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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. |
Thelearning programprovides a documented guide to support a cohesive and integrated learning process for the learner and includes: | the competencies or other benchmarks to be achieved the specific learning outcomes derived from the benchmarks for each chunk or segment of the learning program an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each chunk/segment of the learning program number and duration of training sessions/ classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required |
Thedelivery planis used by the trainer/facilitator to guide and manage delivery to a group and includes: | individual/group learning objectives or outcomes for the segment of the learning program to be addressed number of learners and their specific support requirements content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource requirements OHS considerations, including: incident or hazard reporting emergency procedures |
All resource needsincludes: | the learning resources required by the trainer/ facilitator and learners to be used in the session/s the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s specific facility, technology and equipment to be used in the session/s learner support requirements |
Learner recognition processesmay include: | recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit recognition of current competency (RCC) credit for subjects/units/qualifications/Statements of Attainment |
Relevant personsmay include: | self (as the assessor) other trainers/facilitators with learner records other assessors support personnel administering learner/candidate records |
Individual learner needsmay: | vary from overall group learning objectives depending on previous experience and competencies already held |
Objectivesmay include: | the competency standards being addressed specified learning outcomes or learning objectives derived from the competency standards learning outcomes based on other benchmarks group learning needs individual learning needs specific learning activities practise opportunities e.g. practicum or supervised teaching/facilitation formative assessment opportunities |
Expectationsmay include: | expectations of learners and the group by trainer/facilitator expectations of the trainer/facilitator by individuals and by the group |
| expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language expectations of commitment to learning/learning process/learner motivation and participation expectations of interesting, engaging delivery and facilitation expectations of a safe, secure learning environment |
Requirementsmay include: | appropriate behaviour maintaining progress attendance assessment including the points in delivery at which assessments will occur identified formative assessment activities as part of learning experience evidence requirements OHS aspects and requirements, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information names of key workplace persons with OHS roles and responsibilities OHS policies and procedures relevant to the learning environment |
Appropriate oral communication and language skillsmay include: | using an appropriate tone and level of voice making clear and concrete presentations of options/advice using icebreakers as appropriate using appropriate terminology and language of the industry/profession using an open, warm communication style including effective verbal and body language communicating clearly to facilitate group and individual learning using critical listening and questioning skills and techniques providing constructive and supportive feedback |
| accurately interpreting verbal messages inviting learners to paraphrase advice/instructions ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs |
Interpersonal skillsmay include: | showing respect for the expertise and background of learners establishing trust building and maintaining rapport demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds modelling facilitation and learning behaviours engaging in two-way interaction encouraging the expression of diverse views and opinions negotiating complex discussions by establishing a supportive environment using language and concepts appropriate to cultural differences accurately interpreting non-verbal messages |
Learning principlesinclude: | adults have a range of life experience which they can connect to learning adults have a range of life experience which they can connect to learning adults have a need to know why they are learning something and its benefits learning needs to be learner-centred adults have a need to be self-directing the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling the learning process needs to reflect individual circumstances and needs |
Learner stylesmay include: | auditory visual kinaesthetic left/right brain global/analytical theoretical activist |
pragmatist reflective |
Learner characteristicsmay include: | language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia |
Session plansmay include: | introduction/s outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up |
Resource requirementsinclude: | the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan |
Diversitymay include: | age gender culture ethnicity disability religion sexual orientation level and prior experiences of education and training attitudes and reasons for learning |
Generic skillsmay include: | Employability Skills, including: communication teamwork problem solving initiative and enterprise planning and organising |
| self-management learning technology innovation language, literacy and numeracy skills |
Delivery methodsare the techniques used to guide, facilitate and support the learning process and may be: | lock step, learner-paced, mixed pace interactive, participative, collaborative trainer/facilitator-centred and learner-centred, and may include: demonstration/modelling instruction presentations/lectures guided facilitation of individual and group learning activities/group work/case studies initiating and facilitating group discussions brainstorming activities practice opportunities enabling and supporting effective learner participation tutoring project-based individual facilitation techniques - coaching/mentoring blended |
Appropriate technology and equipmentmay include: | overhead projectors computers light projectors DVD/video equipment television/screen whiteboard/blackboard butcher's paper specific technical equipment/machinery relevant to technical areas |
Presentation skillsmay include: | synthesising information and ideas preparing aids such as overhead projectors and data projectors using computer presentation applications using computer software and hardware speaking with appropriate tone and pitch using appropriate language to reflect the audience encouraging and dealing appropriately with questions |
| showing enthusiasm for the topic summarising key points making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups) demonstrating confidence supporting learners to enable progress from simple to more complex tasks and concepts |
Group facilitation skillsmay include: | ensuring that every individual has an opportunity for participation and input maintaining group cohesion encouraging rapport between group members managing group dynamics observing and interpreting behaviour that puts others at risk facilitating discussion and group interaction |
Observation skillsmay include: | using formative evaluation to monitor learner progress monitoring group and individual interactions monitoring conflict/behavioural difficulties monitoring learner cues about concerns/difficulties in learning monitoring learner readiness for assessment and/or new areas of learning |
Unanticipated situationsmay include: | identifying learners experiencing difficulties with learning for a variety of reasons, which may include: English language, literacy and numeracy difficulties physical/sensory difficulties socio-emotional difficulties organisational issues |
Inappropriate behaviourmay include: | violent or inappropriate language verbal or physical abuse bullying insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities dominant or overbearing behaviour disruptive behaviour non-compliance with safety instructions |
Conflict resolution and negotiation skillsmay include: | identifying critical points/issues/concerns/problems talking through points/issues/concerns/problems identifying options for changing behaviours bringing the parties together managing discussions moving parties forward presenting solutions ensuring equitable outcomes providing face-saving options obtaining agreements |
Reflecting on own performancemay include: | thinking through the training delivery asking key questions reviewing achievements analysing difficulties |