Section (ix) principles, use and limitations of - Manual of Standards Part 65 - Standards Applicable to Air Traffic Services Licensing and Training Requirements - (ix) principles, use and limitations of relevant surveillance systems and associated equipment; | Zoe
Manual of Standards Part 65 - Standards Applicable to Air Traffic Services Licensing and Training Requirements
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Chapter 3: Annotation of Air Traffic Controller Licences
Section 3.1: General
3.1.1 Introduction
3.1.1.1 This chapter contains standards for the annotation of Air Traffic Control Licences.
3.1.2 Ratings
3.1.2.1 The classes of ratings that may be annotated on Air Traffic Controller Licences are defined by ICAO. A Rating may be granted when a person has:
(a) met the competency requirements, as required by this chapter, Chapter 3 (Endorsements), for at least one endorsement under that rating; and
(b) successfully completed a written examination relevant to that rating and being of a type required by Chapter 4 (Training), and Chapter 6 (Ratings), as appropriate.
3.1.3 Aerodrome Control Rating
3.1.3.1 An aerodrome control rating authorises the holder of the rating to provide, or supervise the provision of, such aerodrome control services, for such aerodromes, as are specified for endorsements also annotated on the licence.
3.1.3.2 The holder of an aerodrome control rating must have:
(a) demonstrated a level of knowledge in at least the following subjects to the extent that they affect the area of responsibility:
(i) aerodrome layout; physical characteristics and visual aids;
(ii) airspace structure;
(iii) applicable rules, procedures and sources of information;
(iv) air navigation facilities;
(v) air traffic control equipment and its use;
(vi) terrain and prominent landmarks;
(vii) characteristics of air traffic;
(viii) weather phenomena;
(ix) emergency and search and rescue plans; and
(b) Fulfilled the requirements for the award of an associated ATC Endorsement as specified in Section 3.1.10.
3.1.4 Approach Control Rating
3.1.4.1 An approach control rating authorises the holder of the rating to provide, or supervise the provision of, such approach control services, for such airspaces, as are specified for endorsements also annotated on the licence.
3.1.4.2 The holder of an approach control rating must have:
(a) demonstrated a level of knowledge in at least the following subjects to the extent that they affect the area of responsibility:
(i) airspace structure;
(ii) applicable rules, procedures and sources of information;
(iii) air navigation facilities;
(iv) air traffic control equipment and its use;
(v) terrain and prominent landmarks;
(vi) characteristics of air traffic and traffic flow;
(vii) weather phenomena;
(viii) emergency and search and rescue plans; and
(b) fulfilled the requirements for the award of an associated ATC Endorsement, as specified in Section 3.1.10.
3.1.5 Approach Radar Control Rating
3.1.5.1 An approach radar control rating authorises the holder of the rating to provide, or supervise the provision of, such radar approach control services, for such airspaces, as are specified for endorsements also annotated on the licence.
3.1.5.2 The holder of an approach radar control rating must have:
(a) demonstrated a level of knowledge in at least the following subjects to the extent that they affect the area of responsibility:
(i) airspace structure;
(ii) applicable rules, procedures and sources of information;
(iii) air navigation facilities;
(iv) air traffic control equipment and its use;
(v) terrain and prominent landmarks;
(vi) characteristics of air traffic and traffic flow;
(vii) weather phenomena;
(viii) emergency and search and rescue plans;
(ix) principles, use and limitations of relevant surveillance systems and associated equipment;
(x) procedures for the provision of approach radar control services, including procedures to ensure appropriate terrain clearance; and
(b) fulfilled the requirements for the award of an associated ATC Endorsement, as specified in Section 3.1.10.
3.1.6 Area Control Rating
3.1.6.1 An area control rating authorises the holder of the rating to provide, or supervise the provision of, such area control services, for such airspaces, as are specified for endorsements also annotated on the licence.
3.1.6.2 The holder of an area control rating must have:
(a) demonstrated a level of knowledge in at least the following subjects to the extent that they affect the area of responsibility:
(i) airspace structure;
(ii) applicable rules, procedures and sources of information;
(iii) air navigation facilities;
(iv) air traffic control equipment and its use;
(v) terrain and prominent landmarks;
(vi) characteristics of air traffic and traffic flow;
(vii) weather phenomena;
(viii) emergency and search and rescue plans; and
(b) fulfilled the requirements for the award of an associated ATC Endorsement, as specified in Section 3.1.10.
3.1.7 Area Radar Control Rating
3.1.7.1 An area radar control rating authorises the holder of the rating to provide, or supervise the provision of, such area radar control services, for such airspaces, as are specified for endorsements also annotated on the licence.
3.1.7.2 The holder of an area radar control rating must have:
(a) demonstrated a level of knowledge in at least the following subjects to the extent that they affect the area of responsibility:
(i) airspace structure;
(ii) applicable rules, procedures and sources of information;
(iii) air navigation facilities;
(iv) air traffic control equipment and its use;
(v) terrain and prominent landmarks;
(vi) characteristics of air traffic and traffic flow;
(vii) weather phenomena; and
(viii) emergency and search and rescue plans;
(ix) principles, use and limitations of relevant surveillance systems and associated equipment;
(x) procedures for the provision of area radar control services, including procedures to ensure appropriate terrain clearance; and
(b) fulfilled the requirements for the award of an associated ATC Endorsement, as specified in Section 3.1.10.
3.1.8 Other Ratings
3.1.8.1 Other control rating or ratings, being a rating or ratings authorising the holder of the rating or ratings to provide, or supervise the provision of, such control services as are from time to time specified by CASA, for such locations and/or discrete functions as defined for endorsements may also be annotated on the licence.
3.1.10 Endorsements
3.1.10.1 Endorsements that may be annotated on Air Traffic Controller Licences must be defined and administered by the relevant ATS Certificate holder, and must relate to a discrete operational position or function.
3.1.10.2 An endorsement may be granted by the relevant ATS Certificate holder when a person has been assessed as being competent in the provision of services pertaining to a discrete operational position or function.
3.1.10.3 Such assessment of competence may only be awarded when the person has successfully completed both:
(a) a written examination; and
(b) a performance assessment;
relevant to the position or function, and being of a type required by Chapter 4 (Training, Rating and Endorsement Examinations) and Chapter 6 (Endorsements), as appropriate.
3.1.11 Qualifications
3.1.11.1 Additional annotations, referred to as qualifications and being specific to air traffic services, may be recorded on Air Traffic Controller Licences. Such qualifications must be administered and granted by the relevant ATS Certificate holder and need not have any relationship to a rating or endorsement already annotated on a licence.
3.1.11.2 Qualifications specific to instruction or assessment in an operational air traffic services environment, that may be annotated on Air Traffic Controller Licences, are:
(a) On-the-job Training Instructor;
(b) Classroom Instructor; and
(c) Workplace Assessor.
3.1.11.3 An ATS provider or ATS training provider may define, for the provider’s organisation, the responsibilities of the holder of On-the-job Training Instructor, Classroom Instructor, and Workplace Assessor qualifications within the following limits:
(a) Classroom Instructor (INST):
(i) deliver classroom theory instruction;
(ii) design and develop training tools for the classroom environment;
(iii) supervise non-INST qualified persons in the provision of (i) and (ii);
(iv) train and assess applicants for the initial issue or renewal of an INST qualification;
(b) An applicant for an INST qualification must have demonstrated competence against the standards specified in Section 3.1.13 and paragraph 3.1.14.1;
(c) On-the-job Training Instructor (OJTI):
(i) deliver on-the-job instruction in both a live and simulated on-the-job environment;
(ii) deliver classroom theory instruction to small groups;
(d) An applicant for an OJTI qualification must have demonstrated competence against the standards specified in Section 3.1.12;
(e) Workplace Assessor (WPA):
(i) conduct assessments in both a live and simulated on-the-job environment;
(ii) conduct assessments to ensure competency attainment (where required) for ATS-related activities or functions;
(f) An applicant for a WPA qualification must have demonstrated competence against the standards specified in Section 3.1.14.
