Elements and Performance Criteria

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 in the Performance Criteria is detailed below.
Specific needs for staff development may be identified by:
matching organisational needs to available Training Packages
reports on assessment of competencies
organisation training and assessment record-keeping system
self, peer or supervisor
performance appraisals
Relevant characteristics of the target group may include:
language, literacy and numeracy (LLN) needs
culture and language
educational background
gender
age
physical ability
previous experience with the topic
experience in training
level of confidence, nervousness or anxiety
Training sessions may be:
on the job
in a simulated setting
in a training organization
in a combination of locations to suit the knowledge and skills being learned
in a single site or multi-site operation
Staff development strategies may include:
training
job rotation
performance management
coaching and mentoring
Appropriate personnel may include:
team leaders, supervisors, managers and employers
participants, employees and learners
technical and subject experts, including LLN specialists
government regulatory bodies
union or employee representatives
training and assessment partners
trainers and assessors.
Presentation and training delivery methods may include:
oral presentations
simulation activities
project work
group activities
practical demonstrations
assignments
laboratory work
shadowing, coaching or mentoring
computer-based learning
role plays
interviews
discussion groups
action learning
on-the-job learning
practical placements

Overview of assessment requirements
A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.
Critical aspects of evidence to be considered
The demonstrated ability to:
utilise research and consultation skills to analyse specific staff-development needs of target groups within the organisation
apply knowledge of the principles of adult learning and competency-based training to a target group
outline options for staff development and plan the implementation of activities
deliver a training program that ensures that:
review and evaluate staff development strategies to make continuous improvements.
training participants are involved in the sessions
LLN issues are taken into consideration
Context of assessment
Competency is demonstrated by performance of all stated criteria, with particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope of the Range Statement.
Assessment must take account of the endorsed Assessment Guidelines in the Local Government Training Package.
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment.
Assessment should reinforce the integration of the key competencies for the particular AQF level. Refer to the key competency levels at the end of this unit.
Relationship to other units(prerequisite or co-requisite units)
To enable holistic assessment this unit may be assessed with other units that form part of the job role.
Method of assessment
The following assessment methods are suggested:
observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies
written and/or oral questioning to assess knowledge and understanding
completion of workplace documentation
third-party reports from experienced practitioners
completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor.
Evidence required for demonstration of consistent performance
Evidence should be collected over a set period of time that is sufficient to include dealings with an appropriate range and variety of formal and informal situations, involving different types of problems and clients.
Resource implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace.