Not Applicable
Not Applicable
ELEMENT | PERFORMANCE CRITERIA | ||
1 Contribute to planning for the training and development of self, individuals and teams | 1.1 Make contributions to training and development plans as required 1.2 Monitor work procedures and give relevant feedback to appropriate people in order to maintain currency of training methods and objectives 1.3 Highlight discrepancies in training objectives and report to relevant people as part of ongoing reviews and validation of training and staff development 1.4 Evaluate, individually and as part of the team, the team's overall training and development needs and make regular contributions to discussions and planning on how these will be met | ||
2 Contribute to the training and development activities for self and other team members | 2.1 Seek information relating to training and development or assessment and, where appropriate, disseminate to others within the team 2.2 Outline strategies to meet identified training needs in consultation with relevant people as appropriate 2.3 Agree on roles and responsibilities for individual and team training/assessment and carry out 2.4 Seek additional skills and knowledge in training and assessment where required in keeping with organisational requirements 2.5 Provide timely and constructive advice, feedback and recommendations to the appropriate members of the workgroup | ||
3 Contribute to the assessment of team members according to training objectives and competency standards | 3.1 Provide assistance where required to team members undergoing formal assessment as part of the training and staff development process, in line with the technician's scope or level of responsibility | ||
3.2 Provide assistance to assessments in an impartial manner and give in a valid, reliable and cost-effective manner 3.3 Observe the assessment process to ensure confirmation with the needs of relevant competency standards, organisational and training objectives, and relevant approved codes of practice 3.4 Provide to individuals undergoing assessment honest, accurate and positive feedback and guidance, where appropriate | |||
Refer to Evidence Guide
Knowledge needed to achieve the performance criteria
Knowledge and understanding are essential to apply this unit of competency in the workplace, to transfer the skills to other contexts, and to deal with unplanned events. The knowledge requirements for this unit are listed below.
Structure of competency standards.
The characteristics of competency-based training.
How a performance problem differs from training and development needs.
Methods of identifying current and anticipated needs of individuals and work teams within technician's area of responsibility.
Resources and training/assessment opportunities available to self and team.
Methods of assisting with assessment issues.
Methods of providing feedback.
Specific skills needed to achieve the performance criteria
To achieve the performance criteria, some complementary skills are required. These relate to the ability to:
plan and organise work schedules
solve problems and contribute to productive outcomes
apply literacy and language skills to:
communication
finding and using information
reporting and recording information.
Other units of competency that could be assessed with this unit
This unit could be assessed on its own or in combination with other competencies relevant to the job function, for example PRMPFES07B Maintain quality of work and promote continuous improvement.
Resources required to assess this unit
The candidate and the assessor should have access to the appropriate documentation and resources normally utilised in the workplace. This includes access to:
an actual or a simulated workplace environment
assessment documentation
relevant training manuals and resources
training and assessment record book.
Gaining evidence to assess this unit
For valid and reliable assessment of this unit, the competency should be demonstrated over a period of time and be observed by the assessor (or assessment team working together to conduct the assessment). The competency is to be demonstrated in a range of situations, which may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.
Assessment of competency may be made through actual demonstration of the full range of performance criteria in the work environment or in an industry-approved simulated work environment. Evidence of satisfactory performance in this unit is best obtained by observation of the candidate contributing to the training and assessment needs of the team over a realistic period of time.
Oral questioning or a written assessment may be used to assess underpinning knowledge. (In assessment situations where the candidate is offered a preference between oral questioning and written assessment, questions are to be identical.)
Assessment of evidence should establish the candidate's ability to perform the job to the standard required in the workplace.
Supplementary evidence may be obtained from relevant authenticated correspondence or reports from supervisors or team leaders. Additional evidence may be obtained, if necessary, from company appraisal reports or a random sample of brief verbal interviews with other relevant staff members.
Information derived from enterprise policy and practices must be treated as commercial-in-confidence.
Performance and assessment of this unit must be carried out within the relevant requirements of the following legislative and industry framework:
building Acts/regulations/codes
Australian Standards identified as relevant to the required maintenance procedure
environmental regulations
manufacturers' specifications
organisational requirements, including OHS policies and procedures
OHS legislation, codes and regulations.
Key competency levels
There are a number of processes learnt throughout work and daily life that are required in all jobs. They are fundamental processes and generally transferable to other work environments. Some of these work processes are covered by the key competencies listed below. Information provided to each question highlights how these processes are applied in this unit of competency.
The number in brackets indicates the level to which the key competency should be demonstrated.
1 | Perform the process | 2 | Perform and administer the process | 3 | Perform, administer and design the process | ||
How can information be collected, analysed and organised (2)? | Collect and analyse information regarding training and assessment to measure performance against training plans for individuals and the work group. | ||||||
How can communication of ideas and information (2) be applied? | Provide feedback regularly to individuals undergoing training and assessment in the workplace. | ||||||
How are activities planned and organised (2)? | Schedule training and assessment tasks taking into account workplace efficiency. | ||||||
How can teamwork (2) be applied? | Motivate and guide team members and contribute to team training and assessment. | ||||||
How can the use of mathematical ideas and techniques (1) be applied? | Measure workplace training effectiveness. | ||||||
How can problem-solving skills (1) be applied? | Identify potential problems that may arise in the planning process. | ||||||
How can the use of technology (1) be applied? | Manage workplace training and assessment systems. | ||||||
The range statement links the required knowledge and organisational and technical requirements to the workplace context. It describes any contextual variables that will be used or encountered when applying the competency in work situations. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and workplaces. The following variables may be present for this particular unit.
Workplace procedures may include:
instructions from colleagues/supervisor/manager
specific customer requirements
assignment instructions
equipment manufacturers' requirements
reporting and documentation requirements
personal protective equipment requirements.
Training and development activities include:
those carried out for self and for others within technician's given area of responsibility
specifically designed activities
training and education courses/seminars/workshops
open learning programs
special projects and work-based assignments
self-development and formal/informal on-the-job learning activities.
Contributions to planning discussions include:
oral or written submissions
discussions
feedback
briefing
group discussions.
Relevant people include:
supervisor or line manager
training staff
assessor
mentor/adviser.
Information includes:
training and assessment opportunities
procedures for accessing these opportunities
organisational policies regarding skills and knowledge development
appropriate competency standards or training objective and can be:
formal
informal
oral
written.
Strategies include:
on or off-the-job training or assessment
top-up training
formal or informal self-development
counselling or performance review
one-on-one coaching.
Assessment methods may include:
observation of work performance
oral or written questions
evaluation of performance output
skill or work sample tests
self-assessment and evaluation
performance appraisals
evidence from other sources.
Assistance to assessments could be as a:
mentor
part of a peer group assessment process.
Feedback may include:
satisfactory or unsatisfactory results of assessments
methods and/or options for improving performance to meet desired outcomes
required standards of performance or competence.
Organisational requirements may include:
needs of relevant state/territory or federal legislation
confidentiality of information
staff policies and procedures
agreed staff training and development process.
Not Applicable
Not Applicable
Not Applicable