recognition of prior learning (RPL) application...

RPL Application Form

Next Review September 2018 Version 3

September 2017 Approved by CEO

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recognition of prior learning (RPL) application form This application form for Recognition of Prior Learning/ Recognition of Current Competencies asks you to provide some basic information about yourself and your request for recognition of previous learning and experience. The Langley Group Institute (LGI) recognises that knowledge, skills and competency can be achieved in a variety of ways including formal education, workplace experience or general life experience. What is Ski l ls Recognit ion? In Vocation Education Training (VET) Skills Recognition is the process through which students may obtain entry to, or credit in, nationally recognised qualification courses based on competencies gained through formal, non-formal and informal learning. There are two common methods of Skills Recognition:

1. Recognition of Prior Learning (RPL) 2. Credit Transfer (CT)

Recognit ion of Prior Learning (RPL) is a form of assessment that provides a process for recognising an individual’s skills and knowledge they may have obtained through previous training, education, work and/or general life experience. The benefits of RPL may include a reduced time for a student to achieve a qualification, or not having to relearn what they already know or are competent in. To undertake RPL assessment you will be asked to provide evidence that is authentic and must be sufficient to demonstrate competence against the unit/s of competence in the qualification. You will also be asked to demonstrate that the evidence provided is still current and relevant through a variety of means such as a portfolio of evidence, questions and discussions, written answers, or a practical demonstration. The evidence of the skills and knowledge provided will be used to grant credit for a unit of competency or the whole qualification if appropriate. In order to grant RPL of units of competency the LGI assessors must be confident that you are currently competent against the competency standards and outcomes of the Diploma of Positive Psychology and Wellbeing. The assessor will assess your application and evidence based on the following requirements: Authentic evidence:

• Is the evidence provided your own work? • Are the qualifications, references, work documents you have provided authentic documents?




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Currency of evidence:

• Does the evidence you are providing show that you can currently perform the competency while working?

• Does the evidence you are providing demonstrate that through professional development, experience or continued employment show that your skills and knowledge are relevant and current?

Suff ic iency of evidence:

• Does the evidence that you are providing cover all the requirements identified in the unit/s of competency?

• Does the evidence that you are providing show competency that has been shown over a period of time?

• Does the evidence that you are providing show competency in a range of contexts? Val idity of evidence:

• Does the evidence that you are providing relate to the unit/s of competency? • Does the evidence that you are providing reflect all the dimensions of the unit/s of

competency? • Does the evidence that you are providing address the key factors of competency of the unit/s of

competency? There are two sections: Use this form if you are applying for Recognition of Prior Learning (RPL) for the Diploma of Positive Psychology. Section 1: General information about yourself and your experiences. Section 2. Matching your experience with the learning outcomes of the course in which you are

applying for RPL. After completing and submitting this application form, you will be invited to attend an interview. It will be based upon the questions from some of the information provided in this application. The purpose of the interview will be to confirm and clarify your request for recognition of prior learning and to make sure that all relevant learning experiences can be identified. Should there be sufficient scope and experience for your RPL application, we will issue you with an invoice, together with the RPL Self Assessment Tool Kit. You will also then be invited for a further competency conversation during the RPL assessment process.




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SECTION 1: GENERAL INFORMATION

Surname

Given Names

Street Address

Suburb & Post Code

Telephone Number

Day time number: Mobile number:

Email Address

Does this application relate to the entire qualification (all units)

! Yes

! No

Are you a permanent Australian resident?

! Yes ! No

Do you have any special needs e.g. need for special aids or adjustments to undertake practical assessment? If ‘yes’ please provide details of any special needs, or discuss with LGI before application

! Yes

! No Details of Special Needs if applicable:




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Units of Competency for which RPL credit is being sought, please tick. Note: RPL credit can only be given for full units of competency no partial credit can be provided. Detailed units of competency and their performance criteria can be found at the of this document

Unit Code Unit Name Please t ick

PPWRAT001 Research and apply theories of positive psychology to establish and develop own level of wellbeing

PPWDAI002 Develop and apply interventions to leverage positive emotions

PPWDEI003 Develop engagement interventions for personal and professional growth

PPWDII004 Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting

PPWDII005 Develop and implement interventions to build positive relationships

PPWEMA006 Establish and monitor achievement of positive goals for personal and professional growth

PPWAPC007 Apply positive coaching to increase individual wellbeing

PPWIOP008 Apply positive coaching to increase individual wellbeing

PPWDIP009 Develop and implement positive parenting interventions

PPWDSI010 Develop strategies for implementation to create positive communities

PPWDSI011 Develop strategies for implementation to create positive education institutions

PPWADSI012 Develop strategies for implementation to increase positive human resource practices




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Employment and Work Experience Please indicate any work experience, either full time or part time relevant to your application. Include any voluntary or unpaid work. Please start with you most recent position. Please also attach your current resume to the back of this application form.

