Assessor Resource

TAADEL502A
Facilitate action learning projects

Assessment tool

Version 1.0
Issue Date: March 2024


Not applicable.

This unit specifies the competency required to facilitate a group to engage in action learning projects.

Delivery and Facilitation

Action learning involves a group-based learning model in which the participants contribute their knowledge and expertise to guide the learning experience. The members learn from each other and through their experiences in participating in and directing the action learning process, guided by the trainer/facilitator.

The group may have come together for a number of reasons. They may be an existing work team or group; a class group; a network or community of practice; or a group brought together to work through a specific project, activity, issue or common interest. Action learning can be integrated into work and contribute to improvements at work.

Facilitating an action learning project requires high-level communication, interpersonal and leadership skills to continuously develop, monitor and evaluate the relevance, group interactions, structure and pace, and learning/work outcomes of the process. These skills are simultaneously used with the learners.

This unit is related to a number of training and management work functions. For example, a trainer/facilitator may use action learning facilitation skills as part of a broader training delivery strategy, or as a process for professional development with peers and colleagues, while a manager may facilitate an action learning project to achieve organisational objectives, such as a change process.

The competency specified in this unit is typically required by trainers/facilitators, teachers, coordinators/managers and consultants.

This unit specifies the competency required to facilitate a group to engage in action learning projects.

Delivery and Facilitation

Action learning involves a group-based learning model in which the participants contribute their knowledge and expertise to guide the learning experience. The members learn from each other and through their experiences in participating in and directing the action learning process, guided by the trainer/facilitator.

The group may have come together for a number of reasons. They may be an existing work team or group; a class group; a network or community of practice; or a group brought together to work through a specific project, activity, issue or common interest. Action learning can be integrated into work and contribute to improvements at work.

Facilitating an action learning project requires high-level communication, interpersonal and leadership skills to continuously develop, monitor and evaluate the relevance, group interactions, structure and pace, and learning/work outcomes of the process. These skills are simultaneously used with the learners.

This unit is related to a number of training and management work functions. For example, a trainer/facilitator may use action learning facilitation skills as part of a broader training delivery strategy, or as a process for professional development with peers and colleagues, while a manager may facilitate an action learning project to achieve organisational objectives, such as a change process.

The competency specified in this unit is typically required by trainers/facilitators, teachers, coordinators/managers and consultants.

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

Not applicable.




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 to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can apply organisational, communication, interpersonal and group leadership skills to effectively facilitate a group action learning project.

The trainer/facilitator must demonstrate the ability to engage and motivate the group using a variety of activities, processes or techniques to maintain the interest of all individuals. The trainer/facilitator must also demonstrate the ability to ensure all group members feel able to contribute equally and are able to mutually determine their own direction and outcomes within the parameters set by the work objectives.

The trainer/facilitator must maintain relevance of the group discussion and learning to the purpose of the action learning, and assist the group members to learn from each other and their experiences.

Evidence Requirements

Required knowledge includes:

learning principles, for example:

- adults have a need to be self directing and decide for themselves what they want to learn

- adults have a range of life experience and connecting learning to experience is meaningful

- adults have a need to know why they are learning

- adults need to be respected

- adults prefer learning to be relevant and practical

action learning principles, for example:

- a learning cycle based on planning, action, reflection and evaluation

- work focused

- learner directed

- based on mutual expertise, support and stimulation

- open ended solutions

- using learning to act differently

- challenging established models and approaches

- thinking critically

current and emerging workplace action learning approaches, for example:

- communities of practice

- action research

- structured networks

- knowledge management theory and practices

group learning dynamics, for example:

- degrees of structure and formality

- forming, storming, norming, performing and terminating

- stages of development - potential, coalescing, active, dispersed, memorable

different learning styles and how to encourage and cater for them, for example:

- theoretical learners

- pragmatic learners

- active learners

- reflective learners

- kinaesthetic learners

- audio learners

- visual learners

different learning modes or devices, for example:

- audio visual technology

- written information

- demonstrations

- practice opportunities

- group work

context in which the action learning is taking place, for example:

- the organisation/industry

- the site

- relevant resources, organisational documents, internal/external policies/strategies/reports

change management models

evaluation and reflection methods for groups and individuals and their different purposes/outcomes

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

- ensuring fairness of learning opportunities

- industrial relations award and other possible barriers to learning competency standards

- licensing

- industry/workplace requirements

- duty of care

- 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:

competent use of required technology, for example:

- computers

- audio visual equipment

- electronic whiteboard

literacy skills to:

- write legibly and clearly

- develop a facilitation plan

language skills to:

- effectively hypothesise, plan and influence others

- interpret the verbal and non verbal communication of learners, for example, resistance/reluctance, uncertainty, enthusiasm, confusion and body language

communication and interpersonal skills to:

- demonstrate an open, respectful, friendly, welcoming attitude

- demonstrate empathy

- make people feel safe and at ease

- encourage learners to succeed at their tasks

- provide positive and negative feedback

- explore ideas in discussion by building on others' ideas to advance discussion, and questioning others to clarify

- acknowledge contribution of each group member

- anticipate the direction of conversation and guide it to maintain relevance

- listen effectively to identify emerging themes/issues/ideas; reiterate and paraphrase information; check for meaning and attitude

group management skills to:

- guide group dynamics and ensure fair distribution of comment and participation

- remain non judgemental

- work with conflict

- remain objective

- set up boundaries

- respect physical space

- maintain enthusiasm and energy

- manage time

- keep sessions learner centred

- manage inappropriate behaviour

problem solving skills to:

- address individual and group difficulties and issues relating to the action learning process

- maintain group cohesion and direction

- address contingencies in sessions

- modify scope/direction/outcomes of the action learning process

Products that could be used as evidence include:

documentation developed during facilitation

evaluation information from participants

activities or resources developed for a range of sessions

facilitation plans

action plans

peer assessment documents

audio/video of session

self reflection diary/journal

journals and notes of learners, within confidentiality requirements

Processes that could be used as evidence include:

how group dynamics were maintained and why

how the learners directed the process

how communication skills were used effectively in the session

how learning principles were applied

Resource implications for assessment include:

relevant workplace project or activity

sufficient time with the group for completion of action learning process and cycle

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 Requirements and Key Competencies

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:

a minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, Performance Criteria, knowledge and skills to be demonstrated

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:

- TAADEL401A Plan and organise group based delivery

- TAADEL402A Facilitate group based learning

- TAADEL403A Facilitate individual learning

- TAADEL404A Facilitate work based learning

- TAATAS504A Facilitate group processes.

The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can apply organisational, communication, interpersonal and group leadership skills to effectively facilitate a group action learning project.

The trainer/facilitator must demonstrate the ability to engage and motivate the group using a variety of activities, processes or techniques to maintain the interest of all individuals. The trainer/facilitator must also demonstrate the ability to ensure all group members feel able to contribute equally and are able to mutually determine their own direction and outcomes within the parameters set by the work objectives.

The trainer/facilitator must maintain relevance of the group discussion and learning to the purpose of the action learning, and assist the group members to learn from each other and their experiences.

Evidence Requirements

Required knowledge includes:

learning principles, for example:

- adults have a need to be self directing and decide for themselves what they want to learn

- adults have a range of life experience and connecting learning to experience is meaningful

- adults have a need to know why they are learning

- adults need to be respected

- adults prefer learning to be relevant and practical

action learning principles, for example:

- a learning cycle based on planning, action, reflection and evaluation

- work focused

- learner directed

- based on mutual expertise, support and stimulation

- open ended solutions

- using learning to act differently

- challenging established models and approaches

- thinking critically

current and emerging workplace action learning approaches, for example:

- communities of practice

- action research

- structured networks

- knowledge management theory and practices

group learning dynamics, for example:

- degrees of structure and formality

- forming, storming, norming, performing and terminating

- stages of development - potential, coalescing, active, dispersed, memorable

different learning styles and how to encourage and cater for them, for example:

- theoretical learners

- pragmatic learners

- active learners

- reflective learners

- kinaesthetic learners

- audio learners

- visual learners

different learning modes or devices, for example:

