Unit of competency Outline
Date retreived
21/07/2026 11:38 PM AWST
21/07/2026 11:38 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Formulate workplace strategy for adult language, literacy and numeracy skill development
Formulate workplace strategy for adult language, literacy and numeracy skill development
Unit of competency
National Code
TAELLN803A
TAELLN803A
State Code
WA900
WA900
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/01/2017
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
17/01/2017
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to formulate a strategy to deliver language, literacy and numeracy skill development in a workplace. The unit addresses the analysis of industry factors that impact on the English language, literacy and numeracy required of employees. It enables practitioners to design programs that meet the requirements of the Workplace English Language and Literacy (WELL) program.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Analyse company profile
- 1.1. Identify broad issues for training through consultation with enterprise personnel and workforce representatives
- 1.2. Analyse company background information
- 1.3. Identify changes impacting on the organisation
- 1.4. Develop profile of the industry workforce
- 1.5. Identify potential risks that could impact on the effectiveness of the organisation
- 1.6. Analyse company and workforce profile for language, literacy and numeracy training implications
2. Analyse English language, literacy and numeracy demands of the workplace
- 2.1. Analyse relevant training specification to identify the levels of language, literacy and numeracy required
- 2.2. Examine workplace's formal and informal communication systems and practices to identify the level of language, literacy and numeracy required
- 2.3. Identify funding source for training and note parameters of program focus and reporting
3. Provide leadership in developing language, literacy and numeracy skill development plan
- 3.1. Design most appropriate mode(s) of training and assessment, given participant profile and workplace operations
- 3.2. Design most appropriate program, based on application of conceptual frameworks underpinning adult language, literacy and numeracy teaching in vocational education and training (VET)
- 3.3. Develop a language, literacy and numeracy skill development plan for approval by representatives of the training organisation, company or workplace, and the workforce
- 3.4. Develop an evaluation strategy to enable ongoing monitoring of the language, literacy and numeracy skill development plan
- 3.5. Develop a communication strategy to ensure stakeholders are informed of process, programs, changes and outcomes
4. Identify program participants
- 4.1. Design criteria and processes for selection of participants
- 4.2. Ensure processes comply with the industrial arrangements of the workplace and funding body requirements
- 4.3. Develop a pre-training assessment kit
- 4.4. Assess the literacy and numeracy skills of potential program participants
- 4.5. Develop a profile of potential participants for training purposes
- 4.6. Refine training delivery plan to enable maximum participation
- 4.7. Liaise with others in the workplace impacted by the training
5. Implement and review the language, literacy and numeracy skill development plan
- 5.1. Undertake skill development that meets learner and workplace requirements
- 5.2. Implement the evaluation strategy of skill development plan
- 5.3. Review the implementation of the language, literacy and numeracy skill development plan periodically and make modifications when required
implementing a relevant industry Training Package that meets company expectations
implementing general training policies for the whole company or one section of the company
improving language, literacy and numeracy skills of the workforce to participate in further training
meeting a specific objective or set of objectives, such as:
introduction of new machinery or process
legal requirements
occupational health and safety (OHS) requirements
quality indicators
reporting processes
workforce restructure
meeting training goals outlined in the company's profile, and business and strategic plans.
category of Australian Bureau of Statistics (ABS) industry groups into which the business fits
company's core business
company's learning culture and training history
company's recruitment strategy
company's vision and mission statements, business and strategic plans and organisational learning plan
products the company produces
training requirements.
changes in work organisation in response to changes in market trends
company or enterprise embarking on capital and technical improvements
industrial relations issues
new management systems being introduced
projected product or process diversification.
size of overall workforce
composition of workforce, including:
full time and part time
casual and permanent
gender and age ratios
education and training backgrounds
language and cultural backgrounds
occupational groups.
compliance issues
OHS issues
performance issues
quality issues.
language skills of the workforce to implement changes or meet compliance issues
literacy and numeracy skills of the workforce to implement changes or meet compliance issues.
accredited courses
Training Packages
work outcomes
workplace-specific training goals.
levels 1 to 5 of the ACSF.
company communication systems, such as emails, memos, newsletters and information sessions
forms of communication within and between sites and departments
internal and external modes of communication
language, literacy and numeracy practices
those related to communications technology employed by the enterprise, such as intranet and internet
workplace documentation, schedules, plans, personnel forms and pay or time sheets.
communication within and between individuals
social and other informal occasions.
commonwealth funded programs, such as WELL program
company funding training directly
funding for specific groups
profile funding
specific initiative arrangements for specific states.
delivering training focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package
developing a training program with an emphasis on language, literacy and/or numeracy
developing and customising self-access resources for an independent learning centre
developing assessment tools and training to integrate language, literacy and numeracy assessment with vocational competency
providing adult literacy and numeracy programs for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support
providing expert advice to technical trainers
working alongside workplace trainers and assessors to identify language, literacy and numeracy and support for selected employees with one-to-one or gap training
writing enterprise documentation and training resources to match the language, literacy and numeracy levels of employees.
adult learning principles
theories that inform adult language and literacy
theories that inform literacy teaching
theories that inform numeracy teaching
VET frameworks and structures.
barriers that may exist to the workplace training and strategies to overcome them
funding and reporting arrangements
language, literacy and numeracy skills to be developed described in broad terms, such as:
those of the ACSF
those required to deal with the company communication system or documentation
skills related to other training being conducted at the workplace, such as particular Training Package outcomes or introduction of new technology
mode(s) of instruction and the agreed training arrangements
program outline
qualifications and experience of staff
resourcing available
responsibilities of relevant parties
workforce profile.
evaluation instruments, such as:
surveys
structured interviews
questionnaires
observations
feedback or debriefing from group discussions or meetings of stakeholders
meetings with relevant parties such as the training manager, line managers, workforce representatives and/or training committee
processes, such as:
defining the purpose and audience
planning the evaluation
gathering the data
analysing and interpreting the data
using the findings to improve the processes, practices, systems or outcomes
gathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required.
email
formal meetings of organisation stakeholders
informal strategies
newsletters
posters.
link to the ACSF
meet the requirements of selected units of competency from Training Packages
reflect actual workplace practice with embedded language, literacy and numeracy skills required for a particular work role
require formal or informal processes.
background factors, such as:
age ratio
education and training backgrounds
gender ratio
language and cultural backgrounds
level of formal education in first language
previous experience of training
employees' perception of their learning needs and attitudes to training and assessment
occupational groups and existing qualifications and skills of employees in relation to work context
those with self-identified language, literacy and numeracy needs.
human and physical resources
location
mode of training
participants and groupings
timing.
other trainers and assessors
relevant supervisors.
implementing general training policies for the whole company or one section of the company
improving language, literacy and numeracy skills of the workforce to participate in further training
meeting a specific objective or set of objectives, such as:
introduction of new machinery or process
legal requirements
occupational health and safety (OHS) requirements
quality indicators
reporting processes
workforce restructure
meeting training goals outlined in the company's profile, and business and strategic plans.
category of Australian Bureau of Statistics (ABS) industry groups into which the business fits
company's core business
company's learning culture and training history
company's recruitment strategy
company's vision and mission statements, business and strategic plans and organisational learning plan
products the company produces
training requirements.
changes in work organisation in response to changes in market trends
company or enterprise embarking on capital and technical improvements
industrial relations issues
new management systems being introduced
projected product or process diversification.
size of overall workforce
composition of workforce, including:
full time and part time
casual and permanent
gender and age ratios
education and training backgrounds
language and cultural backgrounds
occupational groups.
compliance issues
OHS issues
performance issues
quality issues.
language skills of the workforce to implement changes or meet compliance issues
literacy and numeracy skills of the workforce to implement changes or meet compliance issues.
accredited courses
Training Packages
work outcomes
workplace-specific training goals.
levels 1 to 5 of the ACSF.
company communication systems, such as emails, memos, newsletters and information sessions
forms of communication within and between sites and departments
internal and external modes of communication
language, literacy and numeracy practices
those related to communications technology employed by the enterprise, such as intranet and internet
workplace documentation, schedules, plans, personnel forms and pay or time sheets.