3.1.12 On-the-job Training Instructor
3.1.12.1 Before a person may undertake duties as an On-the-job Training Instructor, that person must demonstrate competency against the following requirements:
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 personnelii Training objectives are matched to identified competency development needsiii Training approaches are planned and documentediv Circumstances requiring intervention in the operational environment during training are explained to the student
Deliver training
i Training is conducted in a safe and accessible environmentii Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resourcesiii Strategies and techniques are employed which facilitate the learning processiv Objectives of the training, sequence of activities and assessment processes are discussed with training participantsv A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participantsvi Instructional intervention techniques appropriate to an operational training environment are employed
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 improvementii 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 objectivesii 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 learning evaluation
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 contextii Relevant units of competency are read and interpreted accurately to identify the evidence requirediii Sufficient evidence is identified to verify consistent achievement of learning outcomes in relation to the specified standards
Establish suitable evaluation methods
i Evaluation methods are selected which are appropriate for gathering the type and amount of evidence requiredii Sufficient evidence gathering activity is planned to ensure that the learning progress is can be measured
4. Conduct learning evaluation
Identify and explain the context of evaluation
i The context and purpose of the evaluation is discussed and confirmed with the studentii The relevant performance standards to be used in the evaluation are clearly explained to the studentiii The evaluation procedure is clarified and expectations of the OJTI explainediv Circumstances requiring intervention in the operational environment during evaluation are explained to the studentv Information is conveyed using language and interactive strategies and techniques to communicate effectively with the student
Conduct the evaluation
i Sufficient evidence gathering activity is undertaken to ensure that the learning progress can be measuredii Instructional intervention techniques appropriate to an operational evaluation are employed
Provide feedback to student
i Clear and constructive feedback in relation to performance and learning achievement is given to the student using appropriate language and strategies and may include guidance on further goals and/or future training emphasisii Opportunities for overcoming any gaps in competency, as revealed by the learning evaluation, are explored with the student
3.1.12.2 In addition to the competency requirements above, On-the-job Training Instructors must have completed and passed a course of training which must include the following knowledge objectives:
<table cellspacing="0" cellpadding="0" style="margin-left:46.5pt; border:0.75pt solid #000000; border-collapse:collapse"><thead><tr><td style="width:296.85pt; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt"><p class="TableHeading"><span>On-the-Job Training Instructor Knowledge Objectives</span></p></td><td style="width:112.6pt; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt"><p class="TableHeading"><span>Level of Understanding</span></p></td></tr></thead><tbody><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>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.</span></p></td><td style="width:112.6pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>Explain:</span></p><p class="TableBullet1" style="margin-top:3pt"><span>communication procedures during training and evaluation;</span></p><p class="TableBullet1" style="margin-top:3pt; margin-bottom:6pt"><span>circumstances requiring intervention and technique for such intervention during training and evaluation;</span></p><p class="TableText" style="margin-top:6pt"><span>in an operational environment</span></p></td><td style="width:112.6pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained.</span></p></td><td style="width:112.6pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td colspan="2" style="width:417.35pt; border-top:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top; background-color:#ffffff"><p class="TableText" style="margin-bottom:6pt"><span style="font-weight:bold"></span></p><div style="margin:6pt 9.7pt 6pt 0.95pt; border:0.75pt solid #000000; padding:1pt 4pt"><p class="TableText" style="margin-top:0pt; margin-left:7.1pt; margin-bottom:0pt; text-indent:-7.1pt"><span style="font-weight:bold">Note:</span><br><span style="width:7.1pt; text-indent:0pt; display:inline-block"></span><span>‘Level of Understanding 5’, denotes:</span><br><span style="width:7.1pt; text-indent:0pt; display:inline-block"></span><span>“Extensive knowledge of the subject…”</span><br><span style="width:7.1pt; text-indent:0pt; display:inline-block"></span><span>(ICAO Training Manual, ICAO DOC 7192 Part D-2).</span></p></div><p class="TableText" style="margin-top:6pt"><span></span></p></td></tr></tbody></table>
3.1.13 Classroom Instructor
3.1.13.1 Before a person may undertake duties as a classroom instructor, that person must demonstrate competency against the following requirements:
<table cellspacing="0" cellpadding="0" style="margin-left:47.9pt; border-collapse:collapse"><thead><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableHeading"><span>Competency Unit</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableHeading"><span>Element</span></p></td><td style="width:209pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableHeading"><span>Performance Criteria</span></p></td><td style="border-bottom:0.75pt solid #000000; vertical-align:top"></td></tr></thead><tbody><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>1.</span><span style="width:14.61pt; text-indent:0pt; display:inline-block"> </span><span>Train Small Groups</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Prepare for training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Specific needs for training are identified and confirmed through consultation with appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Training objectives are matched to identified competency development needs</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training approaches are planned and documented</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Deliver training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Training is conducted in a safe and accessible environment</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Strategies and techniques are employed which facilitate the learning process</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Objectives of the training, sequence of activities and assessment processes are discussed with training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participants</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Provide opportunities for practice</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Practice opportunities are provided to ensure that the participant achieves the components of competency</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Review training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Participants are encouraged to self evaluate performance and identify areas for improvement</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Training details are recorded according to enterprise and legislative requirements</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Results of evaluation are used to guide further training</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>2.