Elements and Performance Criteria

Relevant information to identify training needs includes:
industry/enterprise or other performance competency standards
endorsed components of relevant industry training package
industry/workplace training practices
job descriptions
results of training needs analyses
business plans of the organisation which identify skill development requirements
standard operating and/or other workplace procedures.
Appropriate personnel may include:
team leaders/supervisors/ technical experts
managers/employers
training and assessment coordinators
training participants
representative government regulatory bodies
union/employee representatives
consultative committees
assessors.
Training delivery methods and opportunities for practice may include:
presentations
demonstrations
explanations
problem solving
mentoring
experiential learning
group work
on the job coaching
job rotation
a combination of the above.
Components of competency include:
task skills
task management skills
contingency management skills
job/role environment skills
transfer and application of skills and knowledge of new contents.
Characteristics of training participant may include information in relation to:
language, literacy and numeracy needs
cultural, language, and educational background
gender
physical ability
level of confidence, nervousness or anxiety
age
previous experience with the topic
experience in training and assessment.
Training sessions may include:
one to one demonstration
small group demonstration (2 to 5 persons).
Resources may include:
time
location
personnel
materials and equipment
OHS and other workplace requirements
enterprise/industry standard operating procedures
finances/costs.
Strategies and techniques may include:
active listening
targeted questioning
points of clarification
group discussions.
Relevant information to identify training needs includes:
industry/enterprise or other performance competency standards
endorsed components of relevant industry training package
industry/workplace training practices
job descriptions
results of training needs analyses
business plans of the organisation which identify skill development requirements
standard operating and/or other workplace procedures.
Appropriate personnel may include:
team leaders/supervisors/ technical experts
managers/employers
training and assessment coordinators
training participants
representative government regulatory bodies
union/employee representatives
consultative committees
assessors.
Training delivery methods and opportunities for practice may include:
presentations
demonstrations
explanations
problem solving
mentoring
experiential learning
group work
on the job coaching
job rotation
a combination of the above.
Components of competency include:
task skills
task management skills
contingency management skills
job/role environment skills
transfer and application of skills and knowledge of new contents.
Characteristics of training participant may include information in relation to:
language, literacy and numeracy needs
cultural, language, and educational background
gender
physical ability
level of confidence, nervousness or anxiety
age
previous experience with the topic
experience in training and assessment.
Training sessions may include:
one to one demonstration
small group demonstration (2 to 5 persons).
Resources may include:
time
location
personnel
materials and equipment
OHS and other workplace requirements
enterprise/industry standard operating procedures
finances/costs.
Strategies and techniques may include:
active listening
targeted questioning
points of clarification
group discussions.

Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Description of the specific training need and required competency outcomes
Outline of the training approach and steps to be followed
Description of training participant(s) and delivery method(s) to be used
Specific resources required
Outline of the evidence to be collected for monitoring training participant progress
Trainer's self assessment of training delivery
Participant evaluation of training delivery
Evaluation of review comments against plan of training
Records/documentation for monitoring progress of training participant(s).
May be collected using proformas or template
Assessment requires evidence of the following processes to be provided:
How the specific training need was determined
How the sequence of the training was determined
How appropriate personnel were identified
Why particular delivery method(s) were selected
How the characteristics of training participant(s) as identified
How the resource requirements were established
How participant progress was monitored
Why and how the training resources were selected
How appropriate personnel confirmed training arrangements
How participant(s) were informed of:
intended training outcomes
competencies to be achieved
on and/or off the job practice opportunities
benefits of practices
learning activities and tasks
assessment tasks and requirements
How constructive feedback was provided to training participant about progress toward competency to be acquired
How training participant readiness for assessment was determined and confirmed
How records were maintained to ensure confidentiality, accuracy and security.
Evidence may be provided verbally or in written form
Interdependent assessment of units
This unit may be assessed in conjunction with other units that form part of a job function.
Required knowledge and skills:
Competency in the units being taught
Workplace application of the relevant competencies
Identification of evidence of competency
Planning of own work including predicting consequences and identifying improvements
Application of relevant workplace policies (eg OHS and EEO) and any relevant legislative or regulatory requirements
Correct use of equipment, and any other processes and procedures appropriate for the training
Ethical handling of performance issues
Language, literacy and numeracy required skills to:
conduct discussions and ask probing questions to review the training
gather information (in spoken or written form) for review purposes
make verbal recommendations for delivery of future training
adjust language to suit target audience (training participant/appropriate personnel)
complete records on training
provide verbal feedback&report on training outcomes
follow and model examples of written texts
promote training in verbal or written form
Communication skills appropriate to the culture of the workplace, appropriate personnel and training participants.
Resource implications
Access to records system for training, information, and training participants and supervisory staff (where appropriate).
Consistency in performance
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Context for assessment
Assessment may occur on the job or in a simulated workplace. Candidate workplace trainers should use competencies relevant to their area of technical expertise.
Critical aspects of evidence
Assessment requires evidence of the following products to be collected:
Description of the specific training need and required competency outcomes
Outline of the training approach and steps to be followed
Description of training participant(s) and delivery method(s) to be used
Specific resources required
Outline of the evidence to be collected for monitoring training participant progress
Trainer's self assessment of training delivery
Participant evaluation of training delivery
Evaluation of review comments against plan of training
Records/documentation for monitoring progress of training participant(s).
May be collected using proformas or template
Assessment requires evidence of the following processes to be provided:
How the specific training need was determined
How the sequence of the training was determined
How appropriate personnel were identified
Why particular delivery method(s) were selected
How the characteristics of training participant(s) as identified
How the resource requirements were established
How participant progress was monitored
Why and how the training resources were selected
How appropriate personnel confirmed training arrangements
How participant(s) were informed of:
intended training outcomes
competencies to be achieved
on and/or off the job practice opportunities
benefits of practices
learning activities and tasks
assessment tasks and requirements
How constructive feedback was provided to training participant about progress toward competency to be acquired
How training participant readiness for assessment was determined and confirmed
How records were maintained to ensure confidentiality, accuracy and security.
Evidence may be provided verbally or in written form
Interdependent assessment of units
This unit may be assessed in conjunction with other units that form part of a job function.
Required knowledge and skills:
Competency in the units being taught
Workplace application of the relevant competencies
Identification of evidence of competency
Planning of own work including predicting consequences and identifying improvements
Application of relevant workplace policies (eg OHS and EEO) and any relevant legislative or regulatory requirements
Correct use of equipment, and any other processes and procedures appropriate for the training
Ethical handling of performance issues
Language, literacy and numeracy required skills to:
conduct discussions and ask probing questions to review the training
gather information (in spoken or written form) for review purposes
make verbal recommendations for delivery of future training
adjust language to suit target audience (training participant/appropriate personnel)
complete records on training
provide verbal feedback&report on training outcomes
follow and model examples of written texts
promote training in verbal or written form
Communication skills appropriate to the culture of the workplace, appropriate personnel and training participants.
Resource implications
Access to records system for training, information, and training participants and supervisory staff (where appropriate).
Consistency in performance
Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.
Context for assessment
Assessment may occur on the job or in a simulated workplace. Candidate workplace trainers should use competencies relevant to their area of technical expertise.