communication within and between individuals
social and other informal occasions.
commonwealth funded programs, such as WELL program
company funding training directly
funding for specific groups
profile funding
specific initiative arrangements for specific states.
delivering training focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package
developing a training program with an emphasis on language, literacy and/or numeracy
developing and customising self-access resources for an independent learning centre
developing assessment tools and training to integrate language, literacy and numeracy assessment with vocational competency
providing adult literacy and numeracy programs for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support
providing expert advice to technical trainers
working alongside workplace trainers and assessors to identify language, literacy and numeracy and support for selected employees with one-to-one or gap training
writing enterprise documentation and training resources to match the language, literacy and numeracy levels of employees.
adult learning principles
theories that inform adult language and literacy
theories that inform literacy teaching
theories that inform numeracy teaching
VET frameworks and structures.
barriers that may exist to the workplace training and strategies to overcome them
funding and reporting arrangements
language, literacy and numeracy skills to be developed described in broad terms, such as:
those of the ACSF
those required to deal with the company communication system or documentation
skills related to other training being conducted at the workplace, such as particular Training Package outcomes or introduction of new technology
mode(s) of instruction and the agreed training arrangements
program outline
qualifications and experience of staff
resourcing available
responsibilities of relevant parties
workforce profile.
evaluation instruments, such as:
surveys
structured interviews
questionnaires
observations
feedback or debriefing from group discussions or meetings of stakeholders
meetings with relevant parties such as the training manager, line managers, workforce representatives and/or training committee
processes, such as:
defining the purpose and audience
planning the evaluation
gathering the data
analysing and interpreting the data
using the findings to improve the processes, practices, systems or outcomes
gathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required.
formal meetings of organisation stakeholders
informal strategies
newsletters
posters.
link to the ACSF
meet the requirements of selected units of competency from Training Packages
reflect actual workplace practice with embedded language, literacy and numeracy skills required for a particular work role
require formal or informal processes.
background factors, such as:
age ratio
education and training backgrounds
gender ratio
language and cultural backgrounds
level of formal education in first language
previous experience of training
employees' perception of their learning needs and attitudes to training and assessment
occupational groups and existing qualifications and skills of employees in relation to work context
those with self-identified language, literacy and numeracy needs.
human and physical resources
location
mode of training
participants and groupings
timing.
other trainers and assessors
relevant supervisors.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
analyse a company profile and consult with stakeholders at all levels within the workplace
identify the English language, literacy and numeracy needs of a workplace aligned to national frameworks
develop a language, literacy and numeracy skill development plan for a specific workplace, including undertaking the research that underpins the plan, detailing the rationale for the particular forms of training recommended
use pre-training assessment processes contextualised into the workplace environment
implement a communication strategy and an evaluation strategy.
Context of and specific resources for assessment
Assessment must ensure access to:
real or simulated workplace context
broad range of workplace and training documentation
senior management within a workplace
opportunities to design workplace language, literacy and numeracy strategies.
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.
Method of assessment
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
evaluation of a report or case study
review of authenticated evidence from the workplace, including verified work samples
questioning to establish required knowledge.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills
TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.
Evidence of the ability to:
analyse a company profile and consult with stakeholders at all levels within the workplace
identify the English language, literacy and numeracy needs of a workplace aligned to national frameworks
develop a language, literacy and numeracy skill development plan for a specific workplace, including undertaking the research that underpins the plan, detailing the rationale for the particular forms of training recommended
use pre-training assessment processes contextualised into the workplace environment
implement a communication strategy and an evaluation strategy.
Context of and specific resources for assessment
Assessment must ensure access to:
real or simulated workplace context
broad range of workplace and training documentation
senior management within a workplace
opportunities to design workplace language, literacy and numeracy strategies.
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.
Method of assessment
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
evaluation of a report or case study
review of authenticated evidence from the workplace, including verified work samples
questioning to establish required knowledge.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills
TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG882 | TAELLN813 | Formulate workplace strategy for adult language, literacy and numeracy skill development | Unit of competency |
