- TAADEL401B - Plan and organise group-based delivery
Assessor Resource
TAADEL401B
Plan and organise group-based delivery
Assessment tool
Version 1.0
Issue Date: April 2024
This competency involves developing a delivery plan that is used by the trainer/facilitator to guide and manage delivery to a group. It encompasses interpreting the learning environment and delivery requirements for the identified group of learners, developing session plans, and preparing and organising the resources required.
The delivery plan is based on a documented learning program and provides a context specific plan for implementation.
The competency of designing and developing learning programs is separately addressed in TAADES402B Design and develop learning programs.
In some situations the learning program and delivery plan may be developed concurrently while in other circumstances the delivery plan is developed separately. Where the application is concurrent co-learning and/or co-assessment of these two units is recommended.
The planning and organising of group delivery is essential to the effective conduct of group delivery/facilitation which is also addressed as a unit of competency in TAADEL402B Facilitate group-based learning. While these two units are discrete, co-learning and assessment are strongly recommended. Both units are written from the perspective of a face-to-face delivery mode in a learning context such as a training room, classroom, meeting room, community setting or any location a group can access which is safe, relevant and conducive to learning. Other units in the Delivery and Facilitation Field of the TAA04 Training and Assessment Training Package address other modes of delivery and learning contexts.
Throughout this unit the learner refers to the individuals in the group being trained/participating in a learning process; not the candidate undertaking this unit.
The competency specified in this unit is typically required by trainers/facilitators, vocational education and training teachers and training consultants.
This unit specifies the competency required to plan and organise training for individuals within a group.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of Assessment | |
To demonstrate competency against this unit candidates must be able to provide evidence that they have planned and organised training for a group of learners to be trained in a face-to-face learning environment. Evidence should show that candidates can develop a delivery plan that incorporates: interpreting a specific learning environment; interpreting an existing learning program to develop and document specific training sessions that address a whole or part of a learning program and which reflect the needs and characteristics of a specific learner group; selecting and modifying existing learning resources, learning materials and learning activities and developing new learning materials and learning activities; planning and organising the resources required in delivery. | |
Evidence Requirements | |
Required knowledge includes: | a sound knowledge of learning principles, including: learning needs to be learner-centred the learning process needs to support increasing learner independence emphasis is on experimental and participative learning use of modelling the learning process needs to reflect individual circumstances and needs adults have a range of life experience which they can connect to learning |
adults have a need to know why they are learning something and its benefits adults have a need to be self-directing a sound knowledge of learner styles, for example: auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective an introductory knowledge level of learning theories, for example: cognitive learning theory andragogy pedagogy information processing behavioural learning theory learner profile including characteristics and needs of learner group/learner target group learning program design and structure and content how to structure and develop session plans the availability, types and content of relevant existing learning resources and learning materials how to develop new learning materials and learning activities the industry area/subject matter of the delivery, for example: the relevant industry competency standards the specific topic/subject/unit content specific areas of content knowledge as defined in the learning strategy or learning program basic instructional design principles, for example: sequencing information providing opportunities for practise different delivery methods and techniques appropriate to face-to-face delivery the availability and sources of specific resources, equipment and support services for learners with specific needs | |
organisational records management system and reporting requirements which may include Australian Quality Training Framework (AQTF) and AVETMISS requirements relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including: competency standards licensing industry/workplace requirements duty of care under common law OHS recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System OHS relating to the work role, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information | |
Required skills and attributes include: | planning and organisational skills to: reflect the group and individual learning needs and learner characteristics within session plans incorporate relevant/modified learning objectives and assessment methods (where required) in session plans determine the structure and time requirements for each session identify specific facility, technology and equipment needs for each session literacy skills to: document the delivery plan, prepare or customise learning activities prepare or customise learning materials such as handouts and information sheets read and interpret learner information |
technology skills to: use computers to produce documents, prepare presentations e.g. PowerPoint and communicate through email and the web time management skills to: determine time allocations for each part of the session plan determine overall session time determine how many sessions may be required schedule training sessions reflection skills to: identify areas for improvement maintain own skill development recognising and being sensitive to individual difference and diversity, for example: being sensitive to and valuing culture acting without bias/discrimination responding to individuals with particular needs recognising the importance of religion ensure the correct industrial relations climate of the learning environment | |
Products that could be used as evidence include: | documented delivery plan individual session plans forming part of the delivery plan feedback forms from learners on quality/effectiveness of delivery planning modified/contextualised learning resources and learning materials new learning materials and documented learning activities |
Processes that could be used as evidence include: | how the learning program was interpreted how responsibilities were identified and clarified why sessions were planned as documented how ideas for delivery were generated how individual learning needs were managed in the planning and organising process |
Resource implications for assessment include: | access to relevant learning programs access to relevant learning resources and learning materials access to real or simulated learning environment that addresses organisational requirements of this unit |
The collection of quality evidence requires that: | assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/ evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated |
Specific evidence requirements must include: | the ability to transfer skills to different training environments and learner groups evidence of the preparation of a minimum of two delivery plans: one of these delivery plans must address a learning program that is linked to competency standards or an accredited curricula one delivery plan should address the whole or substantial part of a learning program and contain session plans for a series of training sessions assessment must also include evidence of both developing and contextualising learning activities for the delivery plan and of developing new learning materials such as handouts, overheads, etc., and organising the material and physical requirements for delivery |
