TESDA TRAINING REGULATIONS FOR TRAINERS METHODOLOGY (TM) LEVEL I (TRAINER/ASSESSOR)
The TESDA Course in TRAINERS METHODOLOGY LEVEL I consists of competencies a TVET trainer performing functions of trainer and assessor must achieve. A TVET trainer is a person who enables a learner or a group of learners to develop competencies to performing a particular trade or technical work.
A student who has achieved this TESDA Course in Trainers Methodology Level I (Trainer/Assessor) is competent to be:
- TVET Trainer/Technical Trainer
- Training Facilitator/Coordinator
- Competency Assessor
TRAINERS METHODOLOGY (TM) LEVEL I COURSE
Course Title: TRAINERS METHODOLOGY (TM) LEVEL I
Level: NC I
Nominal Training Duration :
(Basic Competency) 128 Hours
(Core Competency) 136 Hours
Total Duration: 264 Hours
This qualification is designed to enhance the knowledge, skills, positive attitude and work values of the learner in accordance with the prevailing standards in the Technical and Vocational Education and Training (TVET) sector. This encompasses competencies required of a Technical–Vocational Trainer to perform the tasks in the areas of instructional delivery/ facilitation, competency assessment, and maintenance of training resources / facilities.
TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to enroll in these course qualifications should possess the following requirements:
- Graduate of baccalaureate degree or equivalent in training/experience along the field of Technical -Vocational Education and Training
- Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers)
- Able to communicate orally and in writing
- Physically fit and mentally healthy
- Proficient in quantitative and qualitative analysis
- Proficient in verbal reasoning.
COMPETENCIES REQUIRED IN TRAINERS METHODOLOGY (TM) LEVEL I
To obtain this TESDA course in TRAINERS METHODOLOGY (TM) LEVEL I, all units prescribed for this qualification must be achieved.
These units of competency comprising this qualification include the following:
|UNIT CODE||CORE COMPETENCIES (136 Hours)|
|TVT232301||Plan training sessions|
|TVT232302||Facilitate learning sessions|
|TVT232303||Supervise Work-based learning|
|TVT232304||Conduct competency assessment|
|TVT232305||Maintain training facilities|
|TVT232306||Utilize electronic media in facilitating training|
|UNIT CODE||BASIC COMPETENCIES (128 Hours)|
|500311109||Lead workplace communication|
|500232101||Apply math and science principles in technical training|
|500232102||Apply environmental principles and advocate conservation|
|500232103||Utilize IT applications in technical training|
|500311110||Lead small teams|
|500232104||Apply work ethics, values and quality principles|
|500232105||Work effectively in vocational education and training|
|500232106||Foster and promote a learning culture|
|500232107||Ensure healthy and safe learning environment|
|500232108||Maintain and enhance professional practice|
|500232109||Develop and promote appreciation for cost-benefits of technical training|
|500232110||Develop and promote understanding of global labor markets|
This section gives the details and contents of the units of competency required in TRAINERS METHODOLOGY (TM) LEVEL I. These units of competency are categorized into basic and core competencies.
This section gives the details of the contents of the core units of competency required in TRAINERS METHODOLOGY (TM) LEVEL I.
UNIT OF COMPETENCY : PLAN TRAINING SESSION
UNIT CODE : TVT232301
This unit covers the knowledge, skills and attitudes in planning a training session. It includes identifying learner’s requirements, preparing session plan, preparing instructional materials and organizing learning and teaching and assessment resources.
- Identify learner’s training requirements
- Curriculum document is reviewed and analyzed.
- Current competencies of target group are determined.
- Competencies required to be attained are compared with current competencies of target group.
- Results of comparison are used to determine training requirements.
- Training requirements are validated with appropriate people.
- Prepare session plans
- Instructional blueprint and learning-engagement plan are prepared
- Training delivery modes are identified.
- Training methods that pertains to the required competencies are addressed.
- Sequence of training activities is determined.
- Resources to support learning are identified.
- Session plan is finalized according to required format.
- Prepare instructional materials
- Instructional materials that are focused on a key concept or idea related to the work activity under consideration are prepared.
- The text and illustrations that are clear, legible and appropriate to the trainees are prepared.
- Language, style and format of the materials are appropriate to the trainee’s characteristics and needs
- Prepare assessment instruments (Institutional)
- Relevant modules of instruction are identified, read and interpreted to identify the required evidence.
- Evidence requirements are determined which show full coverage of the training module to be assessed and a consistent performance of the relevant learning activities.
- Suitable assessment methods are identified and selected which are appropriate with the learning outcome of a module of instruction.
- Assessment instruments are prepared in accordance with the content and learning outcome specified under the assessment criteria of a module of instruction.
- Assessment instruments are checked for validity, fairness, safety and cost effectiveness.
- Organize learning and teaching resources
- Resources required for training are checked for availability.
- Appropriate training locations are identified and arranged according to the training needs.
- Resource requirements are documented and access is arranged in accordance with the organization, procedures and appropriate staff.
UNIT OF COMPETENCY : FACILITATE LEARNING SESSION
UNIT CODE : TVT232302
This unit covers the knowledge, skills and attitudes in delivering Competency-Based Training Session. It covers the following: preparing training session, conducting pre-assessment, facilitating training session, conducting competency assessment and reviewing delivery of training session.
- Prepare Training Facilities/Resources
- Appropriate training facilities/resources are prepared based on the session requirement.
- Learning stations are prepared & set-up according to learning activities.
- Tools and equipment are prepared and set-up according to learning activities.
- Conduct Pre-assessment
- Pre-assessment instruments are prepared in accordance with the number of applicants.
- Context and procedures of pre-training assessment are well explained according to guidelines.
- Evidence is gathered using the assessment tools specified in the evidence plan.
- Evidences are evaluated and feedbacks are discussed based on the results of the pre-training assessment.
- Current competencies and prior learning are determined and credited.
- Characteristics and profile of learners are evaluated.
- Facilitate Training Session
- Learners are properly oriented on the CBT delivery system.
- Appropriate training methods are used based on the level and characteristics of the learners.
- Learners are assisted to achieve session outcomes.
- Work and learning activities are monitored based on training plan.
- Feedback is provided to improve learners’ competence.
- Conduct Competency Assessment
- Learners are oriented on the evidence requirements relevant to the evidence plan.
- Competency assessment tools, materials and equipment are provided to learners.
- Evidences are gathered and documented using relevant assessment tools.
- Assessment results are recorded in accordance with the approved rating system.
- Appropriate feedback mechanism is used to inform learner of his/her progress.
- Prepare training facilities
- Training locations are identified and arranged according to the training needs.
- Training Activities are coordinated with relevant personnel
- Training facilities are set-up according to the training needs.
- Safety and housekeeping practices are observed following Occupational Safety and Health Standards (OSHS) and relevant environmental laws.
Unit of Competency : SUPERVISE WORK-BASED LEARNING
Unit Code : TVT232303
This unit covers the knowledge, skills and attitude required particularly establishing training requirements for trainees, monitoring work-based training, and reviewing and evaluating work-based learning effectiveness to supervise work-based learning process.
- Establish training requirements for trainees
- Relevant policies and guidelines are accessed and interpreted to guide the development of work-based arrangements
- Goals for learning for the trainees are identified and discussed with relevant personnel
- Training plan is prepared in accordance with agreed outcomes
- Training schedule is developed, discussed and agreed with relevant personnel
- Support mechanisms are identified and arranged according to the needs of the trainees
- Availability of materials is confirmed with relevant personnel within the budget requirements
- The objectives for undertaking work-based training and the processes involved are explained to the trainees
- Monitor work-based training
- 2.1 Visits to work-based training venue are conducted in
accordance with requirements to ensure training
arrangements are met
2.2 Trainees progress is monitored and recorded against the
training plan and contingencies are addressed
2.3 Work performance s are observed and alternative
approaches are suggested
2.4 OHS requirements are monitored to ensure health, safety
and welfare of the trainees
2.5 Feedback is provided to trainees about work performance
- 2.1 Visits to work-based training venue are conducted in
- Review and evaluate work-based learning effectiveness
- Work performance and learning achievement are analyzed in accordance with requirements
- Trainees are encouraged to provide feedback on their learning experience
- The effectiveness of the work-based learning is evaluated against the extent of attainment of the objectives
- Improvements and changes to work-based learning are recommended based on the review process
Unit of Competency : CONDUCT COMPETENCY ASSESSMENT
Unit Code : TVT232304
This unit covers the knowledge, skills and attitudes in conducting assessment. It details the requirements for organizing assessment activities, preparing the candidate, gathering and evaluating evidence, making assessment decision, recording and providing feedback on assessment outcome.
- Organize assessment activities
- Assessment activities in the workplace, training center or assessment center are identified and organized in accordance with the relevant Evidence Guide.
- Resources required for assessment, as specified in the Evidence Guide and the assessment tools, are obtained, checked, and arranged within a safe and accessible assessment environment.
- Cost of assessment and assessment process are checked to ensure compliance with organizational policy and procedures..
- Appropriate personnel are informed of the assessment activity in line with organizational policy and procedures.
- Prepare the candidate
- The context and purpose of assessment are explained to candidates in line with the requirements of the relevant Assessment Guidelines.
- The needs of the candidates are determined to establish any allowable adjustments in the assessment procedure
- Information is conveyed using verbal and non-verbal language which promotes a supportive assessment environment.
- Legal and ethical responsibilities associated with the assessment are explained to the candidates in line with the relevant Assessment Guidelines.
- The competency standards to be assessed and the evidence to be collected are clearly explained to the candidate.
- The assessment procedure is explained to the candidate in line with the relevant Assessment Guidelines.
- Gather evidence
- Evidence is gathered, using assessment methods specified in the relevant Evidence Guide
- Evidence is gathered and documented in accordance with the assessment procedures specified in the relevant Assessment Guidelines
- Reasonable adjustments are incorporated in the evidence gathering procedures, where appropriate, in line with the procedures detailed in the Assessment Guidelines.
- Evidence is gathered and documented using the relevant assessment tools.
- Make the assessment decision
- The evidence is evaluated in terms of the rules of evidence
- The evidence is evaluated according to the dimensions of competency
- The assessment decision is made based on evaluation of the evidence and the requirements of the relevant unit(s) of competency
- Record assessment results
- Assessment results are recorded accurately in accordance with approved record keeping guidelines of the organization
- Records of the assessment procedure, evidence collected and confidentiality of assessment outcomes is maintained according to the approved policy guidelines of the organization
- Issuing of certificates is organized in line with approved policy guidelines of the organization
- Provide feedback to candidates
- Clear and constructive feedback on the assessment decision is given to the candidate in line with the relevant Assessment Guidelines.
- Ways of overcoming any gaps in competency are explored with the candidate.
- The candidate is advised of available reassessment in line with organizational policy and procedures.
- Any assessment decision disputed by the candidate is recorded and reported promptly to appropriate personnel in line with organizational policy and procedures.
UNIT OF COMPETENCY : MAINTAIN TRAINING FACILITIES
UNIT CODE : TVT232305
UNIT DESCRIPTOR : This unit covers the skills and attitude in maintaining training facilities, includes implementing housekeeping activities and maintaining training systems, equipment, tools, materials and documents.
- Plan maintenance activities
- Training facilities and equipment are identified.
- Requisition for instructional equipment, tools, supplies and materials are prepared according to established procedures.
- Training equipment, tools, materials/supply inventory is prepared
- Equipment, tools, supplies and materials option are thoroughly researched and ergonomic requirements are considered.
- Equipment, tools, supplies and materials are identified and justified.
- Equipment and systems impact on learners are accurately documented according to procedures
- Maintenance activities are established according to policies
- Prepare schedule of maintenance
- Areas /equipment to be maintained are identified
- Maintenance activities, resources and schedule are identified and prepared according to job requirements.
- Technical support services are identified as necessary
- Implement housekeeping activities
- Regular inspections are carried out in the work area according to workplace procedures and standards.
- Facilities are maintained in accordance with Occupational Health and Safety.
- Disposal of waste and dangerous chemicals are checked in accordance with Occupational Health and Safety, regulations and organizational policies and other regulations
- Instructional materials and /equipment are secured in safe places in accordance with procedures.
- Maintain training equipment and tools
- Execute regular maintenance activities and routine servicing/repair according to scheduled plan.
- Maintenance procedures are followed in accordance with the manufacturers manual and organization policies.
- Respond to failed or unsafe equipment in accordance with organizational policies & procedures.
- Equipment and tools are secured according to safety standards
- Complex faults or repair requirements outside area of responsibility or competence are reported for specialist assistance in accordance with organizational procedures.
- Maintenance activities are documented and reported according to procedures
- Document maintenance inspections
- Regular inspections are carried out in the work area according to workplace procedures and standards
- Maintenance and repair activities are documented and reported according to organizational policies
- Documents are kept according to procedure
UNIT OF COMPETENCY : UTILIZE ELECTRONIC MEDIA IN FACILITATING TRAINING
UNIT CODE : TVT232306
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitude required in advance training environment using electronic media in facilitating training, including operation and maintenance of the equipment
- Inspect electronic media equipment
- Electronic media equipment are inspected according to specified checklist.
- Abnormalities or fault are identified and problem areas arebanticipated.
- Operate electronic media equipment to deliver a lesson
- Equipment are set-up in accordance with health and safety standards
- Electronic media equipment are operated in accordance to User’s Manual
- Teacher and learner cantered learning principles are implemented in line with the execution of session plan.
- Maintain electronic media equipment
- Preventive maintenance procedure, diagnostic tools and system check are applied periodically.
- Checklist are maintained as per Standard Operating Procedures
- AV/multimedia equipment are stored to safe rack/cabinet
Unit of Competency : LEAD WORKPLACE COMMUNICATION
Unit Code : 500311109
This unit covers the knowledge, skills and attitudes required to lead in the dissemination and discussion of ideas, information and issues in the workplace.
This unit is adopted from the basic competencies for National Certificate Level III. In the context of the Trainers Methodology (TM), the term “workplace” in this unit would be understood to mean “training/learning environment.”
- Communicate information about workplace processes
- Appropriate communication method is selected
- Multiple operations involving several topics areas are communicated accordingly
- Questions are used to gain extra information
- Correct sources of information are identified
- Information is selected and organized correctly
- Verbal and written reporting is undertaken when required
- Communication skills are maintained in all situations
- Lead workplace discussion
- Response to workplace issues are sought
- Response to workplace issues are provided immediately
- Constructive contributions are made to workplace discussions on such issues as production, quality and safety
- Goals/objectives and action plan undertaken in the workplace are communicated
- Communicate issues arising in the workplace
- Issues and problems are identified as they arise
- Information regarding problems and issues are organized coherently to ensure clear and effective communication
- Dialogue is initiated with appropriate personnel
- Communication problems and issues are raised as they arise
Unit of Competency : APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL TRAINING
Unit Code : 500232101
This unit covers the outcomes required to integrate math and science concepts in the content and delivery of technical training programs and to motivate trainees in learning and applying such concepts in the workplace.
- Identify math and science manifestations in the course content and the workplace
- Course content and learning outcomes are reviewed and studied for math and science content
- Situations in the workplace and in everyday life are related to the course or program are identified for inclusion or mention in the training
- Training aids, lesson plans or session notes are prepared, adopted or customized incorporating or highlighting applications of math and science principles
- Relate math and science concepts to common and workplace situations
- Practical applications of math and science related to the desired learning outcomes are incorporated, explained and stressed during the training
- Trainees are aided and encouraged to identify and apply math and science concepts in their work and everyday life
- Class examples/ cases, exercises, and assignments are given for trainees to explore and reflect on the applications/ manifestations of math and science along the course content
- Assess trainees’ internalization of math and science concepts
- Trainees’ retention of basic math and science concepts are reviewed to identify areas needing further intervention
- Trainees’ appreciation of math and science principles along the trade area or subject matter is determined using applicable assessment methodology.
- Simple mathematical and scientific models/ representations are discussed to aid in the understanding and application of principles and theories using language, style and format that are readily understood
- Poorly-understood areas of math and science relevant to the course are given extra attention and explained in user-friendly terms in accordance with trainees’ interests and learning styles.
- Introduce further enhancements
- Personal knowledge, experiences and observations of self and others in the area Of math and science applications are cited and incorporated in the lessons and lecture-discussions
- Results of application of math and science concepts are evaluated and documented for replication and enhancement
- Logical, systematic and scientific thinking and methods are introduced and developed for trainees to assimilate and apply in their own work and study
- Contextual and experiential learning methods are utilized to aid in appreciation of math and science concepts.
Unit of Competency : APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE CONSERVATION
Unit Code : 500232102
This unit covers the knowledge, skills and attitudes required to apply/adopt environmental principles and advocate conservation in diverse technical-vocational training environments, including observing and contributing to positive environment work practices. This covers the following: environmental work practices, contributing to improvements of environmental practices, and reporting potential environmental threats.
- Follow environmental workplace practices
- Workplace practices and work instructions relating to potential environmental impacts are recognized and followed, and clarification is sought where necessary.
- Relevant legislation, codes and national standards that impact on workplace environmental practices are recognized and followed.
- Changes to work practices and procedures are responded to positively and promptly in accordance with organizational requirements.
- Individual roles/ responsibilities are determined and performed based on the program/ activities identified
- Contribute to improve environmental work practices
- Suggestions are made to designated personnel for improvements to workplace practices where possible.
- Information is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices.
- Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel.
- Contributions to the review of environmental practices and policies are made within limits of responsibility
- Recognize and report potential environmental threats
- Signs or symptoms of the potential environmental threat are recognized.
- Information about or observations of a potential environmental threat are reported to supervisors and/or appropriate authorities.
- Location and extent of the potential environmental threat is accurately recorded.
- Reports on the potential environmental threat are completed according to organizational guidelines.
