TAAENV402B- Cert IV Training and Assessment (TAA) Course Unit TAAENV402B

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Cert IV TAA - Course Unit TAAENV402B

Foster and promote an inclusive learning culture

(information sourced from NTIS website http://www.ntis.gov.au/)

Description

This unit specifies the competency required to foster and promote an environment which supports inclusive work practices and learning culture.

Employability Skills

This unit contains employability skills.

Application Of Unit

This unit addresses the responsibilities of all persons in a training and/or assessment organisation to promote a positive and inclusive learning culture which actively acknowledges, respects and builds on individual differences, and integrates principles which underpin inclusivity into all training and/or assessment practices.

In this unit the principles of inclusivity are applied to working with both colleagues clients.

This is one of four units in the TAA04 Training and Assessment Training Package which, collectively, support the outcomes of other units in the Training Package. Other supporting units are TAAENV401B Work effectively in vocational education and training, TAAENV403B Ensure a healthy and safe learning environment and TAADES401B Use Training Packages to meet client needs. These units can be grouped together, used separately and/or grouped with other units for teaching/learning and assessment purposes.

The competency specified in this unit is typically required by a person involved directly or indirectly in the provision of training/ assessment services in a training and/or assessment organisation (refer to the definition provided in the Range Statement).

Unit Sector

Learning Environment

Performance criteria

Element

Performance criteria

Practise inclusivity

1.1	Individual differences and clients with particular needs are acknowledged, respected and valued
1.2	Personal perceptions and attitudes about difference are examined and revised to improve communication and professionalism
1.3	Principles underpinning inclusivity are integrated into all work practices
1.4	The training and/or assessment organisation's access and equity policy is used to guide work practices
1.5	Individuals' rights and confidentiality are respected

Promote and respond to diversity

2.1	The ground rules for participation and behaviour with colleagues and clients are established through a cooperative, agreed process
2.2	Individuals are encouraged to express themselves and to contribute to the work and learning environment
2.3	Individuals are provided with opportunities to indicate specific needs to support their participation in learning and work
2.4	Relevant research, guidelines and resources are accessed to support inclusivity
2.5	Verbal and body language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities

Develop and implement work strategies to support inclusivity

3.1	Documented resources to support and guide inclusive practices are identified and used to inform work strategies
3.2	Support persons are identified and included in the work and learning process where appropriate and agreed to
3.3	Relevant professional support services are identified and accessed, as appropriate
3.4	Any physical environment support needs are acknowledged and incorporated into work practices, where practicable and approved by appropriate personnel
3.5	OHS issues associated with inclusivity are identified and addressed
3.6	Inclusiveness is modelled in work performance

Promote a culture of learning

4.1	Support and advice is provided to colleagues and clients to encourage new and ongoing participation in learning opportunities
4.2	The benefits of learning are explored with colleagues and clients
4.3	Learning and competency achievement is recognised and rewarded in the work and/or learning environment
4.4	Opportunities to develop own and others generic skills are identified
4.5	Multiple pathways to achieve own and others future learning goals are discussed

Monitor and improve work practices

5.1	Effective work practices to enhance inclusivity and a learning culture are identified
5.2	Conscious actions are taken to modify and improve work practices
5.3	Strategies and policies to support inclusivity are regularly reviewed as part of continuous improvement processes
5.4	Proposed changes to relevant strategies and policies are documented and reported to higher management

Skills and Knowledge

Required skills:

Required skills and attributes include:

language and communication skills that:
- reflect inclusive language
- address cross cultural communication, indirect communication, participation of others (family/ community/elders), appropriate time and communication protocols
- involve consultation and liaison with clients, other colleagues, counsellors, experts and specialists on learning and/or assessment concerns/issues
- reflect good practice in active listening, appropriate eye contact, friendly tone, appropriate volume, clarity of diction and plain English
- encourage expression by all individuals
- involve a variety of mediums
recognising and being sensitive to individual difference and diversity, for example:
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular needs
- recognising the importance of religion
research skills to identify and increase knowledge of individual differences and how these impact on individuals
problem solving skills to:
- identify specific needs
- respond appropriately to cultural diversity

Required knowledge:

Required knowledge includes:

the principles underpinning inclusivity and how to integrate them into work practices
the diversity of clients, client needs, client backgrounds and differing expectations for vocational education and training services
ethical and inclusive behaviours expected of professional relationships with clients and colleagues
sources of information to support inclusive practices
availability and types of supports for clients with specific needs
relevant policies, legal requirements, codes of practice and national standards including national Commonwealth and state/territory legislation on:
- disability, discrimination, inclusiveness, human rights, equal opportunity, racial discrimination
- duty of care responsibilities
- access and equity policies
organisational work systems, practices
OHS relating to the work role/work context, and OHS considerations when fostering and promoting an inclusive learning culture including:
- internal policies and procedures to meet OHS requirements
- hazards commonly found in the work environment
duty of care of the training and/or assessment organisation and trainer for the learner and others who may be affected by actions of others within or attending the training and/or assessment organisation

Range statement


Training and/or assessment organisation refers to:		a Registered Training Organisation (RTO), i.e. an organisation registered to provide recognised training and assessment services; includes TAFE institutes, private commercial colleges/companies, enterprises, community organisations, group training companies and schools an organisation working in a partnership arrangement with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services
Individual differences may include:		learning difficulties literacy and numeracy needs language other than English (LOTE) cultural background, images and perceptions socio-economic background age, gender, sexuality religious practices intellectual impairment or disability medical conditions such as arthritis, epilepsy, diabetes and asthma physical impairment or disability involving hearing vision, voice or mobility psychological or psychiatric impairment
Clients with particular needs may include:		Aboriginal and Torres Strait Islander people women where under-represented rural and remote learners people with disabilities, either permanent or temporary people from non-English speaking backgrounds youth at risk survivors of torture and trauma refugees and asylum seekers
Principles may include:		supporting equal opportunity for participation fostering and advocating independence ensuring cooperative approaches to learning using client-centred approaches to learning supporting, encouraging and valuing individual contributions motivating learners creating opportunities for participation and success making reasonable adjustments to procedures, activities and assessment for equity acknowledging current strengths and skills as a basis for further learning
Access and equity means:		ensuring that vocational education and training is responsive to the diverse needs of all clients. These requirements are outlined in the AQTF Standards for Registered Training Organisations
Ground rules may include:		guidelines of behaviour and acceptance common understandings between learners about group interaction, respect and acceptance expectations of working relationships safety of learners and others comfort of learners and others agreed consequences for breaching ground rules
Specific needs may include:		physical environment adjustments adjustments to learning and assessment activities OHS issues to be addressed language requirements literacy and numeracy issues more time/additional support to learners need for a broad general education
Verbal and body language may refer to:		language that recognises and values individual differences language that supports inclusivity language that is non-discriminatory language that does not devalue, denote or derogate language that does not suggest fear, mistrust or lack of understanding language that does not label or suggest assumptions about capabilities
Documented resources may include:		national, state/territory and training and/or assessment organisation policies on access and equity state-based guidelines and support materials on access, equity, disability and inclusive practice journals information technology resources such as the web, hardware and software texts and references
Support persons may include:		family members government officers in specialist support services case workers and personal carers advocates for a person or group peer support interpreters community representatives note takers library personnel technical support human resources personnel administrative personnel career counsellors student services officers equity liaison officers
Physical environment support needs may include:		modifications to layout of premises equipment modifications use of adaptive technologies changes to work schedules modifications to job design
OHS issues may include:		issues relating to the learner issues relating to the OHS impact on others
Generic skills may include:		Employability Skills including: communication teamwork problem solving initiative and enterprise planning and organising self-management learning technology innovation language, literacy, numeracy and communication skills

Evidence guide


Overview of Assessment		To demonstrate competency against this unit candidates must be able to provide evidence that they have acquired and integrated knowledge of how to develop and maintain an environment which facilitates an inclusive learning culture. Evidence must also establish that candidates can take responsibility for: practising and integrating inclusivity principles into work practices; responding to diversity; and developing, implementing and monitoring work strategies that support and improve an inclusive work and learning environment.
Products that could be used as evidence include:		completed and implemented work strategies designed to support inclusivity third party reports that have incorporated activities/strategies to support inclusivity examples of work practices that have incorporated strategies to support inclusivity examples of reasonable adjustments to learning and assessment activities examples and recommendations involving structural changes
Processes that could be used as evidence include:		how guidance was sought from colleagues and clients to identify where additional support is needed how and what changes were identified, considered appropriate and implemented in the workplace, and why how and when communication took place with learners, colleagues and clients and why analysis/report of the workplace culture
Resource implications for assessment include:		access to relevant policies, legislation, guidelines and resources to support inclusivity access to clients/colleagues access to workplace environment
The collection of quality evidence requires that:		assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods and evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a Learning and Assessment Pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:		reports/documents outlining processes and procedures used to identify specific needs of colleagues and clients evidence of accessing documented resources and support personnel to guide inclusive practices evidence of identifying and responding to diversity and individual needs evidence of encouraging individuals to contribute to the work and learning environment evidence of implementing work strategies that promote learning
Integrated assessment means that:		this unit can be assessed alone or as part of an integrated assessment activity involving units in the TAA04 Training and Assessment Training Package.

The whole competency standard refers to:

all parts of the competency standard, including dimensions of competency

Evidence guide


Overview of assessment		To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.
Products that could be used as evidence include:		learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework
Processes that could be used as evidence include:		how different components of the Training Package and/or accredited courses were analysed how different parts of the competency standards were analysed how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation how Training Package/s and/or accredited courses operate in vocational education and training
Resource implications for assessment include:		Training Packages and accredited courses access to appropriate personnel for consultation and advice
The collection of quality evidence requires that:		assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:		a minimum of two examples of unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.
Integrated assessment means that:		this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES402B Design and develop learning programs TAADES501B Design and develop learning strategies TAADES502B Design and develop learning resources TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources TAADES505B Research and develop competency standards TAAASS401B Plan and organise assessment TAAASS402B Assess competency TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation.