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Evidence Guide: LGACORE101B - Access learning and career development opportunities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

LGACORE101B - Access learning and career development opportunities

What evidence can you provide to prove your understanding of each of the following citeria?

Conduct self assessment of current competencies

  1. Current competencies are assessed against a checklist of competencies required in current job or role, as noted in relevant documents.
  2. Results of self-assessment are discussed with supervisor and other relevant personnel.
  3. Competency development needs are identified and discussed with relevant personnel.
Current competencies are assessed against a checklist of competencies required in current job or role, as noted in relevant documents.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Results of self-assessment are discussed with supervisor and other relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Competency development needs are identified and discussed with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible job/career pathways

  1. Current and future job/career goals are identified in consultation with relevant personnel.
  2. Information gathered in self-assessment of current competencies is considered when identifying job/career goals.
  3. Immediate and future goals are set in consultation with relevant personnel.
  4. Realistic time lines for achieving job/career goals are established and documented.
Current and future job/career goals are identified in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information gathered in self-assessment of current competencies is considered when identifying job/career goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Immediate and future goals are set in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realistic time lines for achieving job/career goals are established and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan appropriate strategies for achieving job/career goals

  1. Opportunities to experience other jobs or roles in council are identified and planned for where possible.
  2. Additional competencies required to achieve job/career goals are identified and strategies are planned.
  3. Additional required training and development are identified, documented and agreed to by relevant personnel.
  4. A structured training plan is devised and agreed to in consultation with relevant personnel.
Opportunities to experience other jobs or roles in council are identified and planned for where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional competencies required to achieve job/career goals are identified and strategies are planned.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional required training and development are identified, documented and agreed to by relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A structured training plan is devised and agreed to in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively seek and participate in on-the-job training

  1. Appropriate information is obtained and examined before undertaking new tasks.
  2. Support is promptly sought when work-related difficulties arise.
  3. Learning opportunities are identified and planned for to enhance on-the-job training.
  4. Feedback is actively and regularly sought on performance and progress.
  5. Opportunities to experience other jobs or roles in council or within current department are identified and accepted where possible.
  6. Willingness to accept and complete new tasks is demonstrated.
Appropriate information is obtained and examined before undertaking new tasks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support is promptly sought when work-related difficulties arise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning opportunities are identified and planned for to enhance on-the-job training.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is actively and regularly sought on performance and progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities to experience other jobs or roles in council or within current department are identified and accepted where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Willingness to accept and complete new tasks is demonstrated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain record of learning and competency development

  1. Information regarding learning and competency development is recorded in accordance with council and workplace requirements.
  2. On-the-job demonstration of competencies is recorded in order to build a portfolio of current competencies.
Information regarding learning and competency development is recorded in accordance with council and workplace requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

On-the-job demonstration of competencies is recorded in order to build a portfolio of current competencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct self assessment of current competencies

  1. Current competencies are assessed against a checklist of competencies required in current job or role, as noted in relevant documents.
  2. Results of self-assessment are discussed with supervisor and other relevant personnel.
  3. Competency development needs are identified and discussed with relevant personnel.
Current competencies are assessed against a checklist of competencies required in current job or role, as noted in relevant documents.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Results of self-assessment are discussed with supervisor and other relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Competency development needs are identified and discussed with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible job/career pathways

  1. Current and future job/career goals are identified in consultation with relevant personnel.
  2. Information gathered in self-assessment of current competencies is considered when identifying job/career goals.
  3. Immediate and future goals are set in consultation with relevant personnel.
  4. Realistic time lines for achieving job/career goals are established and documented.
Current and future job/career goals are identified in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information gathered in self-assessment of current competencies is considered when identifying job/career goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Immediate and future goals are set in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realistic time lines for achieving job/career goals are established and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan appropriate strategies for achieving job/career goals

  1. Opportunities to experience other jobs or roles in council are identified and planned for where possible.
  2. Additional competencies required to achieve job/career goals are identified and strategies are planned.
  3. Additional required training and development are identified, documented and agreed to by relevant personnel.
  4. A structured training plan is devised and agreed to in consultation with relevant personnel.
Opportunities to experience other jobs or roles in council are identified and planned for where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional competencies required to achieve job/career goals are identified and strategies are planned.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional required training and development are identified, documented and agreed to by relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A structured training plan is devised and agreed to in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively seek and participate in on-the-job training

  1. Appropriate information is obtained and examined before undertaking new tasks.
  2. Support is promptly sought when work-related difficulties arise.
  3. Learning opportunities are identified and planned for to enhance on-the-job training.
  4. Feedback is actively and regularly sought on performance and progress.
  5. Opportunities to experience other jobs or roles in council or within current department are identified and accepted where possible.
  6. Willingness to accept and complete new tasks is demonstrated.
Appropriate information is obtained and examined before undertaking new tasks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support is promptly sought when work-related difficulties arise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning opportunities are identified and planned for to enhance on-the-job training.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is actively and regularly sought on performance and progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities to experience other jobs or roles in council or within current department are identified and accepted where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Willingness to accept and complete new tasks is demonstrated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain record of learning and competency development

  1. Information regarding learning and competency development is recorded in accordance with council and workplace requirements.
  2. On-the-job demonstration of competencies is recorded in order to build a portfolio of current competencies.
Information regarding learning and competency development is recorded in accordance with council and workplace requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

On-the-job demonstration of competencies is recorded in order to build a portfolio of current competencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

The demonstrated ability to:

identify job/career goals in consultation with relevant personnel

maintain record of learning and competency development

document job/career development plans incorporating required on or off-the-job training goals.

Context of assessment

On the job or in a simulated workplace environment.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completion of workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor

Evidence required for demonstration of consistent performance

Evidence will need to be collected over a period of time across a range of variables.

Resource implications

Access to the workplace and resources including:

human resources

relevant job-related documents

technical equipment

stationery

library resources

relevant council personnel

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

self-directed learning

reading

literacy

questioning and listening

self-assessment

record keeping

identification of own skills

Required Knowledge

different learning strategies including identifying relevant key points from spoken and written material, organising information, using feedback in learning and analysing expert performance

personal learning style

concept of lifelong learning

council's organisational structure and relationship of roles within that structure

reading strategies including locating specific information

council policies and procedures regarding training and learning

council services, facilities and activities

Range Statement

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 in the Performance Criteria is detailed below.

Learning opportunities may include:

training courses

on-the-job training

private study

seminars and conferences

Relevant personnel may include:

supervisor

manager

training officer

human resources personnel

Relevant documents may include:

job description documents

competency standards

training plans

course descriptions and learning outcomes

relevant award clauses

Opportunities to experience other jobs or roles in council may include:

secondments

job rotations

job sharing

relieving in higher duties

promotions

On-the-job training may include:

observation of more experienced colleagues

questioning and discussion with colleagues and supervisors

learning from written materials and council documentation

handling new tasks with some supervision

Feedback may include:

spoken or written feedback from other learners, colleagues, supervisors, trainers and managers