The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Need for individual learning/ facilitation may be:
proposed by the learner, a manager/department in the organisation, or the trainer/facilitator
a requirement of management
part of the delivery strategy of a Training Package qualification, course or learning program
a request for additional support to enhance learning
based on observation
Learning area may be:
organisational/individual
a new/changed job role
new or changed work procedures/work skills
technical skills
life skills
generic skills
management skills
units of competency in Training Packages
curriculums
Goals for learning may include:
learning a new skill/area of knowledge or competency
defined through learning outcomes or objectives of a learning program
increasing productivity
career advancement or redirection
changes in life direction
setting personal directions/achievements
relationship development
Relevant persons may include:
the learner
the workplace supervisor/coordinator/manager
other team members
other trainers/facilitators/teachers/lecturers
Individual learning/facilitation techniques and processes may include:
a formal or informal process
an ongoing or one off process
a specific circumstance or an integrated feature of the overall learning process
coaching techniques
mentoring techniques
tutoring techniques
peer relationships
matching experienced workers/learners
single or double loop learning approaches
Evaluation processes may include:
a formal evaluation tool
quantifiable measures such as increased productivity/achievement of new skills
level of attendance
critical feedback from learner and others
Organisational support may include:
agreement by organisation to provide additional assistance to individuals through identified techniques
venue and equipment support
additional time with learner
Individual's learning style may include:
auditory
visual
kinaesthetic
tactile
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristics may include:
language, literacy and numeracy requirements
specific needs, physical or psychological
preferred learning styles
employment status
past learning experiences
level of maturity
cultural background and needs
level of formal schooling in Australia or overseas
length of time resident in Australia
Context for learning may be:
determined by the area of learning
determined by the trainer/facilitator and the learner
defined by the work/learning activities
in a classroom, tutorial room, meeting room, office, work in situ, any agreed meeting place
in a workplace, training and/or assessment organisation, college, community, university or school
defined by the time requirements for individual facilitation and how these will be built into learning activities
impacted by the health, safety or welfare of the learner
Selected is defined as:
where the trainer/facilitator has the capacity to independently determine which technique/process will be most appropriate
Organised is defined as:
where the trainer/facilitator is operating in circumstances where the technique/process is part of an existing delivery system
Boundaries and expectations may include:
the roles and responsibilities of the trainer/facilitator
the roles and responsibilities of the learner
extent/limits of the relationship
the techniques/processes to be used
confidentiality
the range of expertise of the trainer/facilitator
the involvement of others
organisational expectations
reporting requirements
Communication skills must include:
using icebreakers as appropriate
building rapport with the learner
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the learning
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner
Interpersonal skills must include:
showing respect for the expertise and background of the learner
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Equity or additional support needs may include:
English language, literacy and numeracy support
disability support
Aboriginal and Torres Straight Islander support
ethnic support services
interpreting services
counselling services
community support
An individualised learning plan includes:
the goals to be achieved
contingency plans
the logistics of the learning relationship, for example:
- period of relationship
- frequency of meetings/length of sessions
- location of meetings/contact
the structure of the learning relationship, for example:
- activities to be undertaken
- monitoring processes
- tools/equipment needed
- shadowing
occupational health and safety (OHS) considerations
Preparation may include:
planning for each meeting/session
being organised for each meeting/session
reflecting on outcomes of previous meeting/session
being punctual
identifying 'where we are' at the start
appearing relaxed and confident
enabling learner to identify his/her perspective
providing a relaxing, non threatening environment
Structured learning activities may include:
direction, guidance and mutual discussion
role-plays
written exercises
demonstrations
practice opportunities e.g. practicum or supervised teaching/facilitation
role modelling
projects
readings
research
video/audio analysis
a learning journal
Leadership and motivational skills may include:
maintaining focus
transferring responsibility
empowering the learner
inspiring the learner
visualising the learner's perspective
using effective communication
Learner cues may include:
level of engagement/disengagement
regular/irregular attendance/absences
evidence of frustration, distraction, stress
level of communication/interaction
level of ease/difficulty in undertaking learning activities
stagnation in learning
level of dependence/independence
evidence of problems/issues which may be personal, employment based or related to the individualised learning
Changes in approach may include:
revision of individualised learning plan
fresh approach/shift in technique
problem solving
shift in level of guidance/level of independence
Ethical behaviours include:
trust
integrity
privacy and confidentiality of the session
following organisational policies
knowing own limitations
having a range of other intervention referrals ready when needed
honesty
fairness to others
Tools and signals may include:
self assessment by the learner
a measure of improvement in a particular area
readiness for formal assessment
level of independence in learning
readiness to maintain learning through other means or modes
severe/fixed blockages in the relationship
agreed time period over
Feedback may be:
interview
formal discussion
informal discussion
written questionnaire
Impact may be:
successful achievement/rate of achievement/lack of achievement of identified goals
achievement of other outcomes as a result of the relationship
development of new goals
increased/new motivation to learn
greater capacity to learn
development of or increase in the self confidence of the learner
Self-evaluation and reflection may include:
asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improved
reviewing records and journals on sessions and critically evaluating own performance
reviewing feedback from learner and identifying critical aspects and areas for improvement
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Need for individual learning/ facilitation may be:
proposed by the learner, a manager/department in the organisation, or the trainer/facilitator
a requirement of management
part of the delivery strategy of a Training Package qualification, course or learning program
a request for additional support to enhance learning
based on observation
Learning area may be:
organisational/individual
a new/changed job role
new or changed work procedures/work skills
technical skills
life skills
generic skills
management skills
units of competency in Training Packages
curriculums
Goals for learning may include:
learning a new skill/area of knowledge or competency
defined through learning outcomes or objectives of a learning program
increasing productivity
career advancement or redirection
changes in life direction
setting personal directions/achievements
relationship development
Relevant persons may include:
the learner
the workplace supervisor/coordinator/manager
other team members
other trainers/facilitators/teachers/lecturers
Individual learning/facilitation techniques and processes may include:
a formal or informal process
an ongoing or one off process
a specific circumstance or an integrated feature of the overall learning process
coaching techniques
mentoring techniques
tutoring techniques
peer relationships
matching experienced workers/learners
single or double loop learning approaches
Evaluation processes may include:
a formal evaluation tool
quantifiable measures such as increased productivity/achievement of new skills
level of attendance
critical feedback from learner and others
Organisational support may include:
agreement by organisation to provide additional assistance to individuals through identified techniques
venue and equipment support
additional time with learner
Individual's learning style may include:
auditory
visual
kinaesthetic
tactile
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristics may include:
language, literacy and numeracy requirements
specific needs, physical or psychological
preferred learning styles
employment status
past learning experiences
level of maturity
cultural background and needs
level of formal schooling in Australia or overseas
length of time resident in Australia
Context for learning may be:
determined by the area of learning
determined by the trainer/facilitator and the learner
defined by the work/learning activities
in a classroom, tutorial room, meeting room, office, work in situ, any agreed meeting place
in a workplace, training and/or assessment organisation, college, community, university or school
defined by the time requirements for individual facilitation and how these will be built into learning activities
impacted by the health, safety or welfare of the learner
Selected is defined as:
where the trainer/facilitator has the capacity to independently determine which technique/process will be most appropriate
Organised is defined as:
where the trainer/facilitator is operating in circumstances where the technique/process is part of an existing delivery system
Boundaries and expectations may include:
the roles and responsibilities of the trainer/facilitator
the roles and responsibilities of the learner
extent/limits of the relationship
the techniques/processes to be used
confidentiality
the range of expertise of the trainer/facilitator
the involvement of others
organisational expectations
reporting requirements
Communication skills must include:
using icebreakers as appropriate
building rapport with the learner
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the learning
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner
Interpersonal skills must include:
showing respect for the expertise and background of the learner
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Equity or additional support needs may include:
English language, literacy and numeracy support
disability support
Aboriginal and Torres Straight Islander support
ethnic support services
interpreting services
counselling services
community support
An individualised learning plan includes:
the goals to be achieved
contingency plans
the logistics of the learning relationship, for example:
- period of relationship
- frequency of meetings/length of sessions
- location of meetings/contact
the structure of the learning relationship, for example:
- activities to be undertaken
- monitoring processes
- tools/equipment needed
- shadowing
occupational health and safety (OHS) considerations
Preparation may include:
planning for each meeting/session
being organised for each meeting/session
reflecting on outcomes of previous meeting/session
being punctual
identifying 'where we are' at the start
appearing relaxed and confident
enabling learner to identify his/her perspective
providing a relaxing, non threatening environment
Structured learning activities may include:
direction, guidance and mutual discussion
role-plays
written exercises
demonstrations
practice opportunities e.g. practicum or supervised teaching/facilitation
role modelling
projects
readings
research
video/audio analysis
a learning journal
Leadership and motivational skills may include:
maintaining focus
transferring responsibility
empowering the learner
inspiring the learner
visualising the learner's perspective
using effective communication
Learner cues may include:
level of engagement/disengagement
regular/irregular attendance/absences
evidence of frustration, distraction, stress
level of communication/interaction
level of ease/difficulty in undertaking learning activities
stagnation in learning
level of dependence/independence
evidence of problems/issues which may be personal, employment based or related to the individualised learning
Changes in approach may include:
revision of individualised learning plan
fresh approach/shift in technique
problem solving
shift in level of guidance/level of independence
Ethical behaviours include:
trust
integrity
privacy and confidentiality of the session
following organisational policies
knowing own limitations
having a range of other intervention referrals ready when needed
honesty
fairness to others
Tools and signals may include:
self assessment by the learner
a measure of improvement in a particular area
readiness for formal assessment
level of independence in learning
readiness to maintain learning through other means or modes
severe/fixed blockages in the relationship
agreed time period over
Feedback may be:
interview
formal discussion
informal discussion
written questionnaire
Impact may be:
successful achievement/rate of achievement/lack of achievement of identified goals
achievement of other outcomes as a result of the relationship
development of new goals
increased/new motivation to learn
greater capacity to learn
development of or increase in the self confidence of the learner
Self-evaluation and reflection may include:
asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improved
reviewing records and journals on sessions and critically evaluating own performance
reviewing feedback from learner and identifying critical aspects and areas for improvement