- audio visual technology

- written information

- demonstrations

- practice opportunities

- group work

context in which the action learning is taking place, for example:

- the organisation/industry

- the site

- relevant resources, organisational documents, internal/external policies/strategies/reports

change management models

evaluation and reflection methods for groups and individuals and their different purposes/outcomes

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

- ensuring fairness of learning opportunities

- industrial relations award and other possible barriers to learning competency standards

- licensing

- industry/workplace requirements

- duty of care

- 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:

competent use of required technology, for example:

- computers

- audio visual equipment

- electronic whiteboard

literacy skills to:

- write legibly and clearly

- develop a facilitation plan

language skills to:

- effectively hypothesise, plan and influence others

- interpret the verbal and non verbal communication of learners, for example, resistance/reluctance, uncertainty, enthusiasm, confusion and body language

communication and interpersonal skills to:

- demonstrate an open, respectful, friendly, welcoming attitude

- demonstrate empathy

- make people feel safe and at ease

- encourage learners to succeed at their tasks

- provide positive and negative feedback

- explore ideas in discussion by building on others' ideas to advance discussion, and questioning others to clarify

- acknowledge contribution of each group member

- anticipate the direction of conversation and guide it to maintain relevance

- listen effectively to identify emerging themes/issues/ideas; reiterate and paraphrase information; check for meaning and attitude

group management skills to:

- guide group dynamics and ensure fair distribution of comment and participation

- remain non judgemental

- work with conflict

- remain objective

- set up boundaries

- respect physical space

- maintain enthusiasm and energy

- manage time

- keep sessions learner centred

- manage inappropriate behaviour

problem solving skills to:

- address individual and group difficulties and issues relating to the action learning process

- maintain group cohesion and direction

- address contingencies in sessions

- modify scope/direction/outcomes of the action learning process

Products that could be used as evidence include:

documentation developed during facilitation

evaluation information from participants

activities or resources developed for a range of sessions

facilitation plans

action plans

peer assessment documents

audio/video of session

self reflection diary/journal

journals and notes of learners, within confidentiality requirements

Processes that could be used as evidence include:

how group dynamics were maintained and why

how the learners directed the process

how communication skills were used effectively in the session

how learning principles were applied

Resource implications for assessment include:

relevant workplace project or activity

sufficient time with the group for completion of action learning process and cycle

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 Requirements and Key Competencies

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:

a minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, Performance Criteria, knowledge and skills to be demonstrated

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:

- TAADEL401A Plan and organise group based delivery

- TAADEL402A Facilitate group based learning

- TAADEL403A Facilitate individual learning

- TAADEL404A Facilitate work based learning

- TAATAS504A Facilitate group processes.


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 adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

Needs of the organisation and the learners may include:

implementing relevant aspects of the organisation's strategic or business plans

developing/implementing/embedding new ways of working/improved work practices

addressing change/developing change management approaches

increasing team capacity and empowerment

developing a learning organisation

educational background and experience in learning

preferred learning styles

specific needs for learning

Research may be undertaken through gathering/reviewing/ investigating:

employment records/performance reviews/supervisors' reports

organisational goals, reports and plans

client feedback

external reports on policies, changing nature of work and new technologies that impact on work

learner records and information

issues/areas of need, as discussed with internal/external peers, colleagues and work personnel

A facilitation guide:

must outline the action learning methodology to be used

must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies

must identify the needs, interests and expectations of potential learners/group members

must include proposed evaluation methods

may require modification following research, feedback and implementation by the group members

may include assessment criteria

may be developed by the trainer/facilitator

may be developed in collaboration with others, e.g. stakeholders/peers/mentors

Stakeholders include:

persons, other than the learners in the group, influenced by the action learning process, such as:

- management

- other employees/workers

- colleagues

- other learners

- clients

- enterprise/industry partners

Resources may include:

identified experts, internal/external

publications/reports

organisational documents

communication tools

flip chart, white board or overhead projector

location/facility requirements

travel/accommodation/meeting needs

Action learning process may involve:

work based learning

action research

communities of practice

structure or formal networks

situated learning

self defined or self managed groups

An environment conducive to collaboration and safety includes one where:

equipment works correctly

occupational health and safety (OHS) requirements are met

the venue is welcoming and comfortable

organisational support is obtained

behavioural norms are established

Communication skills must include:

providing an open, warm communication style where effective verbal and body language is used

demonstrating a capacity to communicate clearly to facilitate the group and each individual

using critical listening and questioning techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

assisting participants to paraphrase advice/instructions to the trainer/facilitator

providing clear and concrete options/advice

Interpersonal skills must include:

showing respect for learners' expertise/background

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two way interaction

using language and concepts appropriate to cultural differences

accurately interpreting non verbal messages

Principles of action learning include:

a learning cycle based on planning, action, reflection and evaluation

work focused

learning by doing and through action

learner directed

based on mutual expertise, support and stimulation

open ended solutions

using learning to act differently

challenging established models and approaches

thinking critically

The action plan may include:

the organisational context and objectives

the action learning methodology being used

expected outcomes/outputs

formal learning and work activities

time lines and number of meetings/sessions

resources

agreed evaluation methods

Varied activities may include:

guiding learners to share their knowledge and expertise

encouraging critical analyses of practices

developing common resources/responses/strategies

using group engagement activities, e.g. problem solving, scenario setting and questioning

trialling ideas or processes

reporting on tasks/activities undertaken in the workplace or out of sessions

using a range of different activities, for example:

- written activities

- role-plays

- audio or visual activities

- practice or demonstration

- visits to other organisations, training and/or assessment organisations, worksites

Learning styles include:

theorist

pragmatist

activist

reflector

kinaesthetic

auditory

visual

Generic skills may include:

Key Competencies, including:

- communicating ideas and information

- collecting, analysing and organising information

- planning and organising activities

- working in a team

- using mathematical ideas and techniques

- solving problems

- using technology

self management

how to learn

initiative and enterprise

innovation

language, literacy and numeracy skills

Self-assess and reflect may include:

asking critical questions about personal performance and answering them objectively and honestly

analysing what worked and what did not work, and why

thinking about and planning for improvement in the future

Evaluation methods may include:

formal methods such as surveys and questionnaires

informal methods such as observations, individual and group questioning and discussions

journal/diary

feedback loops

Agreed directions and future may include:

identifying areas of further group work

bringing project or group to a close

developing new directions

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

Needs of the organisation and the learners may include:

implementing relevant aspects of the organisation's strategic or business plans

developing/implementing/embedding new ways of working/improved work practices

addressing change/developing change management approaches

increasing team capacity and empowerment

developing a learning organisation

educational background and experience in learning

preferred learning styles

specific needs for learning

Research may be undertaken through gathering/reviewing/ investigating:

employment records/performance reviews/supervisors' reports

organisational goals, reports and plans

client feedback

external reports on policies, changing nature of work and new technologies that impact on work

learner records and information

issues/areas of need, as discussed with internal/external peers, colleagues and work personnel

A facilitation guide:

must outline the action learning methodology to be used

must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies

must identify the needs, interests and expectations of potential learners/group members

must include proposed evaluation methods

may require modification following research, feedback and implementation by the group members

may include assessment criteria

may be developed by the trainer/facilitator

may be developed in collaboration with others, e.g. stakeholders/peers/mentors

Stakeholders include:

persons, other than the learners in the group, influenced by the action learning process, such as:

- management

- other employees/workers

- colleagues

- other learners

- clients

- enterprise/industry partners

Resources may include:

identified experts, internal/external

publications/reports

organisational documents

communication tools

flip chart, white board or overhead projector

location/facility requirements

travel/accommodation/meeting needs

Action learning process may involve:

work based learning

action research

communities of practice

structure or formal networks

situated learning

self defined or self managed groups

An environment conducive to collaboration and safety includes one where:

equipment works correctly

occupational health and safety (OHS) requirements are met

the venue is welcoming and comfortable

organisational support is obtained

behavioural norms are established

Communication skills must include:

providing an open, warm communication style where effective verbal and body language is used

demonstrating a capacity to communicate clearly to facilitate the group and each individual

using critical listening and questioning techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

assisting participants to paraphrase advice/instructions to the trainer/facilitator