What is your current job title? How long have you

been in this position?

Who is your current employer?

Please briefly list your duties in this job?

Previous employment and other work roles RPL recognises that you may have gained valuable skills and knowledge in paid and unpaid working roles. For example, you may have worked in human resources, school counselling, psychologists, teachers, school principles, training managers, and workplace and business coaches etc., supporting the outcomes of this qualification. Please complete the following information in regard to roles you have previously held.

Employer 1

Company Name

Company Address

Contact Name

Phone Number

Dates employed/engaged From: To:

Role in the organisation




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Description of work relating to this RPL application




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Employer 2

Company Name

Company Address

Contact Name

Phone Number




Employer 3

Company Name

Company Address

Contact Name

Phone Number







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Employer 4

Company Name

Company Address

Contact Name

Phone Number




If insufficient space please attach further information.




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Work Experience Please provide information of any additional work experience etc. that you consider might be relevant to this application. Attach additional pages if necessary. Other interests or ski l ls that relate to work ski l ls or the competencies that you are requesting ski l ls recognit ion for. RPL also recognises that you may have gained skills and knowledge in experiences such as informal training, hobbies, volunteer work or clubs or associations. For example, in informal roles, you might have used people and communications skills, worked in committee processes (such as schools committees), worked with stakeholders; participated in informal training or self-development activities been a members of a team, club, society, association or community organisation. Please provide other interests or skills that have helped you gain skills that support your application. Role Detai ls of Involvement




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Education and Training What is the highest level of formal education you have achieved?

What was the qualification achieved?

When was this completed?

Where was this completed?

Additional studies you have undertaken since leaving school; either to work or at an educational training provider. Date/s Level of study

(e.g. apprenticeship, certificate, industry course)

Details of studies (e.g. title of trade, name of course)

Results (e.g. Competent or Not yet Competent) Pass/Fail




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If space is insufficient please attach additional information. Have you been involved in any other courses such as staff development programs, short courses etc.? Please provide details below. Indicate the ways that you believe your prior and current experience relates to the Diploma of Positive Psychology and Wellbeing (NAT10653).




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Provide any additional information you believe is relevant to this application if appropriate.




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SECTION 2: CHECKING YOUR PRIOR LEARNING APPLICATION Please attach to this application any relevant documentation such as copies of certificates and awards previously achieved, resume, position descriptions etc. The application and relevant documentation should be forwarded to the: Langley Group Institute 42 William St Balaclava 3183 Melbourne Or via – [email protected] Once your application is received, you will be contacted to organise an initial interview that can be conducted either face-to-face or electronically. At this initial interview, the assessor will explain to you the RPL process and the assessment requirements, discuss your prior learning experiences and discuss the opportunities for unit credit. After this interview, if appropriate, you will be provided with an RPL Self-Assessment Toolkit that will provide you with the details of the units of competency and give you the opportunity to provide information and portfolio of evidence to be assessed. This can also include third party evidence from previous workplaces and community settings, previous study, certificates and samples of work you have done previously. Examples of evidence could include:

• Copies of any statements, references or articles about your employment or community involvement;

• Copies of reports, certificates, transcript of results about your education and training including industry workshops;

• Course/subject outlines of any relevant course that you may have undertaken; • Relevant work samples such as memos, minutes of meetings, completed work products; • Indirect demonstration using photographs and videos showing performance of tasks; • Workplace documents relevant to the units of competency that you have developed; • Any other information that you may feel may aid the assessment of your RPL

application. The assessor will provide you with a copy of the units of competency that you will be assessed against in relation to the Diploma of Psychology and Wellbeing. At either the initial interview or additional interviews the assessor will ask you a range of documented questions that will relate to your experience – this is called a competency conversation. Your responses will be documented and used as evidence to ascertain your level




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of knowledge and understanding. You will also be required to demonstrate your skills in a practical environment to ensure that your meet the requirements of competency for the units. Cost of Application There is a $300.00 Administration Fee for the processing of the application. The fee for each Unit of Competency to be assessed for RPL is $500.00. An invoice will be issued after receipt of this Application Form and initial interview. Declaration: The information provided in this Application Form relating to my request for RPL is true and correct. Signature: __________________________________________________________________ Date: __________ / __________ / __________




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Diploma Positive Psychology and Wellbeing – 10653NAT

Units of Competency Overview

Unit Code Unit Name Core/Elective

PPWRAT001 Research and apply theories of positive psychology to establish and develop own level of wellbeing C

PPWDAI002 Develop and apply interventions to leverage positive emotions C

PPWDEI003 Develop engagement interventions for personal and professional growth C

PPWDII004

Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting C

PPWDII005 Develop and implement interventions to build positive relationships C

PPWEMA006 Establish and monitor achievement of positive goals for personal and professional growth C

PPWAPC007 Apply positive coaching to increase individual wellbeing E

PPWIOP008 Apply positive coaching to increase individual wellbeing E

PPWDIP009 Develop and implement positive parenting interventions E

PPWDSI010 Develop strategies for implementation to create positive communities E

PPWDSI011 Develop strategies for implementation to create positive education institutions E

PPWADSI012 Develop strategies for implementation to increase positive human resource practices E




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Diploma Positive Psychology and Wellbeing –10653NAT

Units of Competency – Detailed

UNIT CODE PPWRAT001

UNIT TITLE

Research and apply theories of positive psychology to establish and develop own level of wellbeing

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to apply theories of positive psychology to assess an individual’s own state of wellbeing, apply theories to increase own state and plan ongoing knowledge. This unit is applied by individuals to develop an understanding and awareness of themselves in a personal and professional context. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

ELEMENTS PERFORMANCE CRITERIA

Elements describe the essential outcomes of the unit

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research positive psychology theories

1.1 Identify and access sources of information on theories of positive psychology

1.2 Extract key themes and messages for application in personal and professional situations

1.3 Document and organise information for current and future practice 1.4 Evaluate application of positive psychology theories and apply in personal and professional settings

2. Apply theories to self 2.1 Apply theories to self through use of diagnostic tools to assess own current state of wellbeing

2.2 Draw on theories to evaluate findings from self-assessment and establish own wellbeing state

2.3 Determine desired wellbeing state and create a personal action plan to increase own wellbeing drawing from results of the self-assessment




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3. Enhance knowledge of positive psychology trends

3.1 Identify opportunities and sources of information to update and expand knowledge of positive psychology theories

3.2 Undertake activities to maintain and enhance knowledge




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T ITLE Assessment Requirements for PPWRAT001 Research and apply theories of positive psychology to establish and develop own level of wellbeing

PERFORMANCE EVIDENCE

The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks:

• use critical thinking skills to evaluate information from a range of sources about a range of positive psychology theorists

• identify and document behaviours associated with positive psychology and wellbeing

• identify the range of diagnostic tools and their application • conduct a self-assessment and develop an action plan to achieve

desired wellbeing state using a minimum of five (5) diagnostic tools

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively perform the tasks outlined in elements and performance criteria of this unit, and manage contingencies in the context of their role. This includes knowledge of: • sources of information about positive psychology theories • current and emerging positive psychology theories including key concepts

and applications • benefits, limitations and application of positive psychology and wellbeing

for an individual, organisation, community and educational context • applications for positive psychology for personal and professional growth • available diagnostic tools and the context of application for each tool

ASSESSMENT CONDITIONS

In order to achieve consistency of performance, evidence should be collected over time. The learner must have access to a range of commonly use diagnostic tools used to establish an individual’s current state of wellbeing.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 mandatory competency requirements for assessors.




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UNIT CODE PPWDAI002

UNIT TITLE Develop and apply interventions to leverage positive emotions

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish an individual’s current emotional state, design, implement and evaluate interventions to move toward a desired state and manage own emotions through application of positive psychology to leverage positive emotions. This unit is applied to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine current emotional state

1.1 Establish own current emotional state through self reflection 1.2 Guide others to reflect on own current emotional state 1.3 Establish the physical and mental indictors affecting the current

state of wellbeing of self and others 1.4 Determine the impact of own emotional state on current

wellbeing

2. Apply and evaluate interventions for self and others

2.1 Select key interventions to be applied to increase own wellbeing 2.2 Create change in current state of wellbeing through the

implementation of preferred interventions 2.3 Conduct an evaluation of the effectiveness of interventions on

shifting the wellbeing state 2.4 Revise interventions based on evaluation and adjust accordingly

3. Manage emotions to improve decision

3.1 Select and apply emotional management strategies that support a positive sense of self, promote respectful relationships to manage own emotions to make decisions

3.2 Guide and support others to self manage emotions 3.3 Demonstrate positive role modelling behaviours when

interacting with others




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T ITLE Assessment requirements for PPWDAI002 Develop and apply interventions to leverage positive emotions



- demonstrate application of the principles of positive communication when interacting with others

- use of effective communication strategies to guide and elicit information from others

- analyse personal inventories and develop action plans designed to increase wellbeing

- implement and review the impact of minimum of two (2) interventions to drive positive emotions

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit in the context of their role. This includes knowledge of: • brain and body and their basic functions • connection between emotions, the body and the brain • types of emotions • drivers of emotions • tools and models that are applied to increase positive emotions • current and emerging positive psychology theories including key

concepts and applications for the following: • Broaden and build theory Growth mindset • Positive interventions to create positive emotions • Neuroscience and emotional brain functions • Emotional management strategies • Emotional intelligence


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. The learner must have access to a range of commonly use diagnostic tools used to establish an individual’s current state of wellbeing.





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UNIT CODE PPWDEI003

UNIT TITLE Develop engagement interventions for personal and professional growth

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current engagement state of self and others, develop, implement and evaluate interventions to move toward a desired state. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine current engagement level

1.1 Assess own and others current level of engagement through self reflection and completion of a diagnostic tool

1.2 Determine the impact of own engagement level on current personal and professional growth potential

1.3 Establish the key elements that increase individual’s engagement level

2. Apply strength interventions for self

2.1 Identify personal strengths and determine strategies to maximize own engagement level

2.2 Select key interventions to be applied to increase own engagement level

2.3 Create change in current engagement level through the implementation of preferred interventions

3. Develop others through application of strength based interventions

3.1 Apply strength spotting techniques to determine strengths of others

3.2 Plan for opportunities for individuals to maximize their strengths 3.3 Provide supported opportunities for individuals to apply their

strengths to increase engagement

4. Evaluate effectiveness of strength interventions

3.1 Conduct an evaluation of the effectiveness of interventions on shifting increase levels of engagement

3.2 Seek feedback from peers to develop future strategies to increase engagement levels

3.3 Revise planned activities based on evaluation and adjust accordingly




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T ITLE Assessment requirements for PPWDEI003 Develop engagement interventions for personal and professional growth



- assess individual strengths, and create an action plan to maximize on these

- demonstrate application of the principles of individual strengths and strengths spotting create action plan on how to maximize these in others

- assess engagement levels and develop interventions strategies and action plan for self and a minimum of one other person

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit in the context of their role. This includes knowledge of: • relationship between engagement and performance • current and emerging positive psychology theories including key

concepts and applications for the following: • Flow theory • Strengths theory • Social capital theory • Altruism and helping work


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. The learner must have access to a range of commonly use diagnostic tools used to establish an individual’s current state of wellbeing.





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UNIT CODE PPWDII004

UNIT TITLE Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current state of meaning and fulfilment of self and others, design, implement and evaluate interventions to move toward a desired state. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine current sense of meaning and fulfilment in life

1.1 Apply research models to determine current sense of meaning and fulfilment in life

1.2 Determine the impact of current sense of meaning and fulfilment in life on wellbeing

1.3 Establish the key elements that increase individual’s sense of meaning and fulfilment in life

2. Increase sense of meaning and fulfilment in life

2.1 Identify current values and analyze to determine alignment with desired sense of meaning and fulfilment in life

2.2 Determine strategies to maximize greater meaning and purpose 2.3 Select key interventions to be applied to increase greater

meaning and purpose 2.4 Create change in current sense of meaning and fulfilment in life

through the implementation of preferred interventions

3. Evaluate effectiveness of interventions

3.1 Conduct an evaluation of the effectiveness of interventions to increase greater meaning and purpose

3.2 Revise planned activities based on evaluation and adjust accordingly

3.3 Create an action plan incorporating evaluation finding




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T ITLE Assessment requirements for PPWDII004 Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting




- assess current level of meaning and fulfilment, develop, implement and review interventions strategies and action plan for self and a minimum of one other person

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • connection between wellbeing and meaning • links with wellbeing and meaning and other elements of positive

psychology • own values and how to use them to generate greater meaning and

purpose • current and emerging positive psychology theories including key

concepts and applications for the following: • Psychological wellbeing • Meaning in life research • Social capital theory • Altruism • Kindness benefits


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. The learner must have access to commonly use diagnostic tools used to establish an individual’s current sense of meaning and fulfilment.





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UNIT CODE PPWDII005

UNIT TITLE Develop and implement interventions to build positive relationships

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current state of relationships, increase communication and restore relationships through use of positive relationships. The skills and knowledge developed can be applied to influence own relationships or guide others to increase positive relationships. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine current state of relationships

1.1 Apply positive psychology theories to establish current satisfaction levels with personal and professional relationships

1.2 Establish the key factors that attribute to positive relationships 1.3 Demonstrate a knowledge of factors impacting on current state

of key relationships 1.4 Analyse key current relationships that require a positive

intervention

2. Increase positive communication

2.1 Measure individual communication effectiveness and determine positive to negative ratio

2.2 Develop and implement strategies to leverage positive to negative ration to increase positive communication

2.3 Revise effectiveness of strategies implemented and make changes as required

3. Restore relationships through positive communication

3.1 Identify relationships which potentially have a negative influence on the individual’s wellbeing

3.2 Assess and identify relationships that require repair and apply restorative practices

4. Apply strategies to maximise effective human social behaviour

4.1 Determine drivers of human social behaviour that improve relationships

4.2 Apply techniques to maximise rewards and minimise threats in social situations




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TITLE Assessment requirements for PPWDII005 Develop and implement interventions to build positive relationships





- identify and restore a minimum of one (1) negative relationship

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • link between positive emotion and positive relationships • key positive and negative factors attributing to relationships • importance of identifying opportunities for improvement and

forgiveness in relationships • potential impact of negative relationships on health and stress

levels • strategies for restoring unsupportive relationships • current and emerging positive psychology theories including key

concepts and applications for the following: o Active constructive responding theory o Positive interventions to increase positive relationships o Neuroscience o Positive relationships theory o Positive negative ratio of communication


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety.





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UNIT CODE PPWEMA006

UNIT TITLE Establish and monitor achievement of positive goals for personal and professional growth

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current success in achieving goals, application of positive motivation for optimal performance and setting and reviewing positive goals. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine level of success in achieving goals

1.1 Complete diagnostic tool to determine current ability to set and achieve goals

1.2 Establish satisfaction with ability to set and achieve personal and professional goals

2. Apply positive motivation for optimal performance

2.1 Assess individual beliefs and self image and establish potential impact on achievement of goals

2.2 Apply mindset theories to establish current mindset and select thinking pattern to be adopted to achieve goals

2.3 Influence motivation to achieve goals through application of self-determination theory

2.4 Assess goals set to establish potential conflict between goals and individual values

3. Set and review positive goals

3.1 Establish areas in life of importance driving personal and professional goals

3.2 Apply goal setting framework to construct positive goals 3.3 Create, document and implement action plan for achievement of

positive goals 3.4 Reflect on achievement of desired positive goals and identify

areas for improvement. 3.5 Adjust action plan to increase likelihood of success




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T ITLE Assessment requirements for PPWEMA006 Establish and monitor achievement of positive goals for personal and professional growth





- apply goal setting frameworks to determine, set and review own goals and guide goal setting for others in both personal and professional context

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • impact of growth and resilience when exploring challenging goals • types of goals • current and emerging theories including:

• Self-efficacy theory • Mindset theory • Belief theory • Self-determination theory • Goal setting theory


In order to achieve consistency of performance, evidence should be collected over time. The learner must have access to commonly use diagnostic tools used to determine current ability to set and achieve goals.





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UNIT CODE PPWAPC007

UNIT TITLE Apply positive coaching to increase individual wellbeing

APPLICATION

This unit describes the performance outcomes, skills and knowledge to determine coaching needs of a client, conduct a positive coaching session and review coaching sessions. This unit applies to individuals who use coaching as a method to increase wellbeing in others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine coaching needs of client

1.1 Conduct a positive psychology assessment using a range of diagnostic tools to establish strengths, capabilities and resources

1.2 Evaluate assessment findings and determine required positive psychology interventions to meet client needs

1.3 Complete required client records according to confidentiality 2. Conduct a positive

coaching session 2.1 Apply positive goal setting techniques to guide an individual to

establish and set own goals. 2.2 Develop coaching questions around the five elements of positive

psychology to elicit the individuals’ strengths, resources and capabilities

2.3 Apply positive communication techniques to enhance the sessions according to enhance the coaching relationship

2.4 Discuss client’s strengths and opportunities and the application to the achievement of their goals

2.5 Assist the client to create positive thinking to achieve their goals

3. Review coaching session

3.1 Discuss coach experience with the client and evaluate effectives of coaching implemented

3.2 Discuss success and challenges and future plans achieving goals 3.3 Conduct a self reflection and consider feedback obtained from the

client to identify opportunities for improvement to be implemented in future coaching sessions




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TITLE Assessment requirements for PPWAPC007 Apply positive coaching to increase individual wellbeing





- facilitate a minimum of one (1) coaching session and increase the positive to negative ratios during coaching

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • explain the connection of wellbeing and positive relationships • explain social reciprocity through coaching • identify the key skills of positive coaching • current and emerging theories including:

• Learned optimism theory • Active constructive responding theory • Positive interventions to improve relationships • Goals setting research • Positive coaching skills • Goal motivation theory • Strengths research • Positive questioning and reframing


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety.





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UNIT CODE PPWIOP008

UNIT TITLE Increase organisational performance through application of positive leadership strategies

APPLICATION

This unit describes the performance outcomes, skills and knowledge to assess an organisation’s current level of positive leadership, create a positive work environment through implementation of interventions, engage in positive communication with others, create purpose and meaning in the lives of members and review effectiveness of implemented interventions. This unit applies to individuals who use positive leadership strategies in organisations to increase wellbeing in others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Assess an organisation’s current level of positive leadership

1.1 Conduct positive leadership assessment using diagnostic tools and establish current level of positive leadership within the organisation

1.2 Evaluate assessment findings and determine required interventions to increase levels of positive psychology through the application of the positive leadership model

1.3 Communicate findings with key personnel within the organisation and discuss implementation of recommended interventions

1.4 Develop and implement an action plan to increase levels of positive leadership within the organization for the assessment undertaken

2. Create a positive work climate

2.1 Facilitate forgiveness when interacting with others in your team 2.2 Apply frequent and public expressions of gratitude to people you

are leading 2.3 Apply strategies that develop individual and organisational

strengths 2.4 Implement strategies to build and strengthen collaboration

within teams

3. Engage in positive communication with others

3.1 Incorporate affirmative and supportive language when interacting with others

3.2 Apply positive communication techniques to enhance relationships with individuals in the organisation

4. Create purpose and meaning into the

4.1 Support individuals in values alignment to increase positive impact on others




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work lives of organisational members

4.2 Highlight connections between individual meaning and organisational benefits

4.3 Evaluate individual contribution to strategic organizational purpose

4.4 Set positive meaningful goals to build relationships and a sense of community

5. Review effectiveness of interventions

5.1 Discuss effectiveness of interventions implemented with relevant personnel within the organisation

5.2 Conduct a self reflection and consider feedback obtained from others and incorporate learnings in future plans to achieve goals to increase positive leadership levels

TITLE Assessment requirements for PPWIOP008 Increase organisational performance through application of positive leadership strategies





- apply the principles of the positive leadership model - create, implement and review an action plan for a minimum of

one (1) work team

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • positive to negative ratios for individuals and team • interventions for constructive responding for effective positive to

negative ratios • current and emerging theories:

• Neuroscience elements of collaboration and in-group / outgroup theory

• Positive Leadership Research • Positive organisational scholarship • Strengths Theory • Appreciative practices inquiry


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. Assessment requires learners access to a real team within a workplace to demonstrate competence. Access to a real workplace can be in the capacity of an employee (casual, part time or full time), contractor or in a voluntary capacity.

Assessors must satisfy the Standards for Registered Training Organisations




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(RTOs) 2015 mandatory competency requirements for assessors.




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UNIT CODE PPWDIP009

UNIT TITLE Develop and implement positive parenting interventions

APPLICATION

This unit describes the performance outcomes, skills and knowledge plan actions for positive parenting, apply strategies for growth, facilitate positive parenting and review the effectiveness of actions. This unit applies in family or professional settings for individuals who engages with children of any age. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine actions for positive parenting

1.1 Assess current state of positive parent using diagnostic tools 1.2 Evaluate assessment findings and determine required positive

parenting interventions 1.3 Document interventions in an action plan

2. Apply growth

mindset strategies 2.1 Assess and establish current mindset state of self and children 2.2 Establish the needs of children and factors influencing their

wellbeing 2.3 Identify and apply strategies to shift mindset during interaction

and communication with children to enhance child development

3. Apply strengths for positive parenting

3.1 Conduct strength spotting activities on a child to develop an understanding child’s strengths

3.2 Identify and apply strategies to maximize strengths during interaction and communication with children to enhance child development

4. Review effectiveness of actions

4.1 Reflect on achievement of desired outcomes and effectiveness of strategies

4.2 Analyse the challenges that occurred during implementation 4.3 Use findings from reflection to identify opportunities for

improvement and implementation in future planning




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T ITLE Assessment Requirement for PPWDIP009 Develop and implement positive parenting interventions



- Apply principles of active constructive responding when interacting with children

- Demonstrate emotion coaching style of parenting - Facilitate outcomes using emotion coaching strategies - Demonstrate application of positive parenting in a range of

situations with more than one (1) child

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • connection of wellbeing and positive parenting • parenting styles and specific behaviours • current and emerging theories:

• Positive parenting • Magic ratio • Fixed and growth mindset research • Learned optimism • Strengths for children • Broaden and build theory • Child development background theory


Assessment requires learners access and interact with children of varying ages. Children accessed maybe the learners own children in a family setting or children in the workplace. In order to achieve consistency of performance, evidence should be collected over a set period of time, which is sufficient to include dealings with an appropriate range and variety of situations. Learners working with children in a workplace are required to hold the relevant “Working with children” clearance for the State/Territory. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 mandatory competency requirements for assessors.




RTO 40655




RTO 40655

UNIT CODE PPWDSI010

UNIT TITLE Develop strategies for implementation to create positive communities

APPLICATION

This unit describes the performance outcomes, skills and knowledge to assess the current wellbeing state of a community, develop strategies to build the community’s wellbeing and comply with governance standards. This unit would be applied by individuals who work, contract, volunteer or engage with communities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Assess the community’s current wellbeing state

1.1 Conduct an assessment to establish the communities current state of wellbeing and wellness readiness in consultation with relevant key stakeholders

1.2 Source and analyze information from the community to aid in the completion of the assessment

1.3 Identify potential barriers and challenges to building social capital 1.4 Review assessment findings and make intervention

recommendations to create social capital in the community 1.5 Consult with key stakeholders on intervention recommendations

and facilitate exploration to establish most suitable interventions

2. Develop Ameliorative and Transformative strategies to build community wellbeing

2.1 Incorporate elements of social capital framework in the development of strategies

2.2 Develop and document a strategy for implementation in consultation with relevant stakeholders

2.3 Document criteria for measurement of success and effectiveness of strategy

2.4 Discuss implementation and potential barriers to implementation with key stakeholders and personnel responsible for the implementation of the strategies

2.5 Make required adjustments to the strategies following consultation




RTO 40655

TITLE Assessment requirements for PPWDSI010 Develop strategies for implementation to create positive communities





- assessment of a community’s state of wellbeing and development of strategies for implementation for a minimum of one (1) community

- assessment of compliance with governance standards and recommendations for implementation for a minimum of one (1) community

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • Ameliorative and Transformative strategies • Current and emerging theories including:

• Community wellbeing • Signs of wellbeing


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. Assessment requires learners access a real community to demonstrate competence. Access to a real community can be in the capacity of an employee (casual, part time or full time), contractor or in a voluntary capacity. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 mandatory competency requirements for assessors.




