This unit applies to managers. All managers have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together.

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

ELEMENT

PERFORMANCE CRITERIA

1. Create learning opportunities

1.1. Identify potential formal and informal learning opportunities

1.2. Identify learning needs of individuals in relation to the needs of the team and/or enterprise, and available learning opportunities

1.3. Develop and implement learning plans as an integral part of individual and team performance plans

1.4. Develop strategies to ensure that learning plans reflect the diversity of needs

1.5. Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities

1.6. Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance

2. Facilitate and promote learning

2.1. Develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team

2.2. Implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes

2.3. Implement policies and procedures to encourage team members to assess their own competencies, and to identify their own learning and development needs

2.4. Share the benefits of learning with others in the team and organisation

2.5. Recognise workplace achievement by timely and appropriate recognition, feedback and rewards

3. Monitor and improve learning effectiveness

3.1. Use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work-based support required, and any occupational health and safety (OHS) issues

3.2. Use feedback from individuals and teams to identify and introduce improvements in future learning arrangements

3.3. Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning

3.4. Use processes to ensure that records and reports of competency are documented and maintained within the organisation's systems and procedures to inform future planning

Required skills

communication skills to:

deal with people openly and fairly

encourage colleagues to share their knowledge and skills

gain the trust and confidence of colleagues

use consultation skills effectively

literacy skills to access and use workplace information

planning and organisational skills to facilitate, promote and monitor learning by:

developing learning plans

establishing a workplace which is conducive to learning

evaluating the effectiveness of learning

identifying learning needs

negotiating learning arrangements with training and development specialists

selecting and using work activities to create learning opportunities

using coaching and mentoring to support learning.

Required knowledge

management of relationships to achieve a learning environment

principles and techniques involved in the management and organisation of:

adult learning

coaching and mentoring

consultation and communication

improvement strategies

leadership

learning environment and learning culture

monitoring and reviewing workplace learning

problem identification and resolution

record keeping and management methods

structured learning

work-based learning.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

methods for reviewing performance development needs and techniques for providing feedback on those needs

models for planning professional development

options available for professional development

knowledge of relationship management required to achieve a learning environment.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate documentation and resources normally used in the workplace.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

analysis of responses to case studies and scenarios

assessment of written reports

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

observation of performance in role plays

observation of presentations

oral or written questioning to assess knowledge of the principles and techniques involved in the management and organisation of adult learning

review of the development and implementation of learning plans

evaluation of how workplace achievement is recognised

review of processes used to record and report competency.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

other units from the Diploma of Management.

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.

Learning opportunities may include:

structured learning activities conducted outside and within the workplace such as:

accredited training through an independent organisation such as a state/territory OHS authority

action learning

short courses

training through a Registered Training Organisation (RTO) leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment

workshops

workplace learning activities, that may also contribute to a recognised credential, such as:

coaching

exchange/rotation

induction

mentoring

shadowing

Learning needs may include:

developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles

gaps between the competencies held by the employee, and the skills and knowledge required to effectively undertake workplace tasks

Learning plans may include:

codes of conduct

key performance indicators

negotiated agreement with individual/s

OHS requirements

performance standards

team competencies

team roles and responsibilities

work outputs and processes

Diversity of needs may include:

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

external

Encourage a learning culture may refer to:

encouraging learning and sharing skills and knowledge across the work team and the wider organisation to develop competencies of individual team members and the team as a whole

Unit sector

Management and Leadership - Management

This unit contains employability skills.