</span><span style="width:14.61pt; text-indent:0pt; display:inline-block"> </span><span>Plan and Promote a Training Program</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Identify the competency needs</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>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</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Gaps between the required competencies and current competencies of the target group are determined</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Document training program requirements</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>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</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Training documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Available training programs and resources are customised to meet specific client needs, where required</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Appropriate grouping of activities is identified to support formative and summative assessments</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Methods of supporting and guiding participants within the target group are identified and specified</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Identify program resources</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Resources required for the program are identified and approved by appropriate personnel and allocated to meet participants’ characteristics</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>A safe and accessible training environment is identified and arranged to support the development of competencies</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Arrangements are made with personnel to support the training program</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>A register of training resources is maintained and held in an accessible form</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Promote training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Advice on the development of the training program is provided to appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Information on planned training events is made widely available, utilising a variety of methods</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Promotional activities are mentioned for effectiveness in collaboration with the client and appropriate personnel</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>3.</span><span style="width:14.61pt; text-indent:0pt; display:inline-block"> </span><span>Plan a Series of Training Sessions</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Identify training requirements</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Current competencies of the target group are identified</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Relevant training package documentation or approved training course documentation is obtained where applicable</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Qualification requirements, competencies and/or other performance standards to be attained are interpreted</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Training requirements are identified form the gap between the required competencies and the current competencies of the target group.</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Training requirements are confirmed with appropriate personnel</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Develop outlines of training sessions</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>The training program goals, outcomes, performances and underpinning knowledge requirements are identified</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>A range of training delivery methods are identified which are appropriate for:</span></p><ul style="margin:0pt; padding-left:0pt"><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">the competencies to be achieved</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">training program’s goals</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">characteristics of training participants</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">language, literacy and numeracy skill level of training participants</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">availability of equipment and resources</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">industry/enterprise contexts and requirements</span></li></ul><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Training session outlines are mapped against required competencies and deficiencies are identified and addressed</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Special requirements for resources, particular practice requirements and training experiences are documented</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Develop training materials</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Available materials to support the training program are checked for relevance appropriateness in terms of the language, style, characteristics of training participants and copyright</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Existing materials are customised or resources are developed to enhance the learning capability of training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Instructions for the use of learning materials and any required equipment are provided</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Copyright laws are observed</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Training resources are identified and approvals are obtained from appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Clear and comprehensive documentation, resources and materials are developed and used</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Develop training sessions</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Training sessions are developed to meet the goals of the training program</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Training session plans specify planned sessions outcomes</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Opportunities are created within training session design for participants own competency acquisition and apply the relevant competencies in practice</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Session plans identify delivery methods which are appropriate for:</span></p><ul style="margin:0pt; padding-left:0pt"><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">the competency to be achieved</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">training program’s goals</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">training participants’ characteristics</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">language, literacy and numeracy skill level of training participants</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">learning resources and consumable resources available</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">industry/enterprise/workplace contexts and requirements</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">each outlined training session</span></li></ul><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Training sessions are designed to measure participant progress towards the program goals</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Sequence and timing of the training sessions are documented</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Arrange resources</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Resources required for the training sessions are identified and, where special access is required, approved by appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>appropriate training locations are identified and arranged</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Arrangements are made with (any) additional personnel required to support the training program</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Learning resources, documentation on required competencies, assessment procedures and information on available support for participants are organised and held in an accessible form</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>4.