This unit applies to leaders or managers using learning to build organisational capabilities. It focuses on using research, theoretical analysis and professional investigation to identify ways of improving learning practice and implementing appropriate pedagogy.

Methods for improving learning practice include developing individual staff members from the perspective of the organisation's needs and imperatives, and enhancing outcomes for learners and candidates.

The unit may relate to learning activities within a small to medium sized organisation, or to a significant unit of activity in a large organisation.

ELEMENT

PERFORMANCE CRITERIA

1. Evaluate ways to improve learning practice

1.1. Review advances in learning practice within a given vocational, training, educational or content area

1.2. Review and challenge existing learning practice to develop and test improved approaches

1.3. Analyse interests, abilities, relationships and contextual needs of relevant individuals when promoting improved learning practice

1.4. Research how a range of appropriate learning theories and instructional design principles can improve learning practice

1.5. Ensure learning practice reflects qualification requirements for nominated qualification/s

2. Manage and monitor means to improve learning

2.1. Observe and assess learner styles with respect to appropriateness of current vocational, training and educational learning strategies

2.2. Evaluate the role and impact of new technologies on learners and training techniques

2.3. Plan improved learning practice based on how learners currently learn

2.4. Plan improved learning practice based on experience and personal interests of the learner

3. Analyse and advance adoption of improved learning practice

3.1. Develop improved vocational, training and educational learning practice appropriate to learner characteristics

3.2. Advocate for improved vocational, training and educational learning practice

3.3. Initiate research into improved learning practice

3.4. Design and test improved learning practice in real-world situations

3.5. Mentor colleagues to promote improved learning practice

Required skills

communication skills to:

demonstrate and model varied delivery and facilitation methods and techniques

give instruction, presentations and lectures

guide facilitation of individual and group learning activities, group work and case studies

initiate and facilitate group discussions

brainstorm activities

provide and guide practice opportunities

enable and support effective learner participation

tutor

conduct project-based activities

coach and mentor

undertake blended delivery

learning-related skills to monitor learner progress, difficulties and readiness for assessment or new areas of learning

planning and organising skills to evaluate effectiveness of learning practice, and to analyse and identify suitable learning practice and learning strategies for groups and individual learners

teamwork skills to monitor group and individual interactions

technology skills to complete electronic research, and to review and discuss learning modes and practice that involves information and communication technology.

Required knowledge

contemporary policy and approaches to vocational learning and assessment

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

design and management of learning objects and content

different learning styles and how to encourage learners, for example:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left and right brain learners

learners and context of learning

learning principles, for example connections of learning and experience, and adult learning principles

range of appropriate learning strategies, and teaching and assessment methods

research skills relating to pedagogical theory and practice, learner interests and changing learning styles, and application of information and communication technology to learning and teaching

sources and availability of relevant learning resources and learning materials

theory and practice relating to adult learning

training techniques which enhance learning and when to use them, for example using:

instruction and explanation

questioning

practice

written information

group, pair and team activities

individual activities

demonstration.

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:

knowledge of adult learning practice

construction of pedagogically sound contextually relevant learning strategies and improved learning practice

research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions, vocational, training and educational approaches, or technologies.

Context of and specific resources for assessment

Assessment must ensure:

competence is consistently demonstrated over time, and over a range and variety of complex situations

access to required assessment facilities and resources.

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:

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

review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational, training and educational context

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced vocational, training and educational learning practice.

Guidance information for assessment

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

BSBINN801A Lead innovative thinking and practice

BSBLED701A Lead personal and strategic transformation

BSBLED702A Lead learning strategy implementation.

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 practice may be:

applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning

Relevant individuals may include:

employers

employees, staff

government agencies and departments

industry associations, employer bodies

industry representatives

learners/students

national Industry Skills Councils

professional associations

regulatory, licensing, compliance authorities

research agencies

state and territory industry training advisory bodies

subject or technical specialists and experts

unions

universities

Appropriate learning theories may include:

action science

applied learning models

behavioural learning theory

cognitive learning theory

constructivist

discovery learning

humanistic

information processing theory

problem-based

situational

social learning

Instructional design principles may include:

application of adult learning principles

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

need for learner activity and interactivity

opportunities for review of material and repetition

presenting material in a logical order and sequence

presenting material in order of increasing difficulty

structuring information effectively

Qualification requirements may include:

relevant Training Package qualification packaging rules

Australian Qualifications Framework (AQF) guidelines for qualifications, including:

key features of each qualification

guidelines for each qualification title

national guidelines on cross-sector linkages

issuing a qualification

Australian Quality Training Framework (AQTF) Standards for State and Territory Registering/Course Accrediting Bodies

levels and aspects of communication as described in the National Reporting System (NRS)

Learner styles may include:

activist

auditory

global, analytical

kinaesthetic

left and right brain

pragmatist

theoretical

reflective

visual

Learning strategies would include:

being logical, innovative and engaging to the learner group

establishing the learning context

identifying learner and client needs

identifying the delivery and assessment arrangements

identifying units of competency or other criteria which best reflect these needs

indicating pathways to, from and within the qualification; identifying the operational resources needed to deliver the strategy

outlining the learning framework which has been designed and sequenced to maximise learning

providing a review process both before and after implementation

Training techniques may include:

demonstration

group, pair and team activities

individual activities

instruction and explanation

practice

questioning

written information

Learner characteristics may include:

cultural background and needs

employment status

language, literacy and numeracy requirements

level of formal schooling in Australia or overseas

level of maturity

past learning experiences

preferred learning styles

specific needs, physical or psychological

Research may be compiled through:

evaluations of existing products

focus groups

informal discussions

internet

interviews

literature reviews

questionnaires

workshops

Unit sector

Learning and Development

This unit contains employability skills.