The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency. In this manual elements of competency are identified as an ‘element’. Performance criteria Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs. Performance criteria will be made up of certain specified skills, knowledge and attitudes. Learning For the purpose of this manual learning incorporates two key activities: Training Assessment. Both of activities will be discussed in detail in this introduction. Today training and assessment can be delivered in a variety of ways. It may be provided to participants: On-the-job in the workplace – Off-the-job at an educational institution or dedicated training environment – As a combination of these two options. No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications. Learning Approaches This manual will identify two avenues to facilitate learning: Competency Based Training (CBT) This is the strategy of developing a participant’s competency. Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful: Completion of the training program or qualification Implementation in the workplace. The strategies selected should be chosen on suitability and the learning styles of participants. Competency Assessment (CBA) This is the strategy of assessing competency of a participant. Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.
The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency. In this manual elements of competency are identified as an ‘element’. Performance criteria Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs. Performance criteria will be made up of certain specified skills, knowledge and attitudes. Learning For the purpose of this manual learning incorporates two key activities: Training Assessment. Both of activities will be discussed in detail in this introduction. Today training and assessment can be delivered in a variety of ways. It may be provided to participants: On-the-job – in the workplace Off-the-job – at an educational institution or dedicated training environment As a combination of these two options. No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications. Learning Approaches This manual will identify two avenues to facilitate learning: Competency Based Training (CBT) This is the strategy of developing a participant’s competency. Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful: Completion of the training program or qualification Implementation in the workplace. The strategies selected should be chosen on suitability and the learning styles of participants. Competency Assessment (CBA) This is the strategy of assessing competency of a participant. Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.
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