Integrated assessment means that: | this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADEL402B Facilitate group-based learning TAADES402B Design and develop learning programs. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Learning contextincludes: | where the learning will occur, for example: in the workplace in a simulated work environment in the training room/classroom in specialist environments - e.g. laboratory/ computer room in an external venue in an internal venue in a community setting |
Organisational arrangementsmay include: | finalising specific location/s or venue/s for delivery coordinating locations enrolment procedures scheduling requirements size of group special equipment or technology needs providing for specific needs of the learners |
investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to work practice environment | |
A learning program may include: | a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship a short-term development plan developed by a coach a short-term induction program |
Alearning programprovides a documented guide to support a cohesive and integrated learning process for the learner and includes: | the competencies or other benchmarks to be achieved the specific learning outcomes for each chunk or segment of the learning program an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each chunk/segment of the learning program number and duration of training sessions/ classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required |
Learning needsmay be: | a competency or group of competencies aspects of competency such as skills, knowledge or technical applications skills in operating specific equipment generic skills development personal development and growth |
English language, literacy and numeracy underpinning skills | |
Learner/srefers to: | existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed people learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements |
Learner characteristicsmay include: | language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia |
Information and documentationmay include: | enrolment information employee/personnel records (confidentiality protected) results of organisational training needs analyses outcomes of RCC/RPL assessments communication with individual learners |
Processesmay be formal or informal, and may include: | analysing learner information on enrolment forms discussions with learners to identify learning support needs observation of the learners |
Learner support requirementsmay include: | support arrangements for meeting disability needs support arrangements for meeting cultural needs support arrangements for meeting language, literacy and numeracy needs |
Constraintsmay include: | access to industry experts access to workplace access to practice opportunities cost of training time required/available for delivery scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs/characteristics |
Risksmay include: | OHS considerations inappropriate location inadequate equipment/technology/resources capacity to meet learner needs and characteristics |
Personal role and responsibilitiesmay include: | responsibility for planning and organising provision of parts of the relevant learning strategy, or learning program or parts of the learning program responsibility for planning and organising provision of a specific number of sessions planning and organising the availability of relevant learning materials relationships with other trainers/facilitators arrangements for assessment reporting arrangements |
Relevant personnelmay include: | own supervisor other trainers/facilitators other workplace supervisors workplace management industry personnel OHS representatives English language, literacy and numeracy specialists |
Learning objectivesmay relate to: | competencies to be achieved by learners learning outcomes individual/group objectives generic and/or technical skills |
Learning principlesinclude: | adults have a need to be self-directing adults have a range of life experience, and connecting learning to experience is meaningful adults have a need to know why they are learning training needs to be learner-centred to engage learners the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling reflecting individual circumstances |
Learning theoriesmay include: | behavioural learning theory information processing theory cognitive learning theory constructivist situational problem-based andragogy pedagogy |
Existinglearning resourcesmay include: | Training Packages noted support materials, such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program |
learning resources produced in languages other than English as appropriate to learner group and workplace | |
Learning materialsmay include: | handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks |
Learning activitiesmay include: | discussions role-plays written activities/tasks case studies simulation audio or visual activities demonstration practice, e.g. practicum or supervised teaching/facilitation individual activities/projects/assignments group activities/projects/assignments workplace tasks research problem-based tasks thinking skills exercises question and answer working through self-paced materials games |
Session plansmay include: | introductions outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up |
Learner stylesmay include: | auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective |
Specific facility, technology and equipment needsmay include: | specific location/room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video equipment audio equipment technical machinery/equipment working tools scientific laboratory and equipment |
Additional resourcing to meet identified learner support needsincludes: | providing referrals to internal services such as language, literacy and numeracy support unit or individual learning unit providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc. incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, peer support, and repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and/or knowledge building required knowledge and skills using support materials |
A delivery planmay include: | individual/group learning objectives or outcomes for the segment of the learning program to be addressed number of learners and their specific support requirements content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| The learning context is established and the organisational arrangements for delivery are confirmed | |||
| The learning program documentation is accessed, read and interpreted to determine delivery requirements | |||
| Group and individual learning needs and learner characteristics are identified using available information and documentation | |||
| Processes to identify learner support requirements are undertaken | |||
| Constraints and risks to delivery are identified and assessed | |||
| Personal role and responsibilities in the planning, delivery and review of training are confirmed with relevant personnel | |||
| Specific learning objectives and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners | |||
| Ideas for managing the delivery are generated using knowledge of learning principles and learning theories and reflect the learning needs and characteristics of the group | |||
| Existing learning resources, learning materials and documented learning activities identified in the learning program are evaluated and selected for use in the specific delivery context | |||
| Session plans are developed and documented for each segment of the learning program to be addressed | |||
| Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group | |||
| Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and learner styles of individuals and the group | |||
| All learning materials required by learners are finalised and organised in time for delivery | |||
| Specific facility, technology and equipment needs for each session are identified and organised in time for delivery | |||
| Additional resourcing to meet identified learner support needs is identified and organised, where required, in time for delivery | |||
| The overall delivery plan is confirmed with relevant personnel |
Forms
Assessment Cover Sheet
TAADEL401B - Plan and organise group-based delivery
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
TAADEL401B - Plan and organise group-based delivery
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: