Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Encourage a learning environment | 1.1 | Workplace learning opportunities are encouraged and supported |
1.2 | Learning plans are implemented as an integral part of individual and team performance plans | ||
1.3 | Learning plans are implemented to reflect the diversity of needs and learning opportunities | ||
1.4 | Individual and team access to and participation in learning opportunities is encouraged | ||
1.5 | Effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance | ||
2 | Encourage and promote learning of team and individuals | 2.1 | Workplace activities are used as opportunities for learning, and team members are encouraged to share their skills and knowledge to encourage a learning culture within the team and organisation |
2.2 | Coaching and mentoring is encouraged and contributes effectively to the development of workplace knowledge, skills and attitudes | ||
2.3 | Team members are encouraged to assess own competencies, and to identify own learning and development needs | ||
2.4 | The benefits of learning are shared with others in the team and organisation | ||
2.5 | Workplace achievement is recognised by timely and appropriate recognition and feedback | ||
3 | Identify opportunities for improvement | 3.1 | Performance of individuals and teams is monitored to determine the type and extent of required work-based support |
3.2 | Feedback from individuals and teams is gathered to identify opportunities for improvements for future learning arrangements | ||
3.3 | Adjustments negotiated with training and development specialists result in improvements to the efficiency and effectiveness of learning | ||
3.4 | Records and reports of learning are documented and maintained within the organisation's systems and procedures |
Required Skills
Not applicable.
Evidence Required
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
Range Statement
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Legislation, codes and national standards relevant to the workplace may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
OHS considerations may include:
provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs
training of all employees in health and safety procedures
participation in the regular update of OHS systems and procedures
inclusion of OHS in learning plans
inclusion of OHS in training record
changes to work practices, procedures and the working environment which impact on OHS
Learning opportunities may include:
structured learning activities conducted outside and within the workplace such as:
training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship
accredited training through an independent organisation such as a State OHS authority
workshops
short courses
action learning
workplace learning activities, that may also contribute to a recognised credential, such as:
- induction
- mentoring
- coaching
- shadowing
- exchange/rotation
Learning plans may include:
team competencies
team roles and responsibilities
performance standards
work outputs and process
key performance indicators (KPI)
codes of conduct
OHS requirements
negotiated agreement with individual
Diversity of needs may include:
different learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches
Training and development specialists may be:
internal or external
Encourage a learning culture may include:
encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team
informally supporting and recognising learning achievements and sharing success stories
promoting participation and learning opportunities
using formal processes to reward training participation in line with organisational processes
Coaching and mentoring may refer to:
teaching another member of the team, usually focusing on a specific work task or skill
providing feedback, support and encouragement on a range of matters
providing assistance with problem solving
Learning and development needs may be met through a range of learning opportunities, and may include:
gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks
developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles
Workplace achievement may refer to:
achievements of set goals and performance outcomes by the work team and/or individuals
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Legislation, codes and national standards relevant to the workplace may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
OHS considerations may include:
provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs
training of all employees in health and safety procedures
participation in the regular update of OHS systems and procedures
inclusion of OHS in learning plans
inclusion of OHS in training record
changes to work practices, procedures and the working environment which impact on OHS
Learning opportunities may include:
structured learning activities conducted outside and within the workplace such as:
training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship
accredited training through an independent organisation such as a State OHS authority
workshops
short courses
action learning
workplace learning activities, that may also contribute to a recognised credential, such as:
- induction
- mentoring
- coaching
- shadowing
- exchange/rotation
Learning plans may include:
team competencies
team roles and responsibilities
performance standards
work outputs and process
key performance indicators (KPI)
codes of conduct
OHS requirements
negotiated agreement with individual
Diversity of needs may include:
different learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches
Training and development specialists may be:
internal or external
Encourage a learning culture may include:
encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team
informally supporting and recognising learning achievements and sharing success stories
promoting participation and learning opportunities
using formal processes to reward training participation in line with organisational processes
Coaching and mentoring may refer to:
teaching another member of the team, usually focusing on a specific work task or skill
providing feedback, support and encouragement on a range of matters
providing assistance with problem solving
Learning and development needs may be met through a range of learning opportunities, and may include:
gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks
developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles
Workplace achievement may refer to:
achievements of set goals and performance outcomes by the work team and/or individuals
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.