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
What evidence can you provide to prove your understanding of each of the following citeria?
Establish effective work environment for learning
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Establish, and agree upon, the objectives and scope of the work-based learning Completed |
Evidence:
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Analyse work practices and routines to determine their effectiveness in meeting established learning objectives Completed |
Evidence:
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Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning Completed |
Evidence:
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Develop a work-based learning pathway
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Address contractual requirements and responsibilities for learning at work Completed |
Evidence:
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Arrange for the integration and monitoring of external learning activities with the work-based learning pathway Completed |
Evidence:
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Obtain agreement from relevant personnel to implement the work-based learning pathway Completed |
Evidence:
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Establish the learning-facilitation relationship
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Identify the context for learning and the individual’s learning style Completed |
Evidence:
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Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner Completed |
Evidence:
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Develop, document and discuss an individualised learning plan with the learner Completed |
Evidence:
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Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment Completed |
Evidence:
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3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety Completed |
Evidence:
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Implement the work-based learning pathway
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Explain the objectives of work-based learning, and the processes involved, to the learner Completed |
Evidence:
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Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway Completed |
Evidence:
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Encourage learner to take responsibility for learning and to self-reflect Completed |
Evidence:
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Develop techniques that facilitate the learner’s transfer of skills and knowledge Completed |
Evidence:
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Maintain and develop the learning-facilitation relationship
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Prepare for each session Completed |
Evidence:
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Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development Completed |
Evidence:
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Observe learner cues, and change approaches where necessary, in order to maintain momentum Completed |
Evidence:
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Practise ethical behaviour at all times Completed |
Evidence:
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Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties Completed |
Evidence:
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Close and evaluate the learning-facilitation relationship
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Carry out the closure smoothly, using appropriate interpersonal and communication skills Completed |
Evidence:
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Seek feedback from the learner on the outcomes achieved, and the value of the relationship Completed |
Evidence:
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Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used Completed |
Evidence:
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Recommend improvements to work-based practice in light of the review process Completed |
Evidence:
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