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.
OHS implications may include:
OHS obligations
workplace OHS policies and procedures
ensuring work practices, routines and proposed changes do not pose a risk to learners and others.
Contractual requirements may include:
training plans under apprenticeships/traineeships
requirements of government-funded training programs, such as Workplace English Language and Literacy (WELL).
Work-based learning pathway may include:
identifying specific goals for work-based learning
identifying job tasks or activities to be included in learning process
appropriate sequencing of job tasks/activities to reflect learner incremental development
direct guidance and modelling from experienced co-workers and experts
opportunities for practice.
Individualised learning plan may include:
information about individual's learning style, learner characteristics, and the context for learning
clear boundaries and expectations of the learning/facilitation relationship
documented equity or additional support needs for the learner
performance benchmarks to be achieved
activities and processes which together will achieve the benchmarks.
Ethical behaviour includes:
trust
integrity
privacy and confidentiality of the session
following organisational policies
knowing own limitations
having a range of other intervention referrals ready when needed
honesty
fairness to others.
Impact may be:
successful achievement, rate of achievement, or lack of achievement of identified goals
achievement of other outcomes as a result of the relationship
development of new goals
new or increased motivation to learn
greater capacity to learn
increase in learner's self-confidence.
Self-evaluation and reflection may include:
asking critical questions about:
own ability
what worked or didn't work
how the relationship building process could be improved
reviewing records and journals on sessions and critically evaluating own performance
reviewing feedback from learner and identifying critical aspects and areas for improvement.

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
Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
prepare and facilitate work-based learning
provide evidence of a minimum of two examples of developing work-based learning pathways, that include:
identifying needs for learning
analysing work practices, work environment and work activities
organising and allocating work in a way that reflects learning needs and provides effective learning opportunities through work processes
provide a minimum of two examples of a learning facilitation relationship being conducted:
with different individuals
demonstrating communication skills and flexibility
demonstrating one or more of the processes or techniques identified.

Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Assessment must ensure access to information about work activities.

Method of assessment

Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).