providing clear and concrete options/advice

Interpersonal skills must include:

showing respect for learners' expertise/background

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two way interaction

using language and concepts appropriate to cultural differences

accurately interpreting non verbal messages

Principles of action learning include:

a learning cycle based on planning, action, reflection and evaluation

work focused

learning by doing and through action

learner directed

based on mutual expertise, support and stimulation

open ended solutions

using learning to act differently

challenging established models and approaches

thinking critically

The action plan may include:

the organisational context and objectives

the action learning methodology being used

expected outcomes/outputs

formal learning and work activities

time lines and number of meetings/sessions

resources

agreed evaluation methods

Varied activities may include:

guiding learners to share their knowledge and expertise

encouraging critical analyses of practices

developing common resources/responses/strategies

using group engagement activities, e.g. problem solving, scenario setting and questioning

trialling ideas or processes

reporting on tasks/activities undertaken in the workplace or out of sessions

using a range of different activities, for example:

- written activities

- role-plays

- audio or visual activities

- practice or demonstration

- visits to other organisations, training and/or assessment organisations, worksites

Learning styles include:

theorist

pragmatist

activist

reflector

kinaesthetic

auditory

visual

Generic skills may include:

Key Competencies, including:

- communicating ideas and information

- collecting, analysing and organising information

- planning and organising activities

- working in a team

- using mathematical ideas and techniques

- solving problems

- using technology

self management

how to learn

initiative and enterprise

innovation

language, literacy and numeracy skills

Self-assess and reflect may include:

asking critical questions about personal performance and answering them objectively and honestly

analysing what worked and what did not work, and why

thinking about and planning for improvement in the future

Evaluation methods may include:

formal methods such as surveys and questionnaires

informal methods such as observations, individual and group questioning and discussions

journal/diary

feedback loops

Agreed directions and future may include:

identifying areas of further group work

bringing project or group to a close

developing new directions

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 needs of the organisation and the learners are researched and confirmed 
A facilitation guide is developed with stakeholders 
Resources which engender a work based action learning approach are researched and collated 
Information about the action learning process is distributed to all learners in the group 
An environment conducive to collaboration and safety is set up 
Communication and interpersonal skills are used to welcome and engage the group 
The expectations, knowledge and expertise of individuals in the group are identified and acknowledged 
The principles of action learning are explained and discussed 
Anticipated objectives, outputs and outcomes, and evaluation methods are clarified and confirmed 
Resources are introduced and discussed 
The group is guided to jointly develop and document an action plan, and modify as required 
Sessions are timetabled and varied activities are paced to suit the learning needs and learning styles of the participants and to maximise participation and engagement 
Generic skill development is encouraged through facilitated learning 
The strengths and relationships within the group are observed and extended to drive the learning experience and to maintain group dynamics 
Problem solving, contingency management and time management skills and strategies are used to address issues as they arise 
Information to assist with out of session implementation of action learning is distributed and discussed 
The effectiveness of communication within the group is discussed and evaluated 
Learners are supported to self assess and reflect on personal and group learning 
A range of evaluation methods is used to periodically evaluate and document progress against the objectives/intended outcomes of the facilitation guide 
Ongoing evaluations and reflections are synthesised and used to continuously modify or adapt action learning process and individual/group activities, as required 
Learners are supported and encouraged to determine agreed directions and future of the group 
Guidance is provided to address group deliberations 
The agreed directions and outcomes are defined 
The group's overall evaluation of the action learning process is facilitated against the action plan in line with the agreed evaluation process 
The group evaluation is documented and agreed by the group 
The group is supported to promote and disseminate outcomes and any outputs/products, as appropriate 
All documentation in relation to the action learning project is filed according to organisational requirements 
Feedback from the action learning group and other stakeholders is gathered and analysed 
Self assessment and reflection is carried out to evaluate own performance 
Feedback on personal facilitation skills is sought from colleagues or other relevant persons 
Feedback is synthesised to determine improvements for future action learning facilitation 

Forms

Assessment Cover Sheet

TAADEL502A - Facilitate action learning projects
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

TAADEL502A - Facilitate action learning projects

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: