Selecting units of competency
After many discussions with your client, you will have a sound idea of their training needs and which training package to recommend. Let’s use the following training package as our example– BSB30415 Certificate III in Business Administration.
The relevant stakeholders in the training program will need to determine which units should be included in the qualification. We have adapted the packaging rules, core and elective units from the training package here.
Packaging Rules
Total number of units = 13 2 core units plus
11 elective units
7 elective units must be selected from the Group A units listed below.The remaining 4 elective units may be selected from the Group A or Group B elective units listed below, or any currently endorsed Training Package or accredited course at the same qualification level. If not listed below 2 of the electives units may be selected from a Certificate II or Certificate IV qualification.
Core units*
BSBITU307 Develop keyboarding speed and accuracy
BSBWHS201 Contribute to health and safety of self and others
*These core units form part of the qualification and must be included in the learning program.
Elective units Group A units
BSBADM307 Organise schedules BSBFIA302 Process payroll
BSBFIA303 Process accounts payable and receivable BSBFIA304 Maintain a general ledger
BSBITU302 Create electronic presentations BSBITU303 Design and produce text documents BSBITU304 Produce spreadsheets
BSBITU306 Design and produce business documents BSBITU309 Produce desktop published documents BSBWRT301 Write simple documents
Group B units
BSBADM302 Produce texts from notes
BSBADM303 Produce texts from audio transcription BSBADM311 Maintain business resources
BSBCMM301 Process customer complaints
BSBCUS301 Deliver and monitor a service to customers
BSBDIV301 Work effectively with diversity BSBFIA301 Maintain financial records BSBINM301 Organise workplace information
BSBINM302 Utilise a knowledge management system BSBINM303 Handle receipt and despatch of information BSBINN201 Contribute to workplace innovation
BSBIPR301 Comply with organisational requirements for protection and use of intellectual property BSBITU301 Create and use databases
BSBITU305 Conduct online transactions
BSBPRO301 Recommend products and services
BSBSUS201 Participate in environmentally sustainable work practices BSBWOR204 Use business technology
BSBWOR301 Organise personal work priorities and development BSBWOR302 Work effectively as an off-site worker
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements
The packaging rules for choosing the elective units:
For the electives, 7 electives must come from Group A list and the remaining 4 elective units may be selected from the Group A or Group B list. Alternatively, 2 of the elective units may be selected from a Certificate II or Certificate IV qualification.
So, depending on the client’s training purpose, the units can come from a specific area. For example, if the purpose of the training were to give the client a more I.T oriented focus, then you might select the majority of units from the ‘’I.T” skill set than from others. Going back to our example, when selecting the Group A elective units you would select the following;
• BSBITU302 Create electronic presentations
• BSBITU303 Design and produce text documents
• BSBITU304 Produce spreadsheets
• BSBITU306 Design and produce business documents
• BSBITU309 Produce desktop published documents
Documenting the units of competency
Once you have selected the elective units for the training program, you will need to document this information into a session or lesson plan. A session plan (see sample below) will provide the following information;
• a list of lesson topics
• the time duration for each topic
• resources required for the training delivery
• learning activities to engage the learners
Preparing a session plan
The seven steps in preparing a session plan are:
1. List the objectives of your training session 2. Order your information in a logical sequence 3. Determine the content based on the objectives 4. Identify learning resources required for each segment 5. Summarise key points (objectives)
6. Test your plan by conducting a ‘dry run’ (with timings) 7. Review and revise your plan as required
SAMPLE: Session plan
Training aids/ learning resources:
White board, learner workbooks, study guides, handouts Equipment required:
Projector, computers, preparation utensils (kitchen cutting board, knife, container boxes, glad wrap)
Session name: Sandwich making (session 1) Date: 08/04/15 Unit of competency: SITHCCC103 Prepare sandwiches
Location details: ABC School of English – 10 Mary Street Brisbane QLD 4000 Trainer name: John Smith
Learning objectives: To develop the following skills; selecting ingredients, preparing sandwiches, presenting and storing sandwiches.
Procedure:
Warm up activity, introduction, practice, group activities, quiz Warm up activity:
Getting to know each other:
Students are to interact with others by asking basic questions pertaining to their name, origin, work and life, family - 5 minute allocation
Elicit some details back from the class about what they discovered that was interesting 1 minute Presentation
Delivery Methods and Techniques Time duration
1 –
introduction and ice breaker activity
Class Trainer introduction
Explanation of the learning objectives Ice breaker activity amongst learners
10 minutes
• Confirm sandwich requirements, based on standard recipes or customer requests.
• Use sandwich making methods
• Use heating and toasting equipment
Use of brainstorming activity to assess the learners current knowledge levels
The trainer will use direct modelling when demonstrating the skills for the
60 minutes
sandwich making skills.
Learners will have 10 minutes to practice making a sandwich according to a customer request.
3- written quiz Individual Written quiz to be completed by each learner to test their knowledge of the content so far.
10 minutes
Summary
Elicit key information back from group to check understanding and let them know what we will be covering in the next session
Questions to ask your learners to support learning:
What did you learn in today’s session?
How will you use this information in the workplace Revision questions to be asked by the trainer here
Anticipated Problems:
Lack of knowledge and/or application skills
Possible Solutions:
Have sufficient information available (e.g.
handouts, videos) for learners to complete the written quiz
Allow sufficient practice time for developing competent sandwich making skills
Dimensions of competency
A learner must also demonstrate dimensions of competence in order to pass an assessment. The assessor should be looking for layers of competency. There are 4 types of dimensions;
1. Task skills – the ability to perform the skill at an adequate level (e.g. applies to workplace task or normal day- to-day work)
2. Task management skills – the ability to manage a number of different tasks within a job role
3. Contingency management skills – the ability to respond to problems by developing contingency plans. For example;
• breakdowns in equipment, communication or systems
• dealing with difficult or dissatisfied clients
4. Job/role environment skills – the skills required to complete a particular job pr role within the workplace. For example:
• dealing with and interacting with clients and suppliers
• complying with standard operating procedures