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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. |
Purposeof the learning program may include: | developing vocational competency/vocational skills developing generic skills developing language, literacy, numeracy developing general education fleshing out and adding content to part of a learning strategy achieving organisational change supporting organisational skill development for professional development purposes developing teams meeting new legislation, licensing or registration requirements meeting regulatory and occupational health and safety (OHS) requirements meeting funding body requirements |
Focusof the learning program may be: | a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship |
| a short-term development plan developed by a coach a short-term induction program |
Other relevant specificationsmay include: | curriculum specifications product specifications organisational work requirements/training needs induction needs language, literacy and numeracy development needs regulatory/licensing requirements |
Scope and breadthmay include: | the number of competencies to be achieved the vocational or generic skills to be developed the subject or technical knowledge and/or theory to be learned the work activities to be encompassed the specific organisational learning needs to be addressed |
Target group learnersmay include: | existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements |
Characteristicsmay include: | level and breadth of work experience level and previous experiences of formal education skill/competency profile socio-economic background, age, gender, range of abilities (disabilities) cultural background and needs specific needs - physical or psychological motivation for learning language, literacy and numeracy needs of learners learning style and preferences |
Sources of informationmay include: | job descriptions employee records performance appraisals registration or enrolment information surveys publications from government agencies including OHS and regulatory authorities' supervisor reports industry bodies employment records company brochures and promotional materials |
Learning environmentmay include: | operational workplace simulated workplace meeting room/tutorial room college/school classroom online community setting home |
Operational resource requirementsmay include: | staffing needs guest speakers technical and support staff learning materials and learning resources equipment and technology |
Learning strategy documentationincludes: | learning strategies developed for qualifications in Training Packages Training Package endorsed components |
Competency/educational profilemay include: | previous qualifications highest level of qualification existing certified/uncertified competency human resource (HR) information job/work descriptions |
Learning stylesmay include: | auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective |
Learning resourcesmay include: | Training Package noted support materials such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to target group learners and workplace |
Learning materialsmay include: | handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks |
Designoptions for the learning program contentmay include: | following the design approach of the learning strategy organising the learning program around discrete unit/criteria requirements integrating units/criteria within the learning program focusing the content on knowledge and/or skill acquisition focusing the content on activities/experiences as the focus of learning listing existing learning activities, learning materials, learning resources that could be used in developing content considering the most appropriate delivery and/or assessment methods |
Other personsmay include: | colleagues trainers/facilitators industry contacts vendors HR personnel marketing personnel end users subject or technical specialists, including OHS language, literacy and numeracy specialists |
Learning principlesinclude: | adults have a need to be self-directing adults have a range of life experience, so connecting learning to experience is meaningful adults have a need to know why they are learning something training needs to be learner-centred to engage learners the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling the learning process should reflect individual circumstances |
Costsmay include: | venue hire technology and equipment purchase of Training Packages purchase of learning resources/learning materials and related costs |
photocopying of materials/documents use of training and/or assessment personnel use of consultants and other support personnel cost benefit analysis of learning program to the client |
Logisticsmay include: | when learning program is required/when to implement where learning program will be undertaken accessibility/availability of appropriate learning resources, learning materials and equipment needs to support the learning program communication/marketing needs availability of appropriate staff |
Learning activitiesmay include: | discussions role-plays written activities case studies simulation audio or visual activities demonstrations practice, e.g. practicum or supervised teaching/ facilitation individual activities/projects/assignments group activities/projects/assignments workplace practice research problem-based tasks 'thinking skills' exercises question and answer self-paced learning materials games |
Alearning and assessment pathwayinvolves: | a combination of planned and sequenced learning experiences and assessment opportunities which enable an individual to develop and achieve the defined criteria/learning outcomes |
Assessment requirementsmay include: | meeting the rules of evidence physical resource requirements specialist support (if required) reasonable adjustments to the assessment process assessment tools and methods formative assessment processes legislative requirements |
Time frame for each segmentmay refer to: | the number and duration of training sessions/classes/periods suggested learning time time for practice/work experience |
Delivery strategiesmay include: | the focus of delivery, for example: groups of varying sizes groups from single context/from multiple contexts groups of similar educational/competency levels/groups with divergent educational/competency backgrounds on individuals the context of delivery, for example: in the workplace - work in situ in a simulated work environments in the training room/classroom in specialist environments - e.g. laboratory/ computer room through the world wide web at home in a community setting the mode of delivery, for example: face-to-face technology-based electronic/computer-based/ online/audiovisual experiential distance resource-based blended delivery methods, for example: lock step/learner-paced/mixed interactive/participative/collaborative trainer/facilitator-centred/learner-centred time and place dependent/independent demonstration instruction presentations guided facilitation guided activities/applications/experiences tutoring project-based individual facilitation techniques - coaching/ mentoring blended delivery methods |
Assessment methodsmay include: | direct observation of real work/real time activities or work activities in a simulated work environment structured activities (e.g. simulation exercises, projects, demonstration, activity sheets) questioning (e.g. computer, oral, written questions) portfolios (collections of evidence compiled by the candidate) product review third party feedback |
Assessment toolsmay include: | templates/proformas a profile of acceptable performance and the decision making rules for the assessor oral or written questioning, including confirming, probing, reflective - interview, test, exam information and instructions to the candidate and/or assessor evidence/observation checklists checklists for the evaluation of work samples candidate self-assessment materials project-based activities workplace documents integrated competency assessment tool |
Organisational requirementsmay include: | specific location/s for delivery ensuring learning program reflects industry/workplace/organisational culture coordinating locations special equipment or technology needs scheduling requirements providing for specific needs of the learners investigating the learning environment to identify, assess and control OHS risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to the work practice environment |
Thelearning programincludes: | the competencies or other criteria to be achieved the specific learning outcomes derived from the criteria 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 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 modes and methods and tools to be used to collect evidence of competency, where assessment is required |
Learning program draft isreviewedto ensure that: | the focus and purpose of the learning program is clear and appropriate content and structure address all aspects of required competencies/other relevant criteria learning sequence provides effective and manageable blocks of learning activities are interesting, relevant and appropriate to outcomes and learner characteristics assessment points, methods and tools are appropriate and effective, where assessment is required equity needs are effectively addressed risk areas and contingencies are identified |
Stakeholdersmay include: | team leaders/supervisors/managers/employers participant/employee/learner technical and subject experts including language, literacy, numeracy and OHS specialists government regulatory bodies industry, union, employee representatives employer bodies training providers, human resource departments assessment and/or training partners trainers/facilitators/assessors |
Anevaluation toolmay include: | an open- or closed-ended questionnaire a mapping tool a checklist a focus group a structured interview |
Appropriate personnelmay include: | program manager head of department senior teacher apprenticeship/traineeship supervisor training coordinator/manager HR manager |