</span><span style="width:14.61pt; text-indent:0pt; display:inline-block"> </span><span>Deliver Training Session</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Prepare training participants</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Training program goals and training session outcomes are explained to, and discussed with, training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>The training program workplace applications, training activities and tasks are explained and confirmed with the training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Needs of training participants for competency acquisition are identified</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>The series of training sessions for the training program are explained to the training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Ways in which the competencies are to be developed and assessed are explained to, and confirmed with participants</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (eg: paraphrasing and questioning)</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Present training session</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Presentation and training delivery are appropriate to the characteristics of training participants and the development of competencies</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Presentation of training and design of learning activities emphasise and reinforce the components of competency:</span></p><ul style="margin:0pt; padding-left:0pt"><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">task skills</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">task management skills</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">contingency management skills</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">job/role environment skills</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">transfer and application of skills and knowledge to new contexts</span></li></ul><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Presentation and training delivery methods provide variety, encourage participation and reinforce competencies</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of training sessions</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Training sessions are reviewed and modified as necessary meet training participants’ needs</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Facilitate individual and group learning</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>The requirements for effective participation in the learning process are explained</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Timely information is given to training participants during training sessions</span><br><span></span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training presentations are enhanced with the use of appropriate training resources</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Clear and accurate information is presented in a sequence to foster competency development</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Language is adjusted to suit training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Training participants are encourage to ask questions, clarify points of concern and contribute comments at appropriate and identified stages</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>vii</span><span style="width:13.51pt; text-indent:0pt; display:inline-block"> </span><span>Training equipment and materials are used in a way that enhances learning</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>viii</span><span style="width:11.28pt; text-indent:0pt; display:inline-block"> </span><span>Supplementary information is provided to enhance and clarify understanding as required by individuals or the group</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ix</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Key points are summarised at appropriate times to reinforce learning</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>x</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Individual learning and group dynamics are monitored and managed to achieve program goals</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>xi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Language, literacy and numeracy issues are taken into account to facilitate learning by training participants</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Provide opportunities for practice and feedback</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Process, rationale and benefits of practice of competency are discussed with training participants</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Practice opportunities are provided to match:</span></p><ul style="margin:0pt; padding-left:0pt"><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">specific competencies to be achieved</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">context of the training program</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">specific outcomes of the training sessions</span></li></ul><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training participants readiness for assessment is monitored and discussed with participants</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Constructive feedback and reinforcement are provided through further training and/or practice opportunities</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Review delivery of training sessions</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Training participants’ review of training delivery is sought</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>The delivery of the training session is discussed with appropriate personnel at appropriate times</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>The reactions of relevant personnel to the deliver are sought and discussed at appropriate times</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Adjustments to delivery, presentation and training are considered and incorporated</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>5.</span><span style="width:14.61pt; text-indent:0pt; display:inline-block"> </span><span>Review Training</span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Record training data</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>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</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Evaluate training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList" style="margin-bottom:6pt"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Training is evaluated against needs and goals of the training program</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>ii</span><span style="width:18.51pt; text-indent:0pt; display:inline-block"> </span><span>Feedback on the training program is sought form training participants and appropriate personnel</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iii</span><span style="width:16.28pt; text-indent:0pt; display:inline-block"> </span><span>Training participants are encouraged to evaluate how progress toward achieving competency was enhanced by the training sessions</span></p><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>iv</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Trainers’ performance is reviewed against:</span></p><ul style="margin:0pt; padding-left:0pt"><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">program goals</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">the Assessment and Workplace Training Competency Standards</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">training participants’ comments</span></li><li class="Tablebullet2" style="margin-top:6pt; margin-left:32.55pt; margin-bottom:6pt; text-indent:0pt; padding-left:8.25pt; font-family:serif"><span