recognition of prior learning (RPL) application...

RPL Application Form

Next Review May 2017 Version 2 May2016

Approved by CEO

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 Skills Recognition? 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)

Recognition 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?



Approved by CEO

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?

Sufficiency 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? Validity 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 beidentified.Should there be sufficient scope and experience for yur 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.



Approved by CEO

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:



Approved by CEO

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 Tick

PPWPPP501A Apply principles of positive psychology in wellbeing theory to measure and build human flourishing.

PPWDPE502A Develop positive emotions for transformational change.

PPWDET503A Develop engagement techniques for personal and professional growth.

PPWEMP504A Enhance meaning and purpose in a personal and professional setting.

PPWBPR505A Build positive relationships to create human flourishing.

PPWFAA506A Facilitate achievement and accomplishment for higher levels of wellbeing.

PPWAPC507A Apply positive coaching to facilitate individual wellbeing.

PPWAPL508A Apply positive leadership strategies for extraordinary performance.

PPWAPP509A Apply positive parenting to raise flourishing children.

PPPWCPC510A Create positive communities to increase individual and community wellbeing.

PPWAPE511A Apply positive education practices to develop a flourishing educational institution.

PPWAPH512A Apply positive human resource management to drive organisational scholarship.



Approved by CEO

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

Description of work relating to this RPL application



Approved by CEO



Approved by CEO


Company Address

Contact Name

Phone Number


From: To:




Company Address

Contact Name

Phone Number


From: To:





Approved by CEO


Company Address

Contact Name

Phone Number


From: To:



If insufficient space please attach further information.



Approved by CEO

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 skills that relate to work skills or the competencies that you are requesting skills recognition 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 Details of Involvement



Approved by CEO

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 orNot yet Competent)Pass/Fail



Approved by CEO

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.



Approved by CEO

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



Approved by CEO

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 15 St Pauls Street, Randwick NSW 2031 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 RPLprocess 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 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.

mailto:[email protected]



Approved by CEO

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 informationprovided in this Application Form relating to my request for RPL is true and correct. Signature: __________________________________________________________________ Date: __________ / __________ / __________



Approved by CEO

Diploma Positive Psychology and Wellbeing –10300NAT Units of Competency

PPWPPP501A – APPLY PRINCIPLES OF POSITIVE PSYCHOLOGY IN WELLBEING THEORY TO MEASURE AND BUILD HUMAN FLOURISHING

UNIT DESCRIPTOR

This unit describes the outcomes required to measure and build human flourishing. It focuses on identifying awareness and implementation of individual, workplace and educational flourishing.

UNIT APPLICATION

An individual would apply skills and knowledge in this unit in developing awareness of positive psychology principles, behaviours and benefits, including measurement to build human flourishing. The skills and knowledge would be applied individually, in a workplace and for an educational institution.

UNIT ELEMENTS

PERFORMANCE CRITERIA

1. Apply positive psychology behaviours to create wellbeing for self and others.

1.1. Utilise elements of wellbeing theory to build flourishing. 1.2 Identify areas for psychological wealth to create wellbeing. 1.3 Identify areas for psychological health and create wellbeing. 1.4 Elicit positive emotions to initiate a cycle of more positive emotions. 1.5 Determine habits of optimistic and pessimistic thinking through an explanatory style. 1.6 Identify personal capacity for happiness and resilience to promote wellbeing. 1.7 Identify the benefits of positive psychology for an individual, organisation, community and educational institution.

2. Employ principles of positive psychology to affect personal or professional change.

2.1 Apply positive psychology principles to personal organisational and educational development. 2.2 Take responsibility for completing personal inventories for wellbeing. 2.3 Identify elements of psychological wealth that are being measured by the inventories. 2.4 Establish a needs analysis to create authentic wellbeing.

