team, to develop and maintain a learning environment
Collecting, analysing and organising information (2)
assembling and distributing information about learning options
Planning and organising activities (2)
developing learning plans arranging learning opportunities
Working in a team (2)
promoting the development of a learning culture within the team
Using mathematical ideas and techniques (1)
compiling data about learning arrangements and outcomes
Solving problems (2)
identifying and reporting difficulties with competency development and suggesting solutions
Using technology (1)
assisting in the management of information to promote learning
Innovation skills (2)
using creative strategies to develop a learning culture to enhance business operations
Products that could be used as evidence include:
documentation produced from supporting a workplace learning environment, such as:
- contribution to organisational policies and procedures
- contributions to procedures and policies for dealing with learning systems
- actions taken to address information collection, retrieval and analysis in the workplace
- actions taken to address issues and problems within work team
- actions taken to address methods of analysing information and developing and/or maintaining a learning culture
- learning and development plans for team members
- materials developed for coaching, mentoring and training
- induction programs developed and/or delivered
- actions taken to address internal and external information management issues
- reviews of people management
- advice and input into management decisions related to workplace learning
- records of people management lessons learned
Processes that could be used as evidence include:
how workplace activities and environments were organised
how work has been allocated within work team
examples of learning plans
how learning plans were presented
how team members were encouraged to participate in learning opportunities
how individual learning and development pathways have been offered
how liaison with training and development specialists has occurred
how team members were encouraged to assess own competencies and to identify own learning and development needs
how workplace achievement has been recognised
how input and advice has been provided to management in relation to the benefits of learning and development
examples of actions taken by the candidate to support a workplace learning environment
examples of how learning and development records have been documented and stored
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by candidate to support a workplace learning environment are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of an integrated assessment activity