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, 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.
The purpose or objectives of the work-based learning may include:
introduction of new technology
new product/service
new organisational direction/workplace change
new position or job roles
addressing identified skills gap/deficit
OHS requirements
quality improvements
competency achievement
part of traineeship/apprenticeship
Appropriate personnel may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
trainer/facilitator/assessor
learner
training and/or assessment organisation personnel
group training company personnel
Areas of work may include:
work or job tasks
work activities
processes to carry out work
use/operation of equipment to carry out work
projects
team-based or individual work
Work practices and routines may include:
work schedules
work timelines
work performance expectations
work organisation/organisational change
work models/multi-skilling
work structures and systems
operational/organisational guidelines
OHS guidelines, systems and safeguards
work demarcations and industrial relations concerns
English language, literacy and numeracy (LLN) requirements
Relevant persons may include:
workplace supervisor/frontline manager
training/human resources/industrial relations manager
union representatives/delegates
workers whose own jobs may be affected by the proposed changes
OHS implications may include:
OHS legal obligations
workplace OHS policies and procedures
ensuring work practices, routines and proposed changes do not pose a risk to the learner and others
Industrial relations implications may include:
work demarcations created through changes to work practices
ensuring compliance with an award or enterprise bargaining agreement
licensing requirements
An effective work-based learning pathway may include:
identifying specific goals for work-based learning
identifying job tasks or activities to be included in the 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
Organisational strategies may include:
appropriate supervision during learning
appropriate time to observe and talk to others in work
use of co-workers to model or demonstrate tasks and activities or to teach technical terminology and language of the workplace
use of internal work experts/mentors/coaches with whom the learner is comfortable
sufficient time for practice
job rotation
Contractual requirements and responsibilities may include:
training plans under apprenticeships/traineeships
Workplace English Language and Literacy (WELL) or other government funded training program requirements
External learning activities may include:
external courses e.g. institution-based
off-the-job components of apprenticeship/traineeship
equipment supplier training
online learning
conferences/seminars/workshops
self-directed learning
Appropriate criteria may include:
breadth and depth
inclusion of a range of routine and non-routine work tasks/activities
appropriate sequencing of work tasks/activities
sufficient learning and practice time
capacity to address learning that underpins knowledge within the work tasks/activities
identified relationship/synthesis with learning provided by other sources
Learners' profiles and characteristics may include:
language, literacy and numeracy needs
specific needs
employment status
past learning experiences
work roles
level of maturity
culture
Possible requirements for support may include:
referral to an external agency for assistance with language, literacy and numeracy
use of interpreters
mentor/coach
peer support
physical support needs
other support mechanisms
Appropriate communication skills may include:
using icebreakers as appropriate
building rapport with the learner/s
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the individual/s learning
using critical listening and questioning techniques
giving constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions back to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to learner/s
Interpersonal skills may include:
showing respect for the expertise and background of learner/s
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two-way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Access and equity considerations may include:
minimising physical barriers
identifying and addressing direct and indirect barriers to learning
building on learner strengths
providing access to a range of resources and/or equipment
making referrals to a range of relevant agencies
Techniques for learner/s to demonstrate transferability may include:
problem solving
situated learning
hypothetical questioning
opportunities for learner/s to demonstrate autonomy in learning
opportunities for learner/s to apply the knowledge and skills in different contexts
OHS requirements may include:
reporting procedures
emergency procedures
Feedback may include:
performance reviews
formal or informal group or individual discussions

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
To demonstrate competency against this unit candidates must be able to provide evidence that they have developed work-based learning pathways that integrate learning through work.
This includes identifying learning needs, analysing work practices, the environment and work tasks; organising and allocating work in a way that reflects the learning needs and provides effective learning opportunities, and monitoring the effectiveness of the selection of work-based learning pathway.
Evidence Requirements
Required knowledge includes:
work organisation systems, processes, practices within the organisation where work-based learning is taking place
operational demands of the work and impact of changes on work roles
organisational work culture including industrial relations environment
systems for identifying skill needs, for example:
performance reviews
training needs analysis
identifying additional training needs of learners

learning principles, for example:
learning and experience are connected for meaning
adults need to know why they are learning
adults can self-evaluate
adults learn in different ways

individual facilitation techniques to support and guide learning
change processes, for example:
how people work through change
behaviours associated with change

introductory knowledge of different learning styles and how to encourage learning in each, for example:
visual learners
audio learners
kinaesthetic learners
theoretical learners

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
industrial awards
enterprise bargaining agreements
licensing requirements
industry/workplace requirements
duty of care under common law
information and confidentiality requirements
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
National Reporting System
OHS relating to the work role, including:
hazards relating to the industry and specific workplace
reporting requirements for hazards and incidents
specific procedures for work tasks
safe use and maintenance of relevant equipment
emergency procedures
sources of OHS information

organisational strategies that provide support to the workplace learning
Required skills and attributes include:
communication skills to:
identify needs
communicate suggestions
give feedback constructively
ask open-ended questions to tease out required knowledge and information
evaluate learner profiles and characteristics
coach learners

literacy skills to:
read and interpret organisational documents, legal documents and contracts
complete and maintain documentation

monitor and manage work environment and individual dynamics, for example:
assess the climate of the group
facilitate employee acceptance
ensure each individual feels valued

organisational skills to:
allocate and reorganise work
organise changes with relevant persons
provide guidance and feedback to individuals

cognitive skills to:
set learning outcomes through work
interpret and analyse competency standards and/or other performance specifications to actual work processes
design a learning process through work
Products that could be used as evidence include:
redesigned individual/group work plans
documented individual work-based learning pathways
training gap identification materials
documented reviews of work-based learning pathways
performance management feedback
Processes that could be used as evidence include:
how learning needs were identified and why
how learning opportunities were matched to work
how work was organised/reorganised to reflect learning needs
how learning was promoted
Resource implications for assessment include:
work opportunities
learning opportunities in work
time to support learner needs e.g. organised time for learner to watch work and talk with work colleagues and trainer/facilitator and reflect on learning
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
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
Specific evidence requirements must include:
a minimum of two examples of developing work-based learning pathways, that includes:
identifying needs for learning
analysing work practices, work environment and work activities
organising and allocating work in a way that reflects the learning needs and which provides effective learning opportunities through work processes
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAADEL403B Facilitate individual learning
TAADES401B Use Training Packages to meet client needs.