Unit of Competency : UTILIZE IT APPLICATIONS IN TECHNICAL TRAINING
Unit Code : 500232103
This unit covers the knowledge, skills and attitude required to utilize IT applications in training. Specifically, it covers setting-up of work environment, utilization of word processing, spreadsheet, presentation applications and utilization of internet and www to communicate and collect information.
- Set-up work environment
- Work folder is configured in accordance with enterprise IT utilization guidelines.
- Desktop and shortcuts settings are configured in-line with personal preference.
- Connectivity to printer are checked and tested in accordance with equipment user guide.
- Utilize word processing application
- Document layout and formatting are applied in line with document formatting requirements.
- Application features are utilized to enhance productivity in line with application guide/ help instructions
- Printing of documents is performed in line with enterprise IT utilization guidelines
- Utilize presenter application
- Presentation layout, formatting and theme utilization are applied in line with target audience requirements
- Animation and slide transitions are applied to enhance viewing and interactivity experience in-line with best practices in utilizing presentation package.
- Printing of presentation materials are performed in line with user requirements and enterprise IT utilization guidelines
- Packaging and exporting of presentation is performed in line with application help instructions/wizard.
- Presentation of information is performed in line with best practices in utilizing presentation package.
- Utilize spread sheet application
- Workbook and worksheet settings and formatting are applied in line with printing requirements.
- Formula and conditional formatting are utilized to enhance productivity in line with the application help instructions.
- Charts are utilized to enhance data presentation in line with the application help instructions.
- Printing of worksheet is performed in line with document layout requirements and enterprise IT utilization guidelines.
- Utilize internet and www to communicate and collect information
- Chat and email facility is utilized to exchange information and resources in line with chat help instructions.
- Browser is configured to enhance productivity in line with the application help instruction
- www is utilized to research and acquire resources in line with enterprise IT utilization guidelines.
Unit of Competency : LEAD SMALL TEAM
Unit Code : 500311110
This unit covers the knowledge, skills and attitudes to lead small teams including setting and maintaining team and individual performance standards. This unit is adopted from the basic competencies for National Certificate Level III. In the context of the Trainers Methodology (TM), the small teams here would refer to groups of trainees, audience or participants in a training situation, or a group of fellow trainers.
- Provide team leadership
- Work requirements are identified and presented to team members
- Reasons for instructions and requirements are communicated to team members
- Team members’ queries and concerns are recognized, discussed and dealt with
- Assign responsibilities
- Duties, and responsibilities are allocated having regard to the skills, knowledge and aptitude required to properly undertake the assigned task and according to company policy
- Duties are allocated having regard to individual preference, domestic and personal considerations, whenever possible
- Set performance expectations for team members
- Performance expectations are established based on client needs and according to assignment requirements
- Performance expectations are based on individual team members duties and area of responsibility
- Performance expectations are discussed and disseminated to individual team members
- Supervised team performance
- Monitoring of performance takes place against defined performance criteria and/or assignment instructions and corrective action taken if required
- Team members are provided with feedback, positive support and advice on strategies to overcome any deficiencies
- Performance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel according to employer policy
- Team members are kept informed of any changes in the priority allocated to assignments or tasks which might impact on client/customer needs and satisfaction
- Team operations are monitored to ensure that employer/client needs and requirements are met
- Follow-up communication is provided on all issues affecting the team
- All relevant documentation is completed in accordance with company procedures
Unit of Competency : APPLY WORK ETHICS, VALUES AND QUALITY PRINCIPLES
Unit Code : 500232104
This unit covers the outcomes required in demonstrating and living out desirable work ethics, values and principles in the workplace and training environment.
- Observe workplace policies and guidelines
- Attendance and punctuality are observed in line with enterprise policies and guidelines.
- Work functions are performed in line with work position/ delegation and according to enterprise goals and objectives.
- Communication, request, and complaints are channeled through authority in line with enterprise policies and procedures.
- Academic freedom is exercised in line with enterprise goals and objectives
- Quality work instructions are delivered in accordance with work deadlines and training calendars.
- Value self-worth and profession
- Best practices in teaching are demonstrated at all times.
- Personal and professional upgrading is exercised in line with personal goals and enterprise guidelines and policies.
- Confidentiality of records and other documents are maintained in line with enterprise policies and guidelines.
- Professional courtesy is exercised at all times
- Professional role and image as technical trainer are maintained in the classroom/training environment and related situations.
- Observe proper conduct in dealing with learners and parents
- Promotion of learners is performed based on non-prejudice decision and actual accomplishments and performance of learners.
- Learners were given equal opportunities to learn and utilize school facilities in line with the enterprise objective and goals.