3. Assess opportunities for positive psychology in the workplace or education.

3.1 Determine the situational context for positive psychology. 3.2 Analyse the supportive and unsupportive attitudes, values and beliefs to determine positive psychology priorities. 3.3 Liaise with individuals to identify opportunities for implementation of positive psychology principles.



Approved by CEO

4. Employ mindfulness as a proactive tool.

4.1 Apply mindfulness techniques personally to refine attention and build single pointed focus. 4.2 Identify the impact of mindfulness practice upon the thinking patterns, decisions making and emotional experience.

5. Evaluate tools for effectiveness.

5.1 Identify suitable tools available for evaluating wellbeing. 5.2 Implement and compare selected tools for evaluating effectiveness. 5.3 Identify appropriate tools for a range of workplace initiatives.

Critical aspects for assessment and evidence required to demonstrate competency in this unit.

To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to:

• Identify and document the behaviours associated with positive psychology and wellbeing;

• Promote the benefits of increasing wellbeing for an individual, organisation, community and educational institution;

• Refer to the appropriate research findings to link the benefits; • Complete the personal inventories; • Demonstrate personal awareness e.g. analysing personal

inventories and developing action plans to increase wellbeing; • Identify and document the different contexts where positive

psychology can be applied; • Analyse values and beliefs to determine positive psychology

priorities and then plan to implement positive psychology tools;

• Select suitable tools for evaluating effectiveness.



Approved by CEO

PPWDPE502A – DEVELOP POSITIVE EMOTIONS FOR TRANSFORMATIONAL CHANGE

UNIT DESCRIPTOR

This unit provides the foundation knowledge and skills to increase the duration and intensity of positive emotions and decrease the intensity and duration of negative emotion. It describes the outcomes required to increase self-awareness and understand the impact behaviour has on others. The unit focuses on the different interventions that can be implemented to increase wellbeing.

UNIT APPLICATION

An individual would apply skills and knowledge in this unit in developing awareness of positive emotions, behaviours and its benefits. The skills and knowledge can be applied individually, in a workplace, in a community setting and for an educations institution.

UNIT ELEMENTS PERFORMANCE CRITERIA

1. Create awareness of positive emotion.

1.1 Categorise emotions as information and feedback to regulate behaviour and consequences. 1.2 Use positive emotions as a resource for wellbeing. 1.3 Apply positive emotions for health, social, work and personal benefits. 1.4 Demonstrate positive role modelling behaviours when interacting with others.

2. Apply positive interventions to create a positive culture.

2.1 Use humour to increase positive emotion. 2.2 Express gratitude to cultivate happiness and wellbeing. 2.3 Identify elements of positive reminiscence to increase optimism. 2.4 Apply savouring techniques to increase confidence and enjoyment. 2.5 Identify best possible self to increase inspiration and motivation. 2.6 Demonstrate mindset shifting to drive positivity. 2.7 Demonstrate hope attitudes to create positivity.

3. Apply emotional intelligence principles in decision-making.

3.1 Analyse emotional intelligence models for maintaining a positive culture. 3.2 Identify emotional from the body and brain. 3.3 Analyse the drivers of behaviour that create emotions. 3.4 Apply emotional management techniques to make emotionally intelligence decisions.


4.1 Apply mindful techniques to enhance decision-making. 4.2 Use mindfulness to analyse personal experience of emotional episodes. 4.3 Use mindfulness techniques to improve the ratio of positive emotions.

Critical aspects for assessment To be considered competent in this unit and conserved for



Approved by CEO

and evidence required to demonstrate competency in this unit.

recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to:

• Identify and document the behaviours associated with positive psychology and wellbeing.

• Demonstrate and understanding of the benefits of increasing wellbeing for an individual, organisation, community and educational institution.

• Refer to the appropriate research findings to link the benefits. • Complete personal inventories. • Demonstrate personal awareness e.g. analysing personal

inventories and developing action plans to increase wellbeing. • Identify and document the different contexts where positive

psychology can be applied. • Analyse values and beliefs to determine positive psychology

priorities and then plan to implement positive psychology tools.

