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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. |
Needs of the organisation and the learnersmay include: | implementing relevant aspects of the organisation's strategic or business plans developing/implementing/embedding new ways of working/improved work practices addressing change/developing change management approaches increasing team capacity and empowerment developing a learning organisation educational background and experience in learning preferred learning styles specific needs for learning |
Researchmay be undertaken through gathering/ reviewing/ investigating: | employment records/performance reviews/supervisors' reports organisational goals, reports and plans client feedback external reports on policies, changing nature of work and new technologies that impact on work learner records and information issues/areas of need, as discussed with internal/external peers, colleagues and work personnel |
Afacilitation guide: | must outline the action learning methodology to be used must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies must identify the needs, interests and expectations of potential learners/group members must include proposed evaluation methods may require modification following research, feedback and implementation by the group members may include assessment criteria may be developed by the trainer/facilitator may be developed in collaboration with others, e.g. stakeholders/peers/mentors |
Stakeholdersinclude: | persons, other than the learners in the group, influenced by the action learning process, such as: management other employees/workers colleagues other learners clients enterprise/industry partners |
Resourcesmay include: | identified experts, internal/external publications/reports organisational documents communication tools flip chart, white board or overhead projector location/facility requirements travel/accommodation/meeting needs |
Action learning processmay involve: | work-based learning action research communities of practice structure or formal networks situated learning self-defined or self-managed groups |
Anenvironment conducive to collaboration and safetyincludes one where: | equipment works correctly occupational health and safety (OHS) requirements are met the venue is welcoming and comfortable organisational support is obtained behavioural norms are established |
Communication skillsmust include: | providing an open, warm communication style where effective verbal and body language is used demonstrating a capacity to communicate clearly to facilitate the group and each individual using critical listening and questioning techniques providing constructive and supportive feedback accurately interpreting verbal messages |
| assisting participants to paraphrase advice/instructions to the trainer/facilitator providing clear and concrete options/advice |
Interpersonal skillsmust include: | showing respect for learners' expertise/background demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds modelling facilitation and learning behaviours engaging in two-way interaction using language and concepts appropriate to cultural differences accurately interpreting non-verbal messages |
Principles of action learninginclude: | a learning cycle based on planning, action, reflection and evaluation work-focused learning by doing and through action learner-directed based on mutual expertise, support and stimulation open ended solutions using learning to act differently challenging established models and approaches thinking critically |
Theaction planmay include: | the organisational context and objectives the action learning methodology being used expected outcomes/outputs formal learning and work activities time lines and number of meetings/sessions resources agreed evaluation methods |
Varied activitiesmay include: | guiding learners to share their knowledge and expertise encouraging critical analyses of practices developing common resources/responses/strategies using group engagement activities, e.g. problem solving, scenario setting and questioning trialling ideas or processes reporting on tasks/activities undertaken in the workplace or out of sessions |
using a range of different activities, for example: written activities role-plays audio or visual activities practice or demonstration visits to other organisations, training and/or assessment organisations, worksites |
Learning stylesinclude: | theorist pragmatist activist reflector kinaesthetic auditory visual |
Generic skillsmay include: | Employability Skills, including: communication teamwork problem solving initiative and enterprise planning and organising self-management learning technology innovation language, literacy and numeracy skills |
Self-assess and reflectmay include: | asking critical questions about personal performance and answering them objectively and honestly analysing what worked and what did not work, and why thinking about and planning for improvement in the future |
Evaluation methods may include: | formal methods such as surveys and questionnaires informal methods such as observations, individual and group questioning and discussions journal/diary feedback loops |
Agreed directions and future may include: | identifying areas of further group work bringing project or group to a close developing new directions |