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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. Add any 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. |
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Learning area may be: | Generic skillsLife skillsManagement skillsOrganisational or individualProgram-specificSkills for new or changed job role, work procedures or work skillsTechnical skills |
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Relevant persons may include: | LearnerLanguage, literacy or numeracy specialistExperienced trainer, teacher or tutorMentorSupervisor or coordinator |
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Individual learning techniques and processes may include: | Coaching or tutoring techniquesFormal or informal processMentoring techniquesOngoing or one-off processPeer relationshipsSingle or double loop learning approachesSpecific circumstance or an integrated feature of the overall learning process |
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Organisational support may include: | Additional time with learnerAgreement by organisation to provide additional assistance to individuals through identified techniquesVenue and equipment support |
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Individual's learning style may include: | ActivistAuditoryGlobal and analyticalKinaestheticPragmaticReflectiveTactileTheoreticalVisual |
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Learner characteristics may include: | Cultural background and needsEmployment statusLanguage, literacy and numeracy requirementsLength of time resident in AustraliaLevel of formal schooling in Australia or overseasLevel of maturityPast learning experiencesPreferred learning stylesSpecific physical or psychological needs |
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Context for learning may be: | Defined by time requirements and built into learning activitiesDefined by the learning activitiesDetermined by the area of learningDetermined by the trainer and the learnerImpacted by the health, safety or welfare of the learnerIn a classroom, tutorial room, meeting room, office, any agreed meeting placeIn a home, training and/or assessment organisation, college, community, university or school |
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Additional support may include: | Aboriginal and Torres Strait Islander supportCommunity supportCounselling servicesDisability supportEnglish language, literacy and numeracy supportEthnic support servicesInterpreting servicesSupport for learners affected by displacement and other trauma |
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Individualised learning plan may include: | Contingency plansGoals to be achieved that reflect learner interests, needs and abilitiesLogistics of the learning relationship, for example:period of relationshipfrequency of meetings and length of sessionslocation of meetings or contactStructure of the learning relationship, for example:activities to be undertakenmonitoring processestools and equipment neededshadowingWHS considerations |
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Structured learning activities may include: | Demonstrations and role playsDirection, guidance and mutual discussionLearning journalPractice opportunitiesProjectsReadings and researchRole modellingVideo and audio analysisWritten exercises |
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Learner cues may include: | Evidence of frustration, distraction, stressEvidence of problems or issues which may be personal or related to the individualised learningLevel of communication and interactionLevel of dependence or independenceLevel of ease or difficulty in undertaking learning activitiesLevel of engagement or disengagementRegular or irregular attendanceStagnation in learning |
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Tools and signals may include: | Agreed time period overLevel of independence in learningMeasure of improvement in a particular areaReadiness to maintain learning through other means or modesSelf-assessment by the learnerSevere or fixed blockages in the relationship |
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Feedback may be: | Formal and informal discussion with learner and othersInterviewWritten questionnaire |
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Evaluation may look at: | Achievement of other outcomes as a result of the relationshipDevelopment of new goals or skillsDevelopment of or increase in the self-confidence and capacity to learn of the learnerIncreased or new motivation to learnLevel of attendance by learnerSuccessful achievement, rate of achievement, or lack of achievement of identified goals |
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Reflection may include: | Asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improvedReviewing feedback from learner and identifying critical aspects and areas for improvementReviewing records and journals on sessions and critically evaluating own performance |