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Title / Describe how workplace learning operates in New Zealand and the role of unions in the process
Level / 3 / Credits / 4
Purpose / This unit standard is designed to assist Workplace Representatives to advise co-workers about workplace learning opportunities and assist in the learning process.
People credited with this unit standard are able to describe: the role of Industry Training Organisations (ITOs) under the Industry Training Act 1992, and the specific functions of one ITO; the roles of the Tertiary Education Commission (TEC) and the New Zealand Qualifications Authority (NZQA) in workplace learning; the process of setting national assessment standards and qualifications for industry; the role of ITOs in making arrangements for the delivery of industry training; the role of unions in workplace learning; the structure and purpose of an assessment standard; and the role a Workplace Representative can play as a verifier of workplace learning in the assessment process.
Classification / Business Operations and Development > Workplace Relations
Available grade / Achieved
Entry information
Recommended skills and knowledge / Unit 22133, Define the roles of trade union representatives in the workplace, or demonstrate equivalent knowledge and skills.
Explanatory notes
1Unit standards in theWorkplace Relations domain are about influences on employment and workplace expectations and practices, arising from the legal framework of employment.
2Legislation relevant to this unit standard includes the Industry Training Act 1992 and the Education Act 1989.
3Definitions
Workplace learning is also known as industry training and can be provided on-job, off-job by a registered training provider, or a combination of both. It enables people to learn whilst in employment and to achieve unit standards listed on the Directory of Assessment Standards (DAS) and qualifications listed on the New Zealand Qualifications Framework (NZQF).
Workplace Representativein this context refers to an employee who undertakes the role of advocate and guide with regard to industry training and literacy programmes available through the workplace.
Literacy refers to reading, writing, listening, speaking, numeracy, problem solving, creative and critical thinking, and the ability to use computers and voicemail.
Outcomes and evidence requirements
Outcome 1
Describe the role of ITOs under the Industry Training Act 1992, and the specific functions of one ITO.
Evidence requirements
1.1Description identifies the statutory functions and obligations of ITOs.
1.2Description identifies the industry, industries, or sector of a selected ITO.
1.3Description identifies how a selected ITO manages and arranges workplace learning.
Rangeon-job, off-job, combination of both.
1.4Description identifies how the selected ITO monitors the quality of workplace learningand assessment for their industry.
Outcome 2
Describe the roles of TEC and NZQA in workplace learning.
Evidence requirements
2.1Description identifies the role of TEC in relation to recognition and gazetted coverage of ITOs.
Rangeincludes – rerecognition, extension of coverage.
2.2Description identifies the role of TEC in funding workplace learning.
2.3Description identifies the role of NZQA in relation to listingassessment standards on the DAS and approving industry qualifications forlisting on the NZQF.
2.4Description identifies the role of NZQA in maintaining individual records of learning.
Outcome 3
Describe the process of setting national assessment standards and qualifications for industry.
Evidence requirements
3.1Description identifies differences between the types of national assessment standards listed on the DAS in terms of their function and purpose.
Rangegeneric standards, industry-specific standards.
3.2Description identifies the standard setting and qualification development processes used by a selected ITO for at least one sector of its gazetted coverage.
Rangeidentification of the skills required for the industry,identification of stakeholders, participation of employees, consultation and endorsement.
3.3Description identifies a selected ITO’s role in accreditation, managing moderation and reviewing its unit standards and qualifications.
Outcome 4
Describe the role of ITOs in making arrangements for the delivery of industry training.
Evidence requirements
4.1Description identifies the arrangements made by a specific ITO.
4.2Description compares differences in the delivery of training for on-job and off-job workplace learning.
4.3Description compares differences in assessment opportunities for on-job and off-job workplace learning.
Outcome 5
Describe the role of unions in workplace learning.
Evidence requirements
5.1Description identifies union initiatives to promote workplace learning.
Rangeunion representation on ITO boards, learning related bargaining achievements, participation in standard-setting committees, political lobbying, the Learning Representatives programme;
evidence is required for three initiatives.
5.2Description identifies role of the New Zealand Council of Trade Unions Te Kauae Kaimahiin promoting skill development programmes and co-ordinating union participation in ITOs.
Outcome 6
Describe the structure and purpose of an assessment standard.
Evidence requirements
6.1The way an assessment standard is used to recognise achievement of a specific learning outcome or competency required for a job role is described in terms of classification, title, level, and credit value.
6.2Description identifies the meaning of Recognition of Current Competence and its use in workplace learning.
6.3The differences between mandatory and optional conditions, and the strands, of a qualification listed on the NZQF are identified.
Outcome 7
Describe the role a Workplace Representative can play as a verifier of workplace learning in the assessment process.
Evidence requirements
7.1The assessment guide set by an industry training organisation (ITO) or other standard setting body for one assessment standard is described.
Rangeincludes requirements for observation, checking work, documentation.
7.2The requirement for assessment to be conducted according to a plan agreed with the trainee is described.
7.3Minimum verification requirements set by one ITO are described.
This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 23 February 2007 / 31 December 2014
Review / 2 / 17 November 2011 / 31 December 2018
Review / 3 / 15 October 2015 / 31 December 2018
Republished / 3 / 11 March 2016 / 31 December 2018
Consent and Moderation Requirements (CMR) reference / 0113
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018 / / New Zealand Qualifications Aut