Elements and Performance Criteria

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, 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.
Learning and development needs may include:
career planning/development
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
performance appraisals
personal study
recognition of current competence/skills recognition
work experience/exchange/opportunities
workplace skills assessment
Organisational requirements may include:
access and equity principles and practices
anti-discrimination and related policy
business and performance plans
confidentiality and security requirements
defined resource parameters
ethical standards
goals, objectives, plans, systems and processes
legal and organisational policies, guidelines and requirements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and/or procedures manuals
Feedback on performance may include:
formal/informal performance appraisals
obtaining feedback from clients
obtaining feedback from supervisors and colleagues
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
Learning delivery methods may include:
conference and seminar attendance
formal course participation
induction
involvement in professional networks
on-the-job coaching or mentoring
presentations/demonstrations
problem-solving
work experience
Equipment and resources may include:
facilities
funding
guest speakers
technological tools and equipment
time
training equipment such as whiteboards and audio-visual equipment
Coaching and mentoring assistance may include:
fair and ethical practice
non-discriminatory processes and activities
presenting and promoting a positive image of the collective group
problem-solving
providing encouragement
providing feedback to another team member
respecting the contribution of all participants and giving credit for achievements

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
identifying and implementing learning opportunities for others
giving and receiving feedback from team members to encourage participation in and effectiveness of team
creating learning plans to match skill needs
knowledge of relevant legislation.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
access to office equipment and resources
examples of learning and development plans, policies and procedures
examples of documents relating to diversity policies and procedures.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
analysis of responses to case studies and scenarios
oral or written questioning to assess knowledge of career paths and competency standards relevant to the industry
review of records and reports of competency.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
management units
other learning and development units.