The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present in this particular unit:
These are the range of adolescent /adult learners that may be involved in training - Recently unemployed
- Retrenched
- Long term unemployed
- Self employed
- Those who have recently left school
- Diversity Groups which include:
-People with a disability
-Indigenous people
-Non English Speaking people
-Aged
- Juvenile justice
- Unemployed Youth
- Skill Improvers
- Apprenticeships/Traineeships as requirement of employment
- Career changes/re-skillers
The training programmes may include - Labour Market programs
- Bridges to gain entrance to another course
- On the Job training
- Studying for further education
- VET in Schools
- Training Packages
- Accredited and non accredited courses
- General Education courses
Understand a range of theories for motivating learners which may
include - Blooms taxonomy
- Principles of Adult Learning
- Experiential Learning - Carl Rodgers
- VAK(Visual, Auditory and Kinesthetic)
- Kolbes Learning Style Inventory
- Carl Jung and Myers Briggs Type Indicator (MBTI)
- Howard Gardners’ Multiple Intelligence
- Skinners Operant Conditioning
- Maslows’ Hierarchy of Needs

Strategies for applying Adult Learning Theories may include - Blended delivery, visual, aural, online flexible combinations
- Face to face
- Use of peripherals eg posters as prompts
- Music, videos, slides
- Multicultural resources
- Guest Speakers
- Field trips
- Camps
- Attendance at conferences/seminars
- Case Studies
- Action Learning
- On the job training

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of the assessment of competency and should be read in conjunction with the Range Statement.

Critical aspects of evidence
- Understanding and adherence to own work role and responsibilities
- Understanding and applying knowledge of adult/adolescent learning theories and styles in order to design deliver assess and evaluate adult/adolescent skill development
- Identify critical elements of learning such as - motivation, reinforcement, retention. transference
- Identify Elements in a range of contexts
- Understand and apply appropriate strategies to manage behaviour modification
Resource implications
- Access to a suitable learning environment
- Access to a workplace learning environment
- Simulation of realistic workplace setting for assessment
Consistency in performance
- Evidence assessed on several occasions
- Evidence assessed over a period of time
- Assessment includes appropriate range of variables
- Assessment will include a range of workplace situations and settings
Context of assessment
- Competency demonstrated by meeting the performance criteria, including criteria outline in the range statement and evidence guide
- Holistic assessment of skills, knowledge and attitudes
- Assessment may be undertaken in a suitable learning environment eg on the job - lecturing



Evidence gathering methods may include:
- Case studies and scenario analysis
- Observation in the workplace
- Role play and simulation
- Written assignments and workplace projects
- Small group work/projects
- Knowledge based tests, verbal/written
Underpinning knowledge
may include:
- Range of adult and adolescent learning theories
- Understand different learner needs -adult/adolescent
- Awareness of different learner styles, pertaining to adults and adolescents
- Awareness of different motivational factors for adolescents /adults learners
- Experience with working with learners
Underpinning Skills may include
- Based on adult/adolescent learning theories/principles design, plan and deliver a range of training programs for a) adolescents, b) adults
- Differentiate between adult motivational style and adolescent motivational style
- Develop, design and deliver a training program that includes positive behaviour modification techniques

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level 3)
* Communicate ideas and information (Level 3)
* Plan and organise activities (Level 3)
* Work with others and in teams (Level 3)
* Use mathematical ideas and techniques (Level 0)
* Solve problems (Level 3)
* Use technology (Level 1)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.