PPWDET503A – DEVELOP ENGAGEMENT TECHNIQUES FOR PERSONAL AND PROFESSIONAL GROWTH

UNIT DESCRIPTOR

This unit provides the foundation knowledge and skills to increase engagement leading to a flourishing life and describes the processes required to experience life. It focuses on the different interventions that can be implemented to increase engagement and therefore wellbeing and emphasises a strength-based approach to wellbeing and engagement.

UNIT APPLICATION

An individual would apply skills and knowledge in this unit in developing awareness of flow conditions and interventions for increasing engagement. The skills and knowledge can be applied individually, in a workplace, and for an educational institution.

UNIT ELEMENTS


1. Analyse the outcomes of engagement on wellbeing.

1.1 Determine the subjective measure of engagement. 1.2 Compare the link between engagement and performance. 1.3 Establish the expected outcomes of high levels of engagement. 1.4 Identify the key elements that increase individual engagement.

2. Employ conditions of flow.

2.1 Analyse ‘flow’ model to understand absorption where challenged and ability meet. 2.2 Set clear goals to understand what needs to be achieved. 2.3 Demonstrate concentration for a sustained period of time. 2.4 Demonstrate an altered sense of self.



Approved by CEO

2.5 Demonstrate a distorted sense of time. 2.6 Validate direct and immediate feedback. 2.7 Facilitate balance between ability level and challenge. 2.8 Exercise personal control over the situation. 2.9 Establish intrinsic rewards for the situation. 2.10 Demonstrate absorption into the activity or situation.

3. Analyse strengths to increase engagement.

3.1 Identify key attributes of strengths. 3.2 Analyse personal strengths that drive engagement. 3.3 Determine strengths of others through strength spotting. 3.4 Support individuals in proactively applying strengths to increase engagement.


4.1 Use mindfulness to techniques to enhance goal achievement. 4.2 Use mindfulness to increase levels of engagement with others. 4.3 Use mindfulness to increase awareness of others.


To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: 1. Identify how to evaluate engagement; 2. Document the outcomes of engagement; 3. Demonstrate an understanding of the conditions to create

flow; 4. Elicit individual strengths; 5. Apply strengths spotting techniques 6. Support others in using their strengths to increase

engagement.

PPWEM504A – ENHANCE MEANING AND PURPOSE IN A PERSONAL AND PROFESSIONAL SETTING

UNIT DESCRIPTOR

This unit provides the foundation knowledge and skills to identify meaning and purpose to an individual’s life – both personally and professionally and describes the outcomes required to demonstrate meaning and purpose behaviours. It focuses on the different interventions that can be implemented to increase meaning and therefore wellbeing.

UNIT APPLICATION

An individual would apply skills and knowledge in developing awareness of meaning and purpose from a positive psychology and wellbeing perspective. The skills and knowledge can be applied, individually, in a workplace, and for an educational institution.




Approved by CEO

UNIT ELEMENTS

1. Analyse individual meaning and purpose to life.

1.1 Develop awareness for the connection of meaning and purpose to

wellbeing. 1.2 Practice effective communication, both orally and in writing in

order to articulate individual meaning. 1.3 Apply individual strengths for living a productive and meaningful

life.

2. Apply altruistic behaviours to enhance meaning purpose.

2.1 Develop awareness for the connection of altruism to wellbeing. 2.2 Engage in a variety of acts of kindness to demonstrate altruism. 2.3 Apply elements of altruism and compassion research.

3. Apply motivation techniques to deliver meaning and purpose.

3.1 Develop a sense of individual meaning and purpose that can be applied to life in general. 3.2 Applying individual meaning to every day decisions and actions. 3.3 Identifying a philosophy of individual values and applying to every day decisions and actions.


