On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
On-the-Job Training Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined | |
iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |||
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group. v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provided through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel | ||
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
Workplace Assessor’s knowledge objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Explain: communication procedures during training and evaluation; circumstances requiring intervention and technique for such intervention during training and evaluation; in an operational environment | 5 |
Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: ‘Level of Understanding 5’, denotes: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency | ||
Review training | i Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
2. Review Training | Record training data | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants’ readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance | |
Evaluate training | i Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives ii Results of evaluations are used to guide further training | ||
Report on training | i Training details are recorded according to enterprise and legislative requirements | ||
3. Plan Assessment | Establish evidence required for a specific context | i The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specific context ii Relevant units of competency are read and interpreted accurately to identify the evidence required iii Specified evidence requirements: assure valid and reliable inferences of competency authenticate the performance of the person being assessed and confirm that competency is current iv Sufficient evidence is specified to show consistent achievement of the specified standards v The cost of gathering the required evidence is established | |
Establish suitable assessment methods | i Assessment methods are selected which are appropriate for gathering the type and amount of evidence required ii Opportunities to consolidate evidence gathering activities are identified iii Allowable adjustments in the assessment method are proposed to cater for the characteristics of the persons being assessed | ||
Develop assessment tools appropriate to a specific assessment context | i An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context ii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context iii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed iv The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur | ||
Trial assessment procedure | i Assessment methods and tools are trialed with an appropriate sample of people to be assessed ii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration iii Appropriate adjustments are made to improve the assessment method and tools in light of the trial iv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable | ||
4. Conduct Assessment | Identify and explain the context of assessment | i The context and purpose of assessment are discussed and confirmed with the persons being assessed ii The relevant performance standards to be used in the assessment (eg: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed iii the assessment procedure is clarified and expectations of assessor and candidate are agreed iv Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed v The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure vi Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed | |
Plan evidence gathering opportunities | i Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering the dimensions of competency ii The need to gather additional evidence which may not occur as part of the workplace or training activities is identified iii Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
Organise assessment | i the resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment ii Appropriate personnel are informed of the assessment iii Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel | ||
Gather evidence | i Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence ii The evidence specified in the assessment procedure is gathered using the assessment methods and tools iii Evidence is gathered in accordance with specified allowable adjustments where applicable iv The evidence gathered is documented in accordance with the assessment procedures | ||
Make the assessment decision | i The evidence is evaluated in terms of:
ii Evidence is evaluated according to the dimensions of competency:
iii If in doubt, guidance is sought from more experienced assessors iv The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
Record assessment results | i Assessment results are recorded accurately in accordance with the specified record keeping requirements ii Confidentiality of assessment outcomes is maintained and access to the assessment records is provided only to authorised personnel | ||
Provide feedback to persons being assessed | i Clear and constructive feedback in relation to performance is given to the person being assessed using appropriate language and strategies and may include guidance on further goals/training opportunities ii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessed iii The person being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
Report on the conduct of the assessment | i Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure ii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedure iii Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||
5. Review Assessment | Review the assessment procedure | i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteria ii The review process established by the enterprise, industry or registered training organisation is followed iii The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under the legislation iv Review activities are documented, findings are substantiated and the review approach evaluated | |
Check the consistency of assessment decision | i Evidence from a range of assessments is checked for consistency across the dimensions of competency ii Evidence is checked against the key competencies iii Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon | ||
Report review findings | i Recommendations are made to appropriate personnel for the modifications to the assessment procedure(s) in light of the review outcomes ii Records are evaluated to determine whether the needs of appropriate personnel have been met iii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures | ||
OJT Instructor Knowledge Objectives | Level of Understanding |
Describe the duty of care associated with delivering on-the-job training in an ATS operational environment in regard to licensing and ensuring safe operations. | 5 |
Employ instructional intervention techniques appropriate to an operational training environment. | 5 |
Prior to commencing training, brief students in both their role and the role of the instructor in the operational environment: • planning training duration; • briefing on communication procedures; • explaining circumstances requiring intervention. | 5 |
Meet, or have met, the licensing provisions required to perform operational duties in the function for which the training is to be conducted. | 5 |
Understand the competencies, and their related performance criteria, applicable to the function for which the student is being trained. | 5 |
Note: |
Competency Unit | Element | Performance Criteria | |
1. Train Small Groups | Prepare for training | i Specific needs for training are identified and confirmed through consultation with appropriate personnel ii Training objectives are matched to identified competency development needs iii Training approaches are planned and documented | |
Deliver training | i Training is conducted in a safe and accessible environment ii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources iii Strategies and techniques are employed which facilitate the learning process iv Objectives of the training, sequence of activities and assessment processes are discussed with training participants v A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants | ||
Provide opportunities for practice | i Practice opportunities are provided to ensure that the participant achieves the components of competency ii Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants | ||
Review training | i Participants are encouraged to self evaluate performance and identify areas for improvement ii Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance iii Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives iv Training details are recorded according to enterprise and legislative requirements v Results of evaluation are used to guide further training | ||
2. Plan and Promote a Training Program | Identify the competency needs | i The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client ii Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel iii Gaps between the required competencies and current competencies of the target group are determined iv Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods | |
Document training program requirements | i Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance ii Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies iii Available training programs and resources are customised to meet specific client needs, where required iv Appropriate grouping of activities is identified to support formative and summative assessments v Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy vi Methods of supporting and guiding participants within the target group are identified and specified | ||
Identify program resources | i Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics ii A safe and accessible training environment is identified and arranged to support the development of competencies iii Arrangements are made with personnel to support the training program iv A register of training resources is maintained and held in an accessible form | ||
Promote training | i Advice on the development of the training program is provided to appropriate personnel ii Information on planned training events is made widely available, utilising a variety of methods iii Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel | ||
3. Plan a Series of Training Sessions | Identify training requirements | i Current competencies of the target group are identified ii Relevant training package documentation or approved training course documentation is obtained where applicable iii Qualification requirements, competencies and/or other performance standards to be attained are interpreted iv Training requirements are identified form the gap between the required competencies and the current competencies of the target group v Training requirements are confirmed with appropriate personnel | |
Develop outlines of training sessions | i The training program goals, outcomes, performances and underpinning knowledge requirements are identified ii The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed iii A range of training delivery methods are identified which are appropriate for:
iv Training session outlines are mapped against required competencies and deficiencies are identified and addressed v Special requirements for resources, particular practice requirements and training experiences are documented vi Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified | ||
Develop training materials | i Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright ii Existing materials are customised or resources are developed to enhance the learning capability of training participants iii Instructions for the use of learning materials and any required equipment are provided iv Copyright laws are observed v Training resources are identified and approvals are obtained from appropriate personnel vi Clear and comprehensive documentation, resources and materials are developed and used | ||
Develop training sessions | i Training sessions are developed to meet the goals of the training program ii Training session plans specify planned sessions outcomes iii Opportunities are created within training session design for participants’ own competency acquisition and the relevant competencies apply in practice iv Session plans identify delivery methods which are appropriate for:
v Training sessions are designed to measure participant progress towards the program goals vi Sequence and timing of the training sessions are documented | ||
Arrange resources | i Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel ii Appropriate training locations are identified and arranged iii Arrangements are made with (any) additional personnel required to support the training program iv The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies v Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form | ||
4. Deliver Training Session | Prepare training participants | i Training program goals and training session outcomes are explained to, and discussed with, training participants ii The training program workplace applications, training activities and tasks are explained and confirmed with the training participants iii Needs of training participants for competency acquisition are identified iv The series of training sessions for the training program are explained to the training participants v Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants vi Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning) | |
Present training session | i Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies ii Presentation of training and design of learning activities emphasise and reinforce the components of competency:
iii Presentation and training delivery methods provide variety, encourage participation and reinforce competencies iv Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions v Training sessions are reviewed and modified as necessary meet training participants’ needs | ||
Facilitate individual and group learning | i The requirements for effective participation in the learning process are explained ii Timely information is given to training participants during training sessions iii Training presentations are enhanced with the use of appropriate training resources iv Clear and accurate information is presented in a sequence to foster competency development v Language is adjusted to suit training participants vi Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages vii Training equipment and materials are used in a way that enhances learning viii Supplementary information is provided to enhance and clarify understanding as required by individuals or the group ix Key points are summarised at appropriate times to reinforce learning x Individual learning and group dynamics are monitored and managed to achieve program goals xi Language, literacy and numeracy issues are taken into account to facilitate learning by training participants | ||
Provide opportunities for practice and feedback | i Process, rationale and benefits of practice of competency are discussed with training participants ii Practice opportunities are provided to match:
iii Training participants readiness for assessment is monitored and discussed with participants iv Constructive feedback and reinforcement are provide through further training and/or practice opportunities | ||
Review delivery of training sessions | i Training participants’ review of training delivery is sought ii The delivery of the training session is discussed with appropriate personnel at appropriate times iii Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards iv The reactions of relevant personnel to the deliver are sought and discussed at appropriate times v Adjustments to delivery, presentation and training are considered and incorporated | ||
5. Review Training | Record training data | i Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored ii Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents | |
Evaluate training | i Training is evaluated against needs and goals of the training program ii Feedback on the training program is sought form training participants and appropriate personnel iii Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions iv Trainers’ performance is reviewed against:
v Results of the evaluation are used to improve current and future training vi Suggestions are made for improving any aspect of the recording procedure | ||
Report on training | i Reports on outcomes of the training sessions are developed and distributed to appropriate personnel. | ||