The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to provide evidence that they are able to facilitate the development of a learning environment. They must be able to show evidence of the ability to identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They also must be able to develop strategies to monitor performance of individuals and the team and use this to improve learning effectiveness and future learning arrangements.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
the principles and techniques involved in the management and organisation of:
- adult learning
- a learning environment and learning culture
- work based learning
- structured learning
- problem identification and resolution
- leadership
- coaching and mentoring
- consultation and communication
- record keeping and management methods
- monitoring and reviewing workplace learning
- improvement strategies
management of relationships to achieve a learning environment
strategies that contribute to the elimination of discrimination/bias
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to access and use workplace information
communication skills to:
- encourage colleagues to share their knowledge and skills
- gain the trust and confidence of colleagues
- deal with people openly and fairly
- use consultation skills effectively
skills to facilitate, promote and monitor learning:
- identifying learning needs
- developing learning plans
- selecting and using work activities to create learning opportunities
- establishing a workplace which is conducive to learning
- negotiating learning arrangements with training and development specialists
- using coaching and mentoring to support learning
- evaluating the effectiveness of learning
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
discussing strategies to facilitate and improve workplace learning
sharing with others the benefits of learning
providing feedback, recognition and rewards to team and individuals
Collecting, analysing and organising information (3)
assembling information about learning options
Planning and organising activities (3)
developing and implementing strategies to facilitate and promote learning
Working in a team (3)
gaining feedback from individuals and team members on learning needs and opportunities
Using mathematical ideas and techniques (2)
compiling data about learning arrangement
Solving problems (3)
resolving difficulties with competency development
Using technology (2)
using technology to assist in the management of information and to promote learning
Innovation skills (3)
developing an innovative approach to the development of a learning culture to enhance business operations
Products that could be used as evidence include:
documentation produced in developing a workplace learning environment, such as:
- contribution to organisational policies and procedures
- procedures and policies for dealing with learning systems, and related codes of conduct
- evidence of actions taken to address information collection and retrieval
- evidence of actions taken to address methods of analysing information
- evidence of actions taken to develop and/or maintain a learning culture
- evidence of actions taken to address internal and external learning issues
- evidence of actions taken to address issues and problems within the work team
- evidence of advice and input into management decisions related to the work team and workplace learning
- learning and development plans for team members
- materials developed for coaching, mentoring and training
- induction programs developed and/or delivered
- reviews of people management
- records of people management lessons learned
Processes that could be used as evidence include:
how workplace learning activities were developed and managed
how work was allocated within work team, and rationale for allocations
how learning plans were developed
how team members have been encouraged to participate in learning opportunities
how procedures have been designed to ensure that individual learning and development pathways were developed and implemented
how liaison with training and development specialists has occurred, especially in regard to ongoing improvement
how team members were encouraged to assess their own competencies and to identify own learning and development needs
how workplace achievement has been recognised
how input and advice was provided to management and stakeholders in relation to the benefits of learning and development
how learning and development records have been documented and stored
how performance management processes were reviewed and evaluated, and improvements identified, reported and acted upon
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to develop a workplace learning environment are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to provide evidence that they are able to facilitate the development of a learning environment. They must be able to show evidence of the ability to identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They also must be able to develop strategies to monitor performance of individuals and the team and use this to improve learning effectiveness and future learning arrangements.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
the principles and techniques involved in the management and organisation of:
- adult learning
- a learning environment and learning culture
- work based learning
- structured learning
- problem identification and resolution
- leadership
- coaching and mentoring
- consultation and communication
- record keeping and management methods
- monitoring and reviewing workplace learning
- improvement strategies
management of relationships to achieve a learning environment
strategies that contribute to the elimination of discrimination/bias
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to access and use workplace information
communication skills to:
- encourage colleagues to share their knowledge and skills
- gain the trust and confidence of colleagues
- deal with people openly and fairly
- use consultation skills effectively
skills to facilitate, promote and monitor learning:
- identifying learning needs
- developing learning plans
- selecting and using work activities to create learning opportunities
- establishing a workplace which is conducive to learning
- negotiating learning arrangements with training and development specialists
- using coaching and mentoring to support learning
- evaluating the effectiveness of learning
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
discussing strategies to facilitate and improve workplace learning
sharing with others the benefits of learning
providing feedback, recognition and rewards to team and individuals
Collecting, analysing and organising information (3)
assembling information about learning options
Planning and organising activities (3)
developing and implementing strategies to facilitate and promote learning
Working in a team (3)
gaining feedback from individuals and team members on learning needs and opportunities
Using mathematical ideas and techniques (2)
compiling data about learning arrangement
Solving problems (3)
resolving difficulties with competency development
Using technology (2)
using technology to assist in the management of information and to promote learning
Innovation skills (3)
developing an innovative approach to the development of a learning culture to enhance business operations
Products that could be used as evidence include:
documentation produced in developing a workplace learning environment, such as:
- contribution to organisational policies and procedures
- procedures and policies for dealing with learning systems, and related codes of conduct
- evidence of actions taken to address information collection and retrieval
- evidence of actions taken to address methods of analysing information
- evidence of actions taken to develop and/or maintain a learning culture
- evidence of actions taken to address internal and external learning issues
- evidence of actions taken to address issues and problems within the work team
- evidence of advice and input into management decisions related to the work team and workplace learning
- learning and development plans for team members
- materials developed for coaching, mentoring and training
- induction programs developed and/or delivered
- reviews of people management
- records of people management lessons learned
Processes that could be used as evidence include:
how workplace learning activities were developed and managed
how work was allocated within work team, and rationale for allocations
how learning plans were developed
how team members have been encouraged to participate in learning opportunities
how procedures have been designed to ensure that individual learning and development pathways were developed and implemented
how liaison with training and development specialists has occurred, especially in regard to ongoing improvement
how team members were encouraged to assess their own competencies and to identify own learning and development needs
how workplace achievement has been recognised
how input and advice was provided to management and stakeholders in relation to the benefits of learning and development
how learning and development records have been documented and stored
how performance management processes were reviewed and evaluated, and improvements identified, reported and acted upon
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to develop a workplace learning environment are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity