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 opportunities may include:
structured learning activities conducted outside and within the workplace such as:
accredited training through an independent organisation such as a state/territory OHS authority
action learning
short courses
training through a Registered Training Organisation (RTO) leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment
workshops
workplace learning activities, that may also contribute to a recognised credential, such as:
coaching
exchange/rotation
induction
mentoring
shadowing
Learning needs may include:
developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles
gaps between the competencies held by the employee, and the skills and knowledge required to effectively undertake workplace tasks
Learning plans may include:
codes of conduct
key performance indicators
negotiated agreement with individual/s
OHS requirements
performance standards
team competencies
team roles and responsibilities
work outputs and processes
Diversity of needs may include:
learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches
Training and development specialists may be:
internal
external
Encourage a learning culture may refer to:
encouraging learning and sharing skills and knowledge across the work team and the wider organisation to develop competencies of individual team members and the team as a whole

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:
methods for reviewing performance development needs and techniques for providing feedback on those needs
models for planning professional development
options available for professional development
knowledge of relationship management required to achieve a learning environment.
Context of and specific resources for assessment
Assessment must ensure:
access to appropriate documentation and resources normally used in the workplace.
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:
analysis of responses to case studies and scenarios
assessment of written reports
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
observation of performance in role plays
observation of presentations
oral or written questioning to assess knowledge of the principles and techniques involved in the management and organisation of adult learning
review of the development and implementation of learning plans
evaluation of how workplace achievement is recognised
review of processes used to record and report competency.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other units from the Diploma of Management.