This unit describes the skills and knowledge required to establish and develop a professional mentoring relationship with an individual in a workplace. It includes the skills and knowledge to plan and prepare for the mentoring and implement strategies suited to the mentee, the workplace and the mentoring relationship.

The unit applies to workplace supervisors or other work colleagues who work under limited supervision and have responsibility for mentoring individuals in the workplace. This may include, but is not limited to, those who mentor an apprentice or trainee employed by, or undertaking a work placement within, an organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Facilitating workplace-based learning involves creating a supportive environment where employees can acquire new skills, enhance existing knowledge, and apply them directly to their job roles. To ensure effectiveness, facilitators must conduct a needs assessment to identify skill gaps and individual learning needs.

Learning initiatives should align with organisational goals, and a blended approach with various instructional methods should be used to cater to different learning styles. Creating a supportive environment where continuous learning is encouraged, providing regular feedback and recognition, and assessing learning outcomes are crucial for success. Facilitators should also strive for continuous improvement by gathering feedback and making necessary adjustments to the learning programs.

Facilitating vocational training involves the process of planning, delivering, and supporting vocational training sessions. The goal is to create an engaging and effective learning environment for learners to acquire the necessary skills and knowledge for specific vocational roles.

During vocational training facilitation, trainers must be aware of legislative and regulatory requirements related to vocational training. They should also follow organisational procedures and practices for delivering training, managing behavior, record-keeping, and ensuring learner safety.

Facilitators customise session plans and learning resources to suit the needs of individual learners and their work contexts. They employ various training techniques and activities to engage learners and support their progress. Additionally, trainers monitor learner progress, adapt training approaches to address difficulties, and provide ongoing support.

Work skill instruction in vocational education is crucial for equipping students with the practical skills and knowledge needed to succeed in specific industries or occupations. It involves a combination of theoretical and hands-on learning experiences, delivered by qualified instructors with industry expertise. The key components of work skill instruction include curriculum development, theoretical instruction, hands-on training, industry-relevant equipment, soft skills development, and assessment and evaluation. The benefits of providing work skill instruction include enhanced employability, industry alignment, practical application, and career advancement opportunities. Overall, work skill instruction ensures that vocational education graduates are well-prepared for the demands of the job market and have the necessary skills to excel in their chosen fields.

This unit describes the skills and knowledge required to design, develop and document plans for vocational training to be delivered by vocational education and training (VET) teachers and trainers. It involves identifying the objectives and intended outcomes of the training and the characteristics of the target learners, selecting nationally recognised training products, developing the plan for training and individual session plans.

The unit applies to individuals who design training for group learning in face-to-face, online and blended vocational training contexts using nationally recognised products.

This unit describes the skills and knowledge required to analyse and use nationally recognised training products to meet vocational learners’ skill and knowledge development needs.

The unit applies to entry-level VET teachers, trainers and assessors who use a range of products that are nationally recognised or aligned with other recognised frameworks in the course of addressing learners’ training needs.

This unit describes the skills and knowledge required to operate within the vocational education and training (VET) sector regulatory and operational context relevant to the job role of an entry-level VET teacher, trainer and assessor.

The unit applies to VET teachers, trainers and assessors who use a range of general competencies and knowledge to work effectively within the VET sector and typically within a Registered Training Organisation (RTO).

Application

This unit describes the performance outcomes, skills and knowledge required to identify children and young people who are at risk and report in line with legislative requirements. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the performance outcomes, skills and knowledge required to comply with the administrative tasks established for family day care operations.

This unit applies to educators who offer family day care services under the auspices of an approved family day care coordination unit in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

This unit describes the skills and knowledge required to organise personal work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

The unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

This unit describes the skills and knowledge required to provide a first aid response to infants and children in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

This unit applies to a range of workers within an education and care setting who are required to respond to a first aid emergency, including asthma and anaphylactic emergencies. This includes early childhood workers and educators who work with school age children in outside school hours care and vacation programs.

This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).

This unit describes the skills and knowledge required to identify and implement ways of promoting innovation within team environments in the workplace.

The unit applies to individuals who are team participants or team leaders responsible for playing a proactive role in demonstrating innovation in a formal or informal team environment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

No licensing, legislative or certification requirements apply to this unit at the time of publication.
Link to training.gov.au:  https://training.gov.au/Training/Details/BSBSTR401

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

To complete this assessment you will need to complete the following tasks:

1. Short answer knowledge questions.
2. Project tasks
3. Skills tasks
4. Vocational Placement Time log

These tasks are included in the lessons. You will need to satisfactorily complete all the lessons to be deemed competent for this unit of competency.

This assessment addresses the following unit of competency:

1. Develop guidelines that support positive and respectful interactions and behaviour in children.
2. Observe and monitor interactions and behaviour in children.
3. Identify challenging behaviours.
4. Plan support for children.
5. Implement and evaluate support plan.

Link to training.gov.au: https://training.gov.au/Training/Details/CHCECE045 

To complete this assessment you will need to complete the following tasks:

1. Short answer knowledge questions.
2. Project tasks
3. Skills tasks
4. Vocational Placement Time log

These tasks are included in the lessons. You will need to satisfactorily complete all the lessons to be deemed competent for this unit of competency.

This assessment addresses the following unit of competency:

1. Interpret the National Quality Framework (NQF).
2. Interpret the National Quality Standard (NQS).
3. Facilitate service self- assessment.
4. Facilitate the development of a Quality Improvement Plan (QIP).
5. Coordinate the service for a rating and assessment visit.

Link to training.gov.au: https://training.gov.au/Training/Details/CHCECE044 

To complete this assessment you will need to complete the following tasks:

1. Short answer knowledge questions.
2. Project tasks
3. Skills tasks
4. Vocational Placement Time Log

These tasks are included in the lessons. You will need to satisfactorily complete all the lessons to be deemed competent for this unit of competency.

This assessment addresses the following unit of competency:

1. Reflect on values and biases.
2. Demonstrate respect for inclusion and diversity.
3. Support children’s understanding of inclusion and diversity.

Link to training.gov.au: https://training.gov.au/Training/Details/CHCECE030

This unit describes the skills and knowledge required to develop and monitor the implementation of operational plans to support efficient and effective workplace practices and organisational productivity and profitability.

The unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plans.

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

The unit applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace. These individuals may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

This unit describes skills and knowledge required to manage business risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

The unit applies to individuals who are working in positions of authority and who are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

This unit describes the skills and knowledge required to undertake a minor project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

The unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

To complete this assessment you will need to complete the following tasks:

1. Short answer knowledge questions.
2. Project tasks
3. Skills tasks
4. Vocational Placement Time Log

These tasks are included in the lessons. You will need to satisfactorily complete all the lessons to be deemed competent for this unit of competency.

This assessment addresses the following unit of competency:

1. Extend knowledge of early childhood learning and development
2. Support children’s sense of belonging
3. Plan and provide opportunities for children’s learning and development
4. Foster holistic and collaborative practice
5. Evaluate work practice

Link to training.gov.au: https://training.gov.au/Training/Details/CHCECE042