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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. |
Relevant individuals may include: | employeesemployersgovernment agencies and departmentslearners/studentsindustry associations, employer bodies, professional associationsindustry representatives national Industry Skills Councilspeople working in the roles targeted by trainingregulatory and licensing authoritiesresearch agenciesstate/territory industry training advisory bodiessubject or technical specialists or expertsunionsuniversities |
Stakeholders may include: | administrative and regulatory bodiescoordinators, teachers, assessors, coaches, mentors and support staffemployeesindustry, employee, employer, professional and peak bodies or associationslearners/studentsother training and assessment organisationspublic or private sector enterprise |
Potential learners may include: | apprentices and traineescurrent or ongoing learners and clientsexisting industry and enterprise employeesindividuals changing careersindividuals learning new skills and knowledgeindividuals or groups meeting licensing or other regulatory requirementsindividuals seeking to upgrade competenciesindividuals who are unemployedindividuals who have a disabilitymembers of target groups such as Aboriginal and Torres Strait Islander communitiesoverseas learners and international studentspotential learners and clients recent migrants and people from culturally and linguistically diverse backgroundsschool leavers, new entrants to the workforce |
Communication strategies may include: | conducting presentations developing and applying interview and interpersonal communication protocolsdeveloping and circulating marketing materialsdeveloping promotional materials and course outlinesinitiating and conducting a public communication strategy |
Influencing strategies may include: | debatedialoguediscussionformal and informal techniqueslevels of participationmoderated negotiationsnetworkingstrategies applied face-to-face or collectively (e.g. in a learning community or community of practice) |
Partnerships may: | be informal be physical or virtual (e.g. online)involve a formal agreementinvolve one or more enterprises, and training and assessment organisations involve one or more learning programs |
Collaborative communities may include: | communities of practiceformal or informal relationshipsinformal and formal groups in collaborative relationshipsknowledge communitiesknowledge networks learning communitiesphysical or virtual relationshipssupply chain communitiesvirtual circles |
Training and assessment organisation may include: | organisation that delivers non-recognised vocational education and training organisation working in a partnership arrangement with an RTO to deliver recognised vocational education and trainingRTO delivering recognised vocational education and training services such as TAFE institutes, private commercial colleges and organisations, enterprises, community organisations, group training companies and secondary schools |
Public or private sector enterprises may include: | community bodies government agenciesprivately owned companies |
Partnership learning program may include: | accredited course which includes Training Package outcomescommunity education programnationally endorsed qualification from a Training Package or accredited coursepart of a VET in Schools programpart of an apprenticeship or traineeshipprofessional development programshort course or non-recognised vocational programshort-term development planshort-term induction program subset of a learning strategytraineeship or apprenticeshipworkplace learning program |
Resolving conflict in a fair, equitable and collaborative manner may include: | adherence to relevant legislative, legal, workplace requirements application of organisational complaints procedures internal or external specialists |
Performance standards may be based on: | personal or task outcomesspan short- or long-term outcomes strategic, operational outcomes |
Diversity includes difference in: | agebelief systems and values culture expertise, experience and working styles genderinterpersonal styleinterestslanguage, literacy and numeracyphysical differencespoliticsracereligionsexual orientationthinking and learning styles |
Organisational and legal requirements may include: | collaborative and partnership arrangement agreements such as memoranda of understandingconfidentiality and privacy requirementslicensing requirementsrequirements for initial and continuing registration as defined in the AQTF Standards for Registered Training Organisations and state/territory legislation and regulations governing provider registration and course accreditationrequirements of awards and enterprise bargaining agreementsrequirements of endorsed Training Packagesrequirements of other relevant commonwealth and state/territory legislation, for example relating to matters such as OHS, anti-discrimination, workplace and industrial relations, workers compensation, apprenticeships and traineeshipsrequirements set by professional associationsrequirements set by quality systems |
Indicators may include: | formal human resources and related indicators to provide benchmark, comparative measures on:average hours in relation to output per employeedown-timerelated operational and planning indicatorsrevenue per employee/teamstaff absenteeism staff satisfactionstaff turnovertraining hours |
Feedback processes include: | formal complaints or suggestions proceduresformal-informalindependent auditsmanagement audits/workplace checks surveysvirtual or physicalwhistleblower policy |
Relevant organisational policies and procedures may include: | access and equityassessment procedures and optionsclient servicesconfidentiality requirementsethical standardsfees and payment schedulegrievance and appeals processeslearner selection, enrolment, induction and orientation proceduresmutual recognition obligationspolicies and procedures being available to all personnel, learners, clients and candidatesstaff recruitment, induction and ongoing development and monitoringsupport services availablehuman resources policies and procedures and legal requirements including anti-discrimination, equal employment, OHSadministrative and records management systems, for example that relating to:contract managerdocument version controlmaintenance, retention, archiving, retrieval, storage and security of training and assessment information and recordspersonnel responsible for analysing statistics and data to ensure organisation complies with relevant standards across all of its operations and training and assessment activitiesprivacy and access to training and assessment information and recordsreporting and recording requirements and arrangementssupervisors and managersunion and employee representativesusers of training information such as finance personnel, human resources personnel, employers |
Resource requirements may include: | additional staffdistribution costsequipmentproduction costspromotional costsresearch and developmentre-toolingstaff training |
Reporting systems for reporting results may include: | arrangements for the issuing of Australian Qualifications Framework (AQF) qualifications and Statements of Attainmentarrangements for recognising and recording current competencieselectronic student management system which complies with AVETMISS or other reporting or statistical collection requirementsinternal organisational recording and reporting systemsrecord keeping policies and procedures |
Reporting results may include: | Australian Apprenticeship Centre forms and letters such as for incentives and completionsavailability of all reports and records for audit and monitoring purposesenrolment formsfinancial reporting for funding and payments from funding bodyOHS incident reporting systemsperformance agreementsreporting for apprenticeship and traineeship program deliveryreporting for in-house or internal program deliveryTraining Contract and RTO notifications |
Reporting requirements may include those specified in: | AQTF Standards for Registered Training Organisations AVETMISS process documentationorganisational documentation |
Reporting systems to map learner progress against partnership outcomes may include: | electronic systems including those using business technology such as:computershardwaresoftwaretelephone networksphysical systems such as face-to-face and print communications |