Application

This unit describes the skills and knowledge required to initiate, and implement, practices that support the improvement of learning strategies in an organisational context. It includes:
• evaluating ways to improve learning practice, managing and monitoring the means by which to improve learning, analysing, and advancing adoption of improved learning practice
• methods for improving learning practice, including developing individual staff members from the perspective of the organisation’s needs and imperatives, and enhancing outcomes for learners and candidates.
It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify ways in which to implement learning practices that build organisational capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large organisation.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
• implementing improved practice in at least one learning environment, including documentation to show:
• an evaluation of ways in which to improve learning practice
• how the process was managed and monitored
• how learning was improved
• how improved learning practice was advocated for
• how colleagues were mentored in order to promote learning practice.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
• adult learning practice
• contemporary policy and approaches to vocational learning and assessment
• the content and requirements of the relevant delivery and assessment strategies
• the content of learning resources and learning materials
• the design and management of learning objects and content
• different learning styles, and how to encourage learners, including:
• theoretical learners
• pragmatic learners
• activist learners
• reflective learners
• kinaesthetic learners
• audio learners
• visual learners
• tactile learners
• left and right brain learners
• learning strategies, teaching, and assessment methods
• research relating to pedagogical theory and practice, learner interests and changing learning styles, and the application of information and communications technology (ICT) to learning and teaching
• the sources and availability of relevant learning resources, and learning materials
• the theory and practice relating to adult learning
• training techniques that enhance learning and when to use them, including:
• instruction and explanation
• questioning
• practice
• written information
• group, pair and team activities
• individual activities
• demonstration.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Foundation Skills

• {'skill': 'Reading', 'description': '1.1, 1.2, 1.3, 1.4, 1.5, 2.2'}
• {'skill': 'Writing', 'description': '1.2, 2.3, 2.4, 3.1, 3.2, 3.4'}
• {'skill': 'Oral Communication', 'description': '2.1, 3.2'}
• {'skill': 'Navigate the world of work', 'description': '1.4, 3.1'}
• {'skill': 'Interact with others', 'description': '1.3, 3.5'}
• {'skill': 'Get the work done', 'description': '1.1-1.5, 2.1-2.4, 3.1-3.5'}

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