style="font-family:Arial, sans-serif">training participants’ competency attainment</span></li></ul><p class="TableRomanNumList" style="margin-top:6pt; margin-bottom:6pt"><span>v</span><span style="width:17.95pt; text-indent:0pt; display:inline-block"> </span><span>Results of the evaluation are used to improve current and future training</span></p><p class="TableRomanNumList" style="margin-top:6pt"><span>vi</span><span style="width:15.73pt; text-indent:0pt; display:inline-block"> </span><span>Suggestions are made for improving any aspect of the recording procedure</span></p></td></tr><tr><td style="width:84.75pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableText"><span></span></p></td><td style="width:85.2pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>Report on training</span></p></td><td colspan="2" style="width:209.4pt; border:0.75pt solid #000000; padding-right:4.97pt; padding-left:4.97pt; vertical-align:top"><p class="TableRomanNumList"><span>i</span><span style="width:20.73pt; text-indent:0pt; display:inline-block"> </span><span>Reports on outcomes of the training sessions are developed and distributed to appropriate personnel</span></p></td></tr></tbody><tbody><tr style="height:0pt"><td style="width:95.45pt"></td><td style="width:95.9pt"></td><td style="width:219.7pt"></td><td style="width:0.4pt"></td></tr></tbody></table>
3.1.14 Workplace Assessor
3.1.14.1 Before a person may undertake duties as a Workplace Assessor, that person must demonstrate competency against the following requirements:
Competency Unit
Element
Performance Criteria
1. 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 contextii Relevant units of competency are read and interpreted accurately to identify the evidence requirediii Specified evidence requirements:assure valid and reliable inferences of competencyauthenticate the performance of the person being assessed andconfirm that competency is currentiv Sufficient evidence is specified to show consistent achievement of the specified standardsv 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 requiredii Opportunities to consolidate evidence gathering activities are identifiediii 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 contextii The assessment tool is designed to mirror the language used to demonstrate the competency in a specific contextiii Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessediv 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 assessedii Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administrationiii Appropriate adjustments are made to improve the assessment method and tools in light of the trialiv Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable
2. Conduct Assessment
Identify and explain the context of assessment
i The context and purpose of assessment are discussed and confirmed with the persons being assessedii The relevant performance standards to be used in the assessment (e.g. current endorsed competency standards for the specific industry) are clearly explained to the person being assessediii 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 assessedv The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedurevi 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 competencyii The need to gather additional evidence which may not occur as part of the workplace or training activities is identifiediii 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 environmentii Appropriate personnel are informed of the assessmentiii 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 evidenceii The evidence specified in the assessment procedure is gathered, using the assessment methods and toolsiii Evidence is gathered in accordance with specified allowable adjustments where applicableiv The evidence gathered is documented in accordance with the assessment procedures
Make the assessment decision
i The evidence is evaluated in terms of:validityauthenticitysufficiencycurrencyconsistent achievement of the specified standardii Evidence is evaluated according to the dimensions of competency:task skillstask management skillscontingency management skillsjob/role environment skillstransfer and application of knowledge and skills to new contextsiii If in doubt, guidance is sought from more experienced assessorsiv 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 requirementsii 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 opportunitiesii Opportunities for overcoming any gaps in competency, as revealed by the assessment, explored with the persons being assessediii 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 procedureii Any assessment decision disputed by the person being assessed is recorded and reported promptly to those responsible for the assessment procedureiii Suggestions for improving any aspect of the assessment process are made to appropriate personnel
3. Review Assessment
Review the assessment procedure
i Appropriate personnel are given the opportunity to review the assessment outcomes and procedures using agreed evaluation criteriaii The review process established by the enterprise, industry or registered training organisation is followediii 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 legislationiv 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 competencyii Evidence is checked against the key competenciesiii 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 outcomesii Records are evaluated to determine whether the needs of appropriate personnel have been metiii Effective contributions are made to system-wide reviews of the assessment process and feedback procedures
3.1.14.2 In addition to the competency requirements above, Workplace Assessors must have completed and passed a course of training which must include the following knowledge objectives:
<table cellspacing="0" cellpadding="0" style="margin-left:46.5pt; border:0.75pt solid #000000; border-collapse:collapse"><thead><tr><td style="width:296.85pt; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt"><p class="TableHeading"><span>Workplace Assessor’s knowledge objectives</span></p></td><td style="width:98.4pt; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt"><p class="TableHeading"><span>Level of Understanding</span></p></td></tr></thead><tbody><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>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.</span></p></td><td style="width:98.4pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>Explain:</span></p><p class="TableBullet1" style="margin-top:3pt"><span>communication procedures during training and evaluation;</span></p><p class="TableBullet1" style="margin-top:3pt; margin-bottom:6pt"><span>circumstances requiring intervention and technique for such intervention during training and evaluation;</span></p><p class="TableText" style="margin-top:6pt"><span>in an operational environment</span></p></td><td style="width:98.4pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td style="width:296.85pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>Describe the competencies, and their related performance criteria, applicable to the function for which the student is being trained.</span></p></td><td style="width:98.4pt; border-top:0.75pt solid #000000; border-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><p class="TableText"><span>5</span></p></td></tr><tr><td colspan="2" style="width:403.15pt; border-top:0.75pt solid #000000; padding-right:3.58pt; padding-left:3.58pt; vertical-align:top"><div style="margin:3pt 3.45pt 3pt 53.05pt; border:0.75pt solid #000000; padding:10pt"><p class="NoteLvl1" style="margin:0pt 0pt 0pt 35.45pt; border-style:none; padding:0pt"><span style="font-weight:bold">Note:</span><span> </span><span style="width:7.12pt; text-indent:0pt; display:inline-block"></span><span>‘Level of Understanding 5’, denotes:</span><br><span>“Extensive knowledge of the subject…”</span><br><span>(ICAO Training Manual, ICAO DOC 7192 Part D-2).</span></p></div></td></tr></tbody></table>