4.1 Apply mindfulness to develop skills in cultivating altruism. 4.2 Apply mindfulness to increase meaning and purpose.



• Identify the connection between wellbeing and meaning; • Apply tools to establish meaning in a wider context; • Demonstrate understanding of tools to generate meaning for

self an across a team; • Analyse communications for appropriate connection to a

sense of shared meaning. • Practice activities to create meaning for self and across a

community; • Demonstrate practical application of compassion and

kindness; • Analyse own behaviour in line with individual values; • Identify own values – both core and aspirational; • Identify team values; • Demonstrate understanding of how to establish and use

values across a group. PPWBPR505A – BUILD POSITIVE RELATIONSHIPS TO CREATE HUMAN FLOURISHING UNIT DESCRIPTOR



Approved by CEO

This unit provides the foundation knowledge and skills to develop positive relationships to enhance human flourishing and describes the outcomes required to communicate effectively with others from a positive psychology perspective. It focuses on the different interventions that can be implemented to increase flourishing relationships and therefore wellbeing.

UNIT APPLICATION

An individual would apply skills and knowledge in developing awareness of relationship building from a positive psychology and wellbeing perspective. The skills and knowledge can be applied individually, in a workplace, and fro an educational institution.

UNIT ELEMENTS


1. Apply positive communication to build relationships.

1.1 Develop awareness for the connection of positive relationships to wellbeing. 1.2 Apply positive communication to establish, develop and maintain healthy relationships. 1.3 Demonstrate active constructive responding when interacting with others.

2. Apply effective positive to negative ratios to enhance relationships.

2.1 Measure individual positive to negative ration to understand effectiveness of communication. 2.2 Evaluate workplace positive to negative ration for team effectiveness. 2.3 Apply the positive to negative ration to increase active constructive responding.

3. Create human connections within the community.

3.1 Assess the link between the human need to belong and the affect on emotions. 3.2 Identify human connections that support belongings, connectedness and bonding to enhance flourishing. 3.3 Assess the difference between exclusive and inclusive belonging and the impact on behaviour. 3.4 Explore social ecology initiatives that promote positive relationships. 3.5 Apply social reciprocity principles to facilitate effective relationships. 3.6 Enable forgiveness and compassion to promote positive relationships.



Approved by CEO

4. Apply strategies to maximise effective human social behaviour.

4.1 Determine drivers of human social behaviour to improve relationships. 4.2 Apply techniques to maximise rewards and minimise threats in social situations. 4.3 Design social behaviour strategies to increase motivation for self-management, leadership and education and training.


5.1 Apply mindfulness to develop skills in cultivating loving kindness. 5.2 Apply mindfulness to the analysis of relationship quality.



• Identify the connection of wellbeing and positive relationships • Apply principles of active constructive responding when

interacting with others • Demonstrate an understanding the positive to negative ratios

for individuals and team • Facilitate active constructive responding for effective positive

to negative ratios • Demonstrate the link between human belonging and

satisfaction (sense of purpose maybe better - satisfaction is very broad)

• Analyse community policy that fosters positive relationships • Understand the basics of social capital theory • Demonstrate and understanding of social reciprocity…. • Identify the five domains of human social behaviour • Demonstrate an understanding of the triggers for the threat

and reward responses PPWFAA506A – FACILITATE ACHIEVEMENT AND ACCOMPLISHMENT FOR HIGHER LEVELS OF WELLBEING

UNIT DESCRIPTOR

This unit provides the knowledge and skills to bring everyone together, fostering achievement and accomplishment both personally and professionally and describes the outcomes required to set effective goals and maintain motivation in achieving them. There is a focus on different interventions that can be implemented to increase accomplishment therefore wellbeing and includes a focus on the impact of self-confidence, self esteem and self efficacy on accomplishment and subsequent wellbeing.

UNITS APPLICATION



Approved by CEO

An individual would apply skills and knowledge in developing awareness of relationship building from a positive psychology and wellbeing perspective that can be applied individually, in a workplace, and for an educational institution.

UNIT ELEMENTS


1. Create goals to enhance meaning and accomplishment.

1.1 Develop awareness of the link between goals and life satisfaction. 1.2 Develop approach goal orientation for life satisfaction. 1.3 Apply effective goal content to promote happiness. 1.4 Determine goal motivation and the effect on life satisfaction. 1.5 Assess potential conflict in relation to individual values. 1.6 Accept mild anxiety and goal setting as positively contributing to accomplishment – the positive aspects of stress.

2. Apply post traumatic growth strategies to build resilience.

2.1 Develop awareness of post traumatic growth indicators. 2.2 Develop techniques to flourish under fire. 2.3 Build resilience to thrive in challenging situations. 2.4 Apply turning points as opportunities for psychological growth.

3. Apply positive motivation principles for optimal performance.

3.1 Identify supportive conditions for motivation. 3.2 Identify individual benefits and how they may impact ability to achieve goals. 3.3 analyse self-efficacy and understand how to develop it. 3.4 Assess own self-image and how it may be impacting real performance. 3.5 Apply self determination theory to understand motivation principles.


4.1 Apply mindfulness techniques to analyse traumatic events and appropriate actions. 4.2 Apply mindfulness techniques to daily engagement, goal pursuits and accomplishment.



• Identify areas of life to create goals • Demonstrate and understanding of goal setting • Apply principles from positive psychology theory to goal



Approved by CEO

accomplishment • Demonstrate successful completion of goals • Identify various strategies for helping self and others achieve

goal accomplishment • Demonstrate growth and resilience through challenging goals • Practice a growth mindset in achieving goals •

PPWAPC507A – APPLY POSITIVE COACHING TO FACILITATE INDIVIDUAL WELLBEING

UNIT DESCRIPTOR

This unit provides skills and knowledge to develop positive psychology principles in a coaching context and describes the outcomes required to coach effectively form a positive psychology perspective. There is a focus on different interventions that can be implemented to increase effective coaching.

UNIT APPLICATION

An individual would apply skills and knowledge to use coaching as a method to increase wellbeing in others that can be applied individually, in a workplace, and for educational institution.

UNIT ELEMENTS


1. Apply positive goal setting techniques

1.1 Implement goal setting frameworks to elicit individual goals. 1.2 Measure effectiveness of goals by evaluating individual resources. 1.3 Assess individual resources to determine relevance to goal. 1.4 Identify an individual’s goal orientation and reframe towards an approach orientation. 1.5 Employ strategies to identify goal conflict and effect on happiness. 1.6 Establish action strategies to move an individual from goal conflict to empowerment. 1.7 Apply anxiety from goal investment as a means for motivation.

2. Apply positive communication to enhance the quality of relationships

2.1 Discuss the importance of positive relationships in coaching. 2.2 Assess rewarding relationships available to an individual. 2.3 Assess positive communication in relationships. 2.4 Use positive communication to facilitate high quality interactions. 2.5 Identify the importance of high quality interactions to build workplace relationships.

3. Create positive thinking to achieve individual outcomes

3.1 Assess an individual’s thinking style impacting on goal achievement. 3.2 Assist the individual to apply reframing techniques to shift from a pessimistic explanatory style to an optimistic explanatory style. 3.3 Facilitate an individual to explore behaviours in line with an optimistic explanatory style.



Approved by CEO

4. Apply strengths coaching

4.1 Create a safe environment in which discussions on clients strengths can occur. 4.2 Apply strengths tools to identify an individual’s personal resources. 4.3 Explore opportunities for the individual to engage more in using strengths to achieve their goals. 4.4 Use your personal strengths to facilitate effective coaching.



