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.
Appropriate people may include:
assessors
colleagues
mentors
supervisors.
Methods to acquire additional skills may include:
attendance at workshop or demonstration
formal course participation
on-the-job coaching or mentoring
work experience.
Portfolio of evidence may relate to:
types of evidence:
academic results including informal studies
personal interests and experiences
previous employment
recreational experiences
volunteer work
work experience
purpose of evidence:
assessment of current competencies
building a picture of personal attributes
documentation of competencies relevant to the workplace
identification of areas for further skill development
identification of strengths and weaknesses.
Work goals and objectives may include:
budgetary targets
production targets
reporting deadlines
sales targets
team and individual learning goals
team participation.
Organisational requirements may include:
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
goals and 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 procedures manuals.
Prioritise workload may include:
logical sequencing of sub-tasks within a single task
sequencing of work over periods from several hours to several days
urgent requests acted on promptly.
Team purpose, roles, responsibilities, goals, plans and objectives may include:
action plans, business plans and operational plans linked to strategic plans
expected outcomes and outputs
goals for individuals and the work team
individual and team performance
OHS responsibilities.
Unresolved issues may include:
grievances and complaints
issues, concerns and tensions
matters affecting workplace relationships and team cohesion
problems related to work roles and responsibilities.

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 ability to:
develop a career portfolio or similar information
prepare work schedule, prioritising urgent requests
actively participate in a team.
Context of, and specific resources for assessment
Assessment must ensure:
telecommunications technology team
examples of resumes and career planning resources
relevant documentation that impact on work activities.
Methods 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 observation of the candidate actively participating in telecommunications team
review of career portfolio prepared by the candidate
review of documentation outlining further skills development needs
oral or written questioning to assess required knowledge.
Guidance information for assessment
Aboriginal people and other people from a non-English speaking background may have second language issues.

Access must be provided to appropriate learning and assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the oral communication skill level, and language and literacy capacity of the candidate and the work being performed.

In all cases where practical assessment is used it will be combined with targeted questioning to assess required knowledge. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency.

Where applicable, physical resources should include equipment modified for people with special needs.