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.
Relevant individuals may include:
employees
employers
government agencies and departments
learners/students
industry associations, employer bodies, professional associations
industry representatives
national Industry Skills Councils
people working in the roles targeted by training
regulatory and licensing authorities
research agencies
state/territory industry training advisory bodies
subject or technical specialists or experts
unions
universities
Stakeholders may include:
administrative and regulatory bodies
coordinators, teachers, assessors, coaches, mentors and support staff
employees
industry, employee, employer, professional and peak bodies or associations
learners/students
other training and assessment organisations
public or private sector enterprise
Potential learners may include:
apprentices and trainees
current or ongoing learners and clients
existing industry and enterprise employees
individuals changing careers
individuals learning new skills and knowledge
individuals or groups meeting licensing or other regulatory requirements
individuals seeking to upgrade competencies
individuals who are unemployed
individuals who have a disability
members of target groups such as Aboriginal and Torres Strait Islander communities
overseas learners and international students
potential learners and clients
recent migrants and people from culturally and linguistically diverse backgrounds
school leavers, new entrants to the workforce
Communication strategies may include:
conducting presentations
developing and applying interview and interpersonal communication protocols
developing and circulating marketing materials
developing promotional materials and course outlines
initiating and conducting a public communication strategy
Influencing strategies may include:
debate
dialogue
discussion
formal and informal techniques
levels of participation
moderated negotiations
networking
strategies applied face-to-face or collectively (e.g. in a learning community or community of practice)
Partnerships may:
be informal
be physical or virtual (e.g. online)
involve a formal agreement
involve one or more enterprises, and training and assessment organisations
involve one or more learning programs
Collaborative communities may include:
communities of practice
formal or informal relationships
informal and formal groups in collaborative relationships
knowledge communities
knowledge networks
learning communities
physical or virtual relationships
supply chain communities
virtual circles
Training and assessment organisation may include:
organisation that delivers non-recognised vocational education and training
organisation working in a partnership arrangement with an RTO to deliver recognised vocational education and training
RTO delivering recognised vocational education and training services such as TAFE institutes, private commercial colleges and organisations, enterprises, community organisations, group training companies and secondary schools
Public or private sector enterprises may include:
community bodies
government agencies
privately owned companies
Partnership learning program may include:
accredited course which includes Training Package outcomes
community education program
nationally endorsed qualification from a Training Package or accredited course
part of a VET in Schools program
part of an apprenticeship or traineeship
professional development program
short course or non-recognised vocational program
short-term development plan
short-term induction program
subset of a learning strategy
traineeship or apprenticeship
workplace learning program
Resolving conflict in a fair, equitable and collaborative manner may include:
adherence to relevant legislative, legal, workplace requirements
application of organisational complaints procedures
internal or external specialists
Performance standards may be based on:
personal or task outcomes
span short- or long-term outcomes
strategic, operational outcomes
Diversity includes difference in:
age
belief systems and values
culture
expertise, experience and working styles
gender
interpersonal style
interests
language, literacy and numeracy
physical differences
politics
race
religion
sexual orientation
thinking and learning styles
Organisational and legal requirements may include:
collaborative and partnership arrangement agreements such as memoranda of understanding
confidentiality and privacy requirements
licensing requirements
requirements for initial and continuing registration as defined in the AQTF Standards for Registered Training Organisations and state/territory legislation and regulations governing provider registration and course accreditation
requirements of awards and enterprise bargaining agreements
requirements of endorsed Training Packages
requirements of other relevant commonwealth and state/territory legislation, for example relating to matters such as OHS, anti-discrimination, workplace and industrial relations, workers compensation, apprenticeships and traineeships
requirements set by professional associations
requirements set by quality systems
Indicators may include:
formal human resources and related indicators to provide benchmark, comparative measures on:
average hours in relation to output per employee
down-time
related operational and planning indicators
revenue per employee/team
staff absenteeism
staff satisfaction
staff turnover
training hours
Feedback processes include:
formal complaints or suggestions procedures
formal-informal
independent audits
management audits/workplace checks
surveys
virtual or physical
whistleblower policy
Relevant organisational policies and procedures may include:
access and equity
assessment procedures and options
client services
confidentiality requirements
ethical standards
fees and payment schedule
grievance and appeals processes
learner selection, enrolment, induction and orientation procedures
mutual recognition obligations
policies and procedures being available to all personnel, learners, clients and candidates
staff recruitment, induction and ongoing development and monitoring
support services available
human resources policies and procedures and legal requirements including anti-discrimination, equal employment, OHS
administrative and records management systems, for example that relating to:
contract manager
document version control
maintenance, retention, archiving, retrieval, storage and security of training and assessment information and records
personnel responsible for analysing statistics and data to ensure organisation complies with relevant standards across all of its operations and training and assessment activities
privacy and access to training and assessment information and records
reporting and recording requirements and arrangements
supervisors and managers
union and employee representatives
users of training information such as finance personnel, human resources personnel, employers
Resource requirements may include:
additional staff
distribution costs
equipment
production costs
promotional costs
research and development
re-tooling
staff training
Reporting systems for reporting results may include:
arrangements for the issuing of Australian Qualifications Framework (AQF) qualifications and Statements of Attainment
arrangements for recognising and recording current competencies
electronic student management system which complies with AVETMISS or other reporting or statistical collection requirements
internal organisational recording and reporting systems
record keeping policies and procedures
Reporting results may include:
Australian Apprenticeship Centre forms and letters such as for incentives and completions
availability of all reports and records for audit and monitoring purposes
enrolment forms
financial reporting for funding and payments from funding body
OHS incident reporting systems
performance agreements
reporting for apprenticeship and traineeship program delivery
reporting for in-house or internal program delivery
Training Contract and RTO notifications
Reporting requirements may include those specified in:
AQTF Standards for Registered Training Organisations
AVETMISS process documentation
organisational documentation
Reporting systems to map learner progress against partnership outcomes may include:
electronic systems including those using business technology such as:
computers
hardware
software
telephone networks
physical systems such as face-to-face and print communications

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:
demonstrated capacity to foster learning partnerships, conduct stakeholder consultation and use strategic and personally enhancing communication skills
developing collaborative approaches to enhance individual, team and organisational outcomes
initiating and implementing learning program partnerships in line with relevant regulatory, employment and organisational requirements
knowledge of relevant policy, legislation, codes of practice and national standards.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of situations
access to required assessment facilities and resources.
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
review of applied projects or learning activities, especially relating to formation of professional networks and stakeholder consultation in relation to forming partnerships for vocational education and training programs
direct observation of contextual application of skills
submission of a portfolio of evidence including previous work forging partnerships
oral or written questioning to assess knowledge of development of industry learning partnerships.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBLED702A Lead learning strategy implementation
BSBLED707A Establish career development services
BSBLED709A Identify and communicate trends in career development
PSPMNGT614A Facilitate knowledge management.