• Identify the connection of wellbeing and positive relationships

• Apply principles of active constructive responding when interacting with others

• Demonstrate an understanding the positive to negative ratios for individuals and team

• Facilitate active constructive responding for effective positive to negative ratios

• Social reciprocity through coaching • Identify the five domains of human social behaviour • Demonstrate an understanding of the triggers for the

threat and reward responses

PPWAPL508A – APPLY POSITIVE LEADERSHIP STRATEGIES FOR EXTRAORDINARY PERFORMANCE

UNIT DESCRIPTOR

This unit provides the enhanced knowledge and skills to develop positive leadership strategies to enhance performance in an organisation and the outcomes required to lead effectively from a positive psychology perspective. The unit focuses on the differential interventions that can be implemented to increase positive leadership and leadership strategies designed to build positive organisations.

UNIT APPLICATION

An individual who leads and manages individuals and teams for performance would apply skills and knowledge from this unit that can be applied individually, in a workplace, and for an educational institution.



Approved by CEO

UNIT ELEMENTS


1. Apply positive leadership in an organisation.

1.1 Understand the behaviours of positive deviant performance. 1.2 Demonstrate affirmative bias when leading and managing others. 1.3 Focus on virtuousness in all interactions. 1.4 Implement a personal management interview program.

2. Create a positive work climate.

2.1 Demonstrate compassion with individuals and teams in the workplace. 2.2 Facilitate forgiveness when interacting with others. 2.3 Apply frequent and public expressions of gratitude.

3. Enable positive relationships among individuals and teams.

3.1 Diagnose and manage positive energy networks. 3.2 Develop employees’ and organisational strengths for performance. 3.3 Use strategies to build and strengthen networks and collaboration

4. Engage in positive communication with others.

4.1 Apply affirmative and supportive language when interacting with others. 4.2 Use reflected best-self feedback processes for improvement. 4.3 Apply positive principles when communicating key messages.

5. Create purpose and meaning into the work lives of organisational members.

5.1 Highlight connections between individual meaning and organisational benefits. 5.2 Highlight connections between individual meaning and organisational benefits. 5.3 Identify the long-term effects of the work being undertaken. 5.4 Set positive meaningful goals to build relationships and a sense of community.

6. Create positive organisations.

6.1 Use appreciative inquiry to build organisational strength. 6.2 Apply psychological capital tools to build teams. 6.3 Identify strategies to build positive organisational behaviour.



• Identify the connection of wellbeing and positive



Approved by CEO

relationships • Apply principles of active constructive responding when

interacting with others • Demonstrate an understanding the positive to negative

ratios for individuals and team • Facilitate active constructive responding for effective

positive to negative ratios • Social reciprocity through coaching • Identify the five domains of human social behaviour • Demonstrate an understanding of the triggers for the


PPWAPP509A – APPLY POSITIVE PARENTING TO RAISE FLOURISHING CHILDREN

UNIT DESCRIPTOR

This unit provides skills and knowledge to develop positive parenting strategies to develop children into flourishing adults and describes the outcome required to parent, or develop children, effectively from a positive psychology perspective. The unit focuses on different interventions that can be implemented to increase positive parenting.

UNIT APPLICATION

An individual would apply skills and knowledge when working with, or engaging with, children of any age and can apply these skills and knowledge individually, in a family or care environment, and for educational institutions.

UNIT ELEMENTS


1. Apply growth mindset strategies in developing children.

1.1 Understand elements of the growth and fixed mindset. 1.2 Identify own elements of the fixed and growth mindset that may

be influencing outcomes. 1.3 Identify elements of fixed and growth mindsets in children. 1.4 Apply strategies to shift both your own and a child’s mindset from

fixed to growth for enhanced development.

2. Evaluate the different parenting styles.

2.1 Assess four individual parenting styles and their effects on the child’s behaviour. 2.2 Identify own parenting or interaction style. 2.3 Demonstrate strategies of emotion coaching parenting style. 2.4 Assess the Magic Ratio in communication and interactions.

3. Apply positive psychology principles to support emotion coaching style.

3.1 Demonstrate emotional awareness for self and the child. 3.2 Apply gratitude exercises to build emotional wellbeing. 3.3 Apply labelling strategies to help the child build emotional



Approved by CEO

resilience. 3.4 Demonstrate empathetic listening to ensure all aspects are heard. 3.5 Apply resilience-building strategies for both parties during emotional situations.

4. Apply strengths to facilitate positive parenting and childhood flourishing.

4.1 Implement strengths spotting activities to increased awareness. 4.2 Develop ways to increase strengths use in daily activities for parents and children. 4.3 Implement activities to tell stories around strengths and emotions. 4.4 Employ positive psychology strategies throughout the developmental stages of a child.



• Identify the connection of wellbeing and positive relationships

• Apply principles of active constructive responding when interacting with others

• Demonstrate an understanding the positive to negative ratios for individuals and team

• Facilitate active constructive responding for effective positive to negative ratios

• Social reciprocity through coaching • Identify the five domains of human social behaviour • Demonstrate an understanding of the triggers for the


PPWCPC510A – CREATE POSITIVE COMMUNITIES TO INCREASE INDIVIDUAL AND COMMUNITY WELLBEING

UNIT DESCRIPTOR

This unit provides skills and knowledge to build flourishing communities and describes the outcomes required to build social capital, engage communities and inform government policy. It focuses on different strategies that can be implemented to increase individual wellbeing of community members and build flourishing communities.

UNIT APPLICATION

An individual working or engaging with communities and government would apply skills and knowledge from this unit that can be applied individually, in a family or care environment, and educational institutions.



Approved by CEO

UNIT ELEMENTS


1. Analyse elements of a flourishing community.

1.1 Explore best practice examples from around the world on

building flourishing communities. 1.2 Classify key elements of flourishing communities.

2. Create social capital within a community.

2.1 Understand the meaning of social capital within community. 2.2 Identify the elements for building social capital. 2.3 Identify the barriers and challenges to building social capital. 2.4 Apply strategies for measuring social capital. 2.5 Engage individual within the communities to build social capital.

3. Create positive experiences, meaning and purpose.

3.1 Demonstrate social reciprocity to contribute to community development. 3.2 Identify volunteering opportunities as a means to build social capital. 3.3 Apply strategies for building civic engagement.

4. Apply community governance strategies.

4.1 Identify the role of governance building communities. 4.2 Assess strategies for building community capacity. 4.3 Apply strategies for good governance to contribute to social capital.

5. Analyse policy and advocacy that strengthen community wellbeing.

5.1 Understand how policy and advocacy can build flourishing. 5.2 Identify strategies from wellbeing research to inform public policy.



• Identify key elements that describe best practices for flourishing communities

• Understand and articulate the elements for building and measuring social capital

• Describe the barriers and challenges to building social capital

• Explain how to create positive experiences, meaning and purpose to enhance social reciprocity

• Describe how community governance strategies can be applied for building community capacity

• Identify and understand how policy and advocacy can



Approved by CEO

strengthen community wellbeing

PPWAPE511A – APPLY POSITIVE EDUCATION PRACTICES TO DEVELOP A FLOURISHING EDUCATIONAL INSTITUTION

UNIT DESCRIPTOR

This unit provides skills and knowledge to implement positive practise to facilitate educational wellbeing and describes the outcomes required to develop a flourishing educational institution. There is a focus on the different interventions that can be implemented to increase whole educational institution wellbeing.

UNIT APPLICATION

An individual working or engaged in the education system would apply skills and knowledge from this unit individually, in a family or care environment, or in education institutions.

UNIT ELEMENTS


1. Analyse the components of a flourishing educational system.

1.1 Identify the key elements of a flourishing education system. 1.2 Demonstrate understanding of a whole school approach to

positive education.

2. Create a positive social emotional learning culture.

2.2 Analyse the positive impact of social emotional learning in the whole school system. 2.2 Understand the process of social, emotional, ethical and academic education. 2.3 Analyse potential obstacles for the introduction of positive social emotional and academic educational innovations. 2.4 apply eco-systemic theory to create emotional literacy. 2.5 Apply positive strategies to the components of sources of variance in student achievement.

3. Apply practical applications of positive psychology to the whole learning environment.

3.1 Apply positive psychological interventions into the whole school system. 3.2 Teach emotional literacy skills explicitly across al ages. 3.3 Apply strengths based framework across the whole school system. 3.4 Demonstrate strategies to create meaning and purpose across the whole school system. 3.5 Use varied teaching techniques to reach the diverse styles and preference of learners. 3.6 Identify strategies to assist individuals with learning and behavioural challenges. 3.7 Implement engagement strategies to increase parental participation. 3.8 Build positive psychology development strategy for all staff, teachers, and volunteers across the whole school system. 3.9 Employ restorative practices to deal with individual challenges.



Approved by CEO



• Identify the elements of a flourishing education system

• Analyse positive psychology research in relation to a flourishing whole school

• Analyse the research on positive social emotional learning and identify the goals, impact, processes and obstacles

• Understand the eco-systematic theory and how to build emotional literacy around this

• Analyse the research on strategies on the variances on achievement

• Present examples of practical applications of positive emotional learning into the learning environment

• Design a positive education framework that will foster wellbeing

PPWAPH512A – APPLY POSITIVE HUMAN RESOURCE MANAGEMENT TO DRIVE ORGANISATIONAL SCHOLARSHIP

UNIT DESCRIPTOR

The skills and knowledge in the unit create and drive positive organisational scholarship through positive human resources management practices and describes the outcomes required to build positive organisations through human resource practices. There is a focus on different interventions that would be implemented to attract, recruit, retain and develop positive employees.

UNIT APPLICATION

An individual who works in human resource management, recruitment, consultant or other individual in management roles would apply the skills and knowledge form this unit and would be applied individually, in a team environment, and across all organisations.



Approved by CEO

UNIT ELEMENTS


1. Analyse the key elements of positive organisational scholarship from a human resource management perspective.

1.1 Identify the key elements involved in building positive organisational scholarship from an HR perspective. 1.2 Demonstrate understanding of positive HR interventions. 1.3 Apply appropriate positive HR interventions to an existing organisational framework. 1.4 Apply assessment tools to measure organisational wellbeing. 1.5 Develop positive strategic partnerships between human resources and other organisational business units. 1.6 Embed positive psychology principles into change management practices.

2. Apply positive psychology practices throughout attraction and recruitment processes.

2.1 Use positive language to position descriptions and recruitment advertising. 2.2 Incorporate a strength-based approach to position descriptions and recruitment advertising. 2.3 Use strengths based approach during recruitment, candidate assessment, interviews and referencing.

3. Create engagement through positive psychology practices.

3.1 Promote individual engagement through organisational meaning and purpose. 3.2 Implement strategies for individual and organisational values alignment. 3.3 Develop a positive induction process. 3.4 Employ a positive introduction to a new employee.

4. Enhance performance through positive human resource practices.

4.1 Assess competency frameworks for a positive development focus. 4.2 Apply a strengths based approach to formal and informal development frameworks. 4.3 Apply a strengths based approach to formal and informal training and development pathways. 4.4 Implement a positive performance management system.

5. Develop OHS/WHS and IR practices with positive psychology interventions.

5.1 Implement positive psychology interventions to promote higher levels of employee wellbeing. 5.2 Identify strategies to promote healing and restorative behaviours. 5.3 Demonstrate positive communication strategies to manage conflict and disputes. 5.4 Implement positive psychology principles to exit strategies.


To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency.



Approved by CEO

Specifically the individual applying for RPL must be able to:

• Analyse the research on positive organisational scholarship and engagement

• Understand how positive psychology principles can be used to enhance human resource management practices

• Present examples of practical applications of positive psychology enhanced HR practices

• Design a positive organisational scholarship framework that will foster employee and organisational wellbeing

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...

Documents

Transcript of recognition of prior learning (RPL) application...