Description

Pre-Requisites

Performance Criteria

1. Create learning opportunities
1.1 Workplace environments which facilitate learning are developed and supported
1.2 Learning plans are developed as an integral part of individual/team performance plans
1.3 Learning plans reflect the diversity of learning styles, development needs and learning opportunities
1.4 Individual/team access to, and participation in, learning opportunities is facilitated
1.5 Consultation with training and development specialists results in the planning and provision of learning which enhances individual, team and organisation performance

2. Facilitate and promote learning
2.1 Workplace activities are used as opportunities for learning
2.2 Coaching and mentoring is used to develop workplace knowledge, skills and attitudes
2.3 The benefits of learning are shared with others in the team/organisation
2.4 Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards

3. Monitor and improve learning effectiveness
3.1 Performance of individuals/teams is monitored to determine the type and extent of additional work based support
3.2 Feedback from individuals/teams is used to identify and introduce improvements in future learning arrangements
3.3 Change in the workplace environment is facilitated to promote learning
3.4 Records and reports of competency are documented and  maintained within the organisation’s systems and procedures

Key Competencies

• Collect, Analyse & Organise Information
• Communicate Ideas & Information
• Plan & Organise Activities
• Work with Others & in Teams
• Use Mathematical Ideas & Techniques
• Solve Problems
• Use Technology

Range Statement

Learning opportunities arise from organisation may include

•  objectives
• plans
• systems
• processes
• performance plans
• quality and continuous improvement processes and standards
• resources
• participation in committees
• managing projects
• developing plans
• analysis of incidents/response/emergency

Learning strategies may include

• coaching
• mentoring
• exchange/rotation
• action learning
• structured training programs

Evidence Guide

Critical aspects of evidence

•  Knowledge and application of strategies which facilitate and promote an effective workplace learning environment

Underpinning knowledge

• group dynamics
• learning strategies
• organisation records and reports of competency procedures
• principles of adult learning

Underpinning skills

• develop learning plans
• develop links between work and learning
• promote collaborative processes in developing a learning environment
• promote the achievement of competencies in the workplace
• provide leadership and support to individuals and teams to develop and maintain a flexible learning environment
• provide or arrange support for those who have learning difficulties
• support and encourage learning by individuals and teams

Resource implications

• No special requirements

Consistency in performance

• Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of assessment

• Evidence in facilitating and promoting a learning environment in the workplace Knowledge may be assessed through written assignment debriefings and action learning projects