RTO 40655

UNIT CODE PPWDSI011

UNIT TITLE Develop strategies for implementation to create positive education institutions

APPLICATION

This unit describes the performance outcomes, skills and knowledge to analyse current positive psychology models used to assess positivity in the education sector, apply the models to assess current levels of wellbeing and develop an intervention plan for implementation to increase wellbeing. This unit is applied by individuals who work, contract, volunteer or engage in the education system. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Analyze positive education frameworks

1.1 Demonstrate an understanding of the whole school model and social and emotional learning model

1.2 Recognise the difference between positive education frameworks and other frameworks

2. Establish schools current level of wellbeing

2.1 Consult with relevant personnel to conduct an assessment using the whole school model framework to assess school strengths, potential obstacles and opportunities

2.2 Evaluate assessments findings and suggest recommendations to increase wellbeing levels, applying the whole school model framework

2.3 Consult with relevant stakeholders to determine recommendations to be actioned

3. Develop an intervention plan

3.1 Recommend strategies to increase parental participation. 3.2 Recommend strategy for professional development activities for

staff 3.3 Present recommended strategies to relevant personnel and seek

approval 3.4 Document strategies for implementation




RTO 40655

TITLE Assessment requirements for PPWDSI011 Develop strategies for implementation to create positive education institutions





- assessment of a minimum of one (1) education institution’s state of wellbeing and development of strategies for implementation

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • elements of a flourishing education system • application of the Whole school model and Social and Emotional Learning

framework • educational practices series for academic and social-emotional learning • ecology of school wellbeing


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. Assessment requires learners access a real educational institution to demonstrate competence. Access to a real educational institution can be in the capacity of an employee (casual, part time or full time), contractor or in a voluntary capacity. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 mandatory competency requirements for assessors.




RTO 40655

UNIT CODE PPWDSI012

UNIT TITLE Develop strategies for implementation to increase positive human resource practices

APPLICATION

This unit describes the performance outcomes, skills and knowledge to establish an organisations current level of human resources positivity and develop a strategy for implementation to increase positive psychology practices. This unit is applied by individuals who works in human resource management, recruitment, consulting or other people management roles. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.




1. Determine organisation’s level of human resource positivity

1.1 Access information from the organisation to aid in the conduct of an assessment

1.2 Apply the Positive HR framework to assess levels of positively in human resource practices in an organisation

1.3 Identify the least positive areas that have potentially have the greatest impact on the success of the business and desired state

1.4 Identify potential barriers and challenges to shifting practices from the current state to the desired state

1.5 Discuss intervention recommendations with relevant personnel and facilitate exploration to establish most suitable interventions

2. Develop a strategy to increase positive psychology practices

2.1 Incorporate elements of Positive HR framework in the development of strategies to address identified gaps and increase levels of human resource positivity

2.2 Develop and document a strategy for implementation in consultation with relevant stakeholders

2.3 Document criteria for measurement of success and effectiveness of strategy

2.4 Discuss implementation and potential barriers to implementation with key stakeholders and personnel responsible for the implementation of the strategy

2.5 Make required adjustments to the strategy following consultation




RTO 40655

TITLE Assessment requirements for PPWDSI012 Develop strategies for implementation to increase positive human resource practices





- assessment of a minimum of one (1) organisation’s human resources state of wellbeing and development of strategies for implementation

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • positive psychology tools for use at each stage of the employee

lifecycle • use of positive psychology principles to enhance human resource

management practices • positive organisational scholarship frameworks • positive HR outcomes model


In order to achieve consistency of performance, evidence should be collected over time in an environment ensuring confidentiality and safety. Assessment requires learners access a real workplace demonstrate competence. Access to a real workplace can be in the capacity of an employee (casual, part time or full time), contractor or in a voluntary capacity. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 mandatory competency requirements for assessors.




RTO 40655

Declaration I declare that the information contained in this application is true and correct and that all documents are genuine. Applicant Signature: ______________________________________________________________ Date: ___________ / ___________ / ____________

recognition of prior learning (RPL) application...

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