- Parent consultations are performed in line with enterprise policies and guidelines
Unit of Competency : WORK EFFECTIVELY IN VOCATIONAL EDUCATION AND TRAINING
Unit Code : 500232105
This unit covers the knowledge, skills and attitude required to work effectively in the policy and operating environment of the vocational education and training sector.
- Work within the vocational education and training policy framework
- Relevant national vocational education and training policies and frameworks are accessed, analyzed, applied and guided in accordance with work practices and responsibilities.
- Key vocational education and training organizations and stakeholders are identified, accessed and informed in accordance with updated work practices.
- Legislation and guidelines are accessed, used, complied and ensured in accordance work practices and policy requirements.
- Sources of information and advice on vocational education and training policy and operating context are accessed on a regular basis and changes are noted as appropriate.
- Opportunities are taken up to contribute to vocational education and training in accordance with organizational policy developments.
- Vocational education and training terminology is used to communicate effectively in accordance with sector.
- Work within the training organization’s quality framework
- Relevant organizational documentation is accessed, used, supported and ensured in accordance work roles and responsibilities.
- Work is conducted in accordance with the training organization’s quality assurance strategies, processes, policies and procedures
- Ethical and legal responsibilities are adhered to in accordance with work practices.
- Work is undertaken in accordance with the prevailing industrial and employee relations systems and practices.
- Feedback and advice on work quality is actively sought from colleagues and clients in accordance with the prevailing industrial and employee relations systems and practices.
- Manage work and work relationships
- Work is planned, prioritized and organized to achieve agreed and expected outcomes.
- Workloads are assessed and guidance/support is sought from relevant personnel where work issues arise and in accordance with existing organizational policies and guidelines.
- Relevant technological skills are used to enhance work outcomes and in accordance with prevailing industrial systems and practices.
- Work is undertaken in a collaborative manner with colleagues through sharing of information and ideas and working together on work outcomes in accordance with the prevailing industrial and employee relations systems and practices.
- Feedback on managing work and professional relationships is obtained from clients and colleagues and is evaluated and acted upon.
- Demonstrate a client-focused approach to work
- Clients and their needs and expectations form the basis for developing effective work practices and outcomes in accordance with operational limits.
- Effective communication strategies are developed, utilized, established and maintained in accordance with client relationships.
- Processes for evaluating and improving client satisfaction are developed and built in accordance with work practices.
Unit of Competency : FOSTER AND PROMOTE AN INCLUSIVE LEARNING CULTURE
Unit Code : 500232106
This unit covers the knowledge, skills and attitude required foster and promote an environment which supports inclusive work practices and learning culture.
- Practice inclusivity
- differences and clients with particular needs are acknowledged, respected and valued in accordance with existing work practices and learning culture.
- Personal perceptions and attitudes about difference are examined and revised to improve communication and professionalism in accordance with existing work practices and learning culture.
- Principles underpinning inclusivity are integrated into all work practices.
- The training organization’s access and equity policy is used in accordance to work practices.
- Individuals’ rights and confidentiality are respected at all times.
- Promote and respond to diversity
- The ground rules for participation and behavior with colleagues and clients are established in accordance with a cooperative and agreed process/es.
- Individuals are encouraged to express themselves and to contribute to the work and learning environment in accordance with cooperative and agreed process/es.
- Individuals are provided with opportunities to indicate specific needs to support their participation in learning and work in accordance with a cooperative and agreed process/es.
- Relevant research, guidelines and resources are accessed to support inclusivity in accordance with existing guidelines and procedures.
- Verbal and body language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate.
- Develop and implement work strategies to support inclusivity
- Documented resources to support and guide inclusive practices are identified and used to inform work strategies in accordance with existing guidelines and procedures.
- Support persons are identified and included in the work and learning process where appropriate and agreed to.
- Relevant professional support services are identified and accessed, as appropriate.
- Any physical environment support needs are acknowledge and incorporated into work practices, where practicable and approved by appropriate personnel.
- OHS issues associated with inclusivity are identified and addressed in accordance with existing guidelines and procedures.
- Inclusiveness is modeled in accordance with work performance.
- Promote a culture of learning
- Support and advice is provided to colleagues and clients to encourage new and ongoing participation in accordance with learning opportunities.
- The benefits of learning are explored with colleagues and clients in accordance with a culture of learning.
- Learning and competency achievement is recognized and rewarded in accordance with the work and/or learning environment.
- Opportunities to develop own and others generic skills are identified in accordance with the work and/or learning environment.
- Multiple pathways to achieve own and others future learning goals are discussed in accordance with the work and/or learning environment.
- Monitor and improve work practices
- Effective work practices to enhance inclusivity and a learning culture are identified in accordance with the work and/or learning environment
- Conscious actions are taken to modify and improve in accordance with work practices.
- Strategies and policies to support inclusivity are regularly reviewed in accordance with continuous improvement of work processes.
- Proposed changes to relevant strategies and policies are documented and reported in accordance with organizational structure.
Unit of Competency : ENSURE HEALTHY AND SAFE LEARNING ENVIRONMENT
Unit Code : 500232107
This unit covers the knowledge, skills and attitude required to ensure the health, safety and welfare of learners and candidates.
- Identify Occupational Health and Safety (OHS) responsibilities
- The purpose and approaches of OHS in the learning environment are defined in accordance with OHS standards.
- Documentation outlining the OHS legal responsibilities of the various parties in the learning environment is accessed, read and interpreted in accordance with OHS standards
- Organizational OHS documentation is identified and accessed in accordance with standard operating procedures.
- Identify hazards in the learning environment
- Sources of information are researched and accessed to identify hazards common within the industry in which the learning will take place.
- Learning environment is inspected prior to use in consultation with various parties in order to identify hazards.
- Any specific OHS needs of learners and/or candidates are in accordance with OHS standards.
- Any potential hazards created by learners and/or candidates with specific needs are identified in accordance with OHS standards.
- Personal limitations and responsibilities in identifying hazards are recognized and specialist advisers are consulted in accordance with OHS standards
- Assess risks in the learning environment
- Likelihood of injury as a result of exposure to identified hazard/s is assessed in accordance with OHS standards.
- Severity of any potential injury, illness or negative/adverse outcome arising from the identified hazard is assessed for risk in accordance with OHS standards.
- Hazards are prioritized for action in consultation with various parties in accordance with OHS standards.
- Personal limitations in assessing risks are recognized and specialist advisers are consulted in accordance with OHS standards.
- Develop and implement actions to ensure the health safety and welfare of learners and/or candidates
- Risk controls are developed based on the hierarchy of control in accordance with OHS standards.
- Risk control action plan is identified and accessed or formulated in consultation with various parties.
- Actions within the control and responsibility of the trainer/facilitator are implemented in accordance with OHS standards.
- Outstanding risk control actions are referred to the various parties for implementation.
- Supervisory arrangements appropriate to learners and/or candidates levels of knowledge/skill/ experience are monitored to ensure their health and safety.
- Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or candidates
- Learners and/or candidates are provided with appropriate information related to OHS
- Learners and/or candidates are assessed for knowledge of OHS requirements.
- Learners and/or candidates are supplied with personal protective equipment in accordance with OHS standards
- Monitor Occupational Health and Safety (OHS) arrangements in the learning environment
- Achievement against the risk control action plan is monitored and any issues addressed as appropriate
- The effectiveness and reliability of existing risk controls are confirmed with relevant parties.
- Effective hazard and incident reporting and investigation processes are confirmed on a continuing basis.
Unit of Competency : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE
Unit Code : 500232108
This unit covers the knowledge, skills and attitude required for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and services.
- Model high standards of performance
- Personal performance is consistent with the organization’s goals and objectives.
- Appropriate professional techniques and strategies are modeled in accordance with existing organizational policies and guidelines.
- Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with organizational/legal requirements.
- Ethical and inclusive practices are applied in professional practice and in accordance with existing organizational policies and guidelines.
- Determine personal development needs
- Personal knowledge and skills are assessed against units of competency and other relevant benchmarks in accordance with the development needs and priorities.
- Changes in vocational education, training policy and operating environments are identified in accordance with the impact on professional practice and personal development needs.
- Feedback from colleagues and clients is identified and used in accordance with personal learning needs/areas of professional development.
- Future career options are identified as appropriate.
- Personal learning needs are documented and updated in accordance with existing policies and procedures.
- Personal development needs are discussed with relevant personnel for inclusion in accordance with the professional development plan.
- Participate in professional development activities
- Development opportunities suitable to personal learning style/s are selected and used in accordance with continuous support of learning and maintenance of current professional practice/s.
- Professional networks are participated in accordance with continuous support of learning and maintenance of current professional practice/s.
- Own performance and professional competency is continuously improved through engagement in accordance with professional development activities.
- Technology is used to maintain regular communication in accordance with relevant networks, organizations and individuals.
- Reflect on and evaluate professional practice
- Developments and trends impacting on professional practice are researched and integrated in accordance with work performance.
- Feedback from colleagues/clients is used to identify and introduce improvements in accordance work performance.
- Innovative and responsive approaches for improving professional practice are identified and used in accordance with continuous support to improve techniques and processes.
- Records, reports and recommendations for improvement are managed in accordance with the organization’s systems and processes.
Unit of Competency : DEVELOP AND PROMOTE APPRECIATION FOR COSTS AND BENEFITS OF TECHNICAL TRAINING
Unit Code : 500232109
This unit covers the outcomes required in estimating and evaluating costs and benefits of training, determining its cost-effectiveness and returns, and identifying, recommending and advocating cost-efficient training practices.
- Study training cost components
- Features and benefits of training programs are identified and analyzed based on financial and customer requirements
- Cost components are analyzed to determine those which deliver the desired training features and benefits
- Wastages or excesses are determined for possible reduction or elimination
- Evaluate training costs and benefits
- Variances in training performance and results are studied to determine good and bad practices
- Planned performance is compared with actual performance to identify future enhancements in conduct of training
- Cost reduction and control measures that do not impact greatly on training results are recommended
- Usage of training resources is analyzed for optimization or reduction
- Monitor conduct and results of training
- Simple formative and summative evaluations of training are done to evaluate achievement of learning outcomes
- Quality training programs are monitored and noted/documented for best practices and results replication
- Benefits and returns on training investments are studied using relevant data
- Cost-effective training programs are identified and recommended for documentation, replication and further enhancement.
- Promote awareness of costs and benefits of training
- Benefits of training as investment rather than cost center are explained and stressed to trainees, fellow trainers and administrators where applicable
- Economy in use of training supplies and materials and care in use of training equipment and facilities are stressed continually
- Model/best practices in optimum and judicious use of training resources are documented, practiced and demonstrated
Unit of Competency : DEVELOP AND PROMOTE UNDERSTANDING OF GLOBAL LABOR MARKETS
Unit Code : 500232110
This unit describes the outcomes required in understanding, analyzing and disseminating information on global labor-market trends and concerns as they affect the TVET, labor and employer sectors.
- Identify current and future trends/ concerns
- Relevant and reliable sources of labor-market information (LMI) are identified and accessed based on needs
- Global and local relevance of labor-market (LM) trends are studied and analyzed for their implications in the labor and training market
- Relevant events, including positions and interests of trainees, clients and training providers are studied and considered in the design and delivery of training
- Assess new developments
- Emerging issues of potential significance to the local and global labor markets are identified and studied
- Research findings are assessed for significance to the technical and vocational education and training (TVET) sector
- Opportunities and risks of new developments are identified and assessed
- Views of trainees, training providers and other stakeholders are identified and assessed for their potential benefit or impact
- Where necessary responses and strategies for LM threats and opportunities are developed in consultation with other TVET partners
- New and emerging concepts, technologies, products and processes are noted and evaluated based on their implications for the TVET and labor market
- Utilize labor market information to best effect
- Awareness of LM situation and related concerns are promoted through talks, lectures and other training opportunities
- Relevant information on LM and new technologies are incorporated in the curriculum and during the training
- Mention/ Presentations of LMI and trends are made during meetings, fora and training situations using language and delivery styles adapted to the audience
- Where necessary, responses and strategies to global labor-market developments are developed and recommended using analytical tools and current LMI
GLOSSARY OF TERMS
- ASSESSMENT ACTIVITIES – Includes projects/problems, methods, duration and instructions to be used during assessment.
- ATTITUDE – An innate or learned ability or distinguishing quality that allows an individual to complete a job.
- DUTY – General area of competence that successful workers in the occupation must demonstrate or perform on an ongoing basis.
- JOB – Defined as a set of tasks and duties executed, or meant to be executed, by one person.
- JOB PROFILE – A description of a particular work function that includes the elements deemed necessary to perform the post effectively. Specifically, a job profile might include such things as job responsibilities, required qualifications, advancement prospects, and the initial hourly pay or salary associated with the position.
- KNOWLEDGE – An understanding and familiarity with facts and information.
- OCCUPATION – A set of jobs whose main tasks and duties are characterized by a high degree of similarity constitutes an occupation.
- REASONABLE ADJUSTMENTS IN THE ASSESSMENT METHODS – Are variations to assessment tasks including providing examination questions in alternative formats, provision of specialized equipment, substitution of one assessment task for another of equivalent assessment task, and use of different vernaculars.
- SKILL – Defined as the ability to carry out the tasks and duties of a given job.
- TASK – A work activity that has a definite beginning and ending, is observable, consist of two or more definite steps, and leads to a product, service, or decision.
- TASK ANALYSIS – Is the analysis of how a task is accomplished, including a detailed description of both manual and mental activities, task and element durations, task frequency, task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more people to perform a given task.
- TRAINING PLAN – a.k.a Rotation plan.