1. Organise instruction and demonstration
   • Information about learner characteristics and their learning needs is gathered
   • A safe learning environment is confirmed
   • Learners are notified of the training details
   • Instruction and demonstration objectives are gathered and checked and assistance is sought if required
   • Relevant learning resources and learning materials are obtained and checked for relevance and assistance is sought if required in interpreting the contextual application
   • Any equipment or physical resources required for the demonstration are organised
2. Conduct instruction and demonstration
   • Interpersonal skills are used to establish a safe and comfortable learning environment
   • The learning program and/or delivery plan is followed to ensure all learning objectives are covered
   • Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training
   • Techniques are used to structure, pace and enhance learning
   • Communication skills are used to provide information, instruct learners and demonstrate relevant work skills
   • Opportunities for practice are provided during instruction and through work activities
   • Feedback on learner performance is provided and discussed to support learning
3. Check training performance
   • Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge
   • Personal delivery style and performance in providing instruction and demonstration is reviewed and strategies for improvement are reflected upon
   • Learner records are maintained, stored and secured in accordance with legal/organisational requirements

Not applicable

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 TAA Training and Assessment Training Package

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 provide instruction and demonstration of work skills using resources and materials provided for training purposes

The instructiondemonstration should be conducted using appropriate communication and interpersonal skills to enhance learning and build rapport and trust The learning must be logically sequenced and paced in such a way as to ensure new skillsknowledgecompetencies are achieved The instructiondemonstration should engage the learners and a range of delivery techniques should be used

Evidence Requirements

Required knowledge includes

learner characteristics and needs

content and requirements of the relevant learning program andor delivery plan

sources and availability of relevant learning resources and learning materials

content of learning resourceslearning materials

training techniques which enhance learning and when to use them eg using

instruction and explanation

questioning

practice

written information

grouppairteam activities

individual activities

demonstration

learning principles introductory for example

learning and experience are connected for meaning

adults need to know why they are learning

adults can selfevaluate

adults learn in different ways

different learning styles introductory for example

visual

audio

theoretical

activist

reflective

OHS for example

roles and responsibilities of key personnel in learning environment

responsibilities of learners learning environment

relevant policies and procedures including hazard identification risk assessment reporting requirements safe use of equipment and emergency procedures

hazard identification and risk controls for the specific learning environment

organisational policies systems of operation relevant to specific area of training eg job roles industrial relations requirements

Required skills and attributes include

verbal and nonverbal communication techniques for example

ask relevant and appropriate questions

provide explanations

organise and give demonstrations

use listening skills

provide information clearly

engage motivate and connect with learners

provide constructive feedback

implement OHS requirements by acting and responding safely in order to

identify hazards

conduct prestart up checks if required

observe and interpret learner behaviour which may put people at risk

time management for example

ensure all learning objectives are covered

pace learning

reflection skills in order to

identify areas for improvement

maintain personal skill development

literacy skills to

complete and maintain documentation

read and follow learning programplan

read and analyse learner information

skills to operate audiovisual and technical equipment

interpersonal skills to

maintain appropriate relationships

establish trust

use appropriate body language

maintain humour

demonstrate tolerance

manage a group

observation skills to

monitor learner acquisition of new skillsknowledgecompetency requirements

assess learner communication and interaction skills with others

identify learner concerns

recognise learner readiness to take on new skillstasks

recognising and being sensitive to individual difference and diversity for example

being sensitive to and valuing culture

acting without biasdiscrimination

responding to individuals with particular needs

recognising the importance of religion

Products that could be used as evidence include

videoobservation of a demonstrationinstruction

learner evaluations

peer evaluations

Processes that could be used as evidence include

what learning techniques were used and why

how learning achievement was checked

how practice opportunities were provided

what resources were organised and why

Resource implications for assessment include

materials required for instructiondemonstration

technology required for instructiondemonstration

learning activities

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence 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 three training sessions involving demonstrating and instructing of particular work skills for different groups Each session must address different learning objectives a range of techniques and effective communication skills appropriate to the audience

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package or any other Training Package Suggested units include but are not limited to

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 or any other Training Package. Suggested units include but are not limited to:

TAADELA Facilitate individual learning

TAADEL403A Facilitate individual learning

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 TAA Training and Assessment Training Package

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 provide instruction and demonstration of work skills using resources and materials provided for training purposes

The instructiondemonstration should be conducted using appropriate communication and interpersonal skills to enhance learning and build rapport and trust The learning must be logically sequenced and paced in such a way as to ensure new skillsknowledgecompetencies are achieved The instructiondemonstration should engage the learners and a range of delivery techniques should be used

Evidence Requirements

Required knowledge includes

learner characteristics and needs

content and requirements of the relevant learning program andor delivery plan

sources and availability of relevant learning resources and learning materials

content of learning resourceslearning materials

training techniques which enhance learning and when to use them eg using

instruction and explanation

questioning

practice

written information

grouppairteam activities

individual activities

demonstration

learning principles introductory for example

learning and experience are connected for meaning

adults need to know why they are learning

adults can selfevaluate

adults learn in different ways

different learning styles introductory for example

visual

audio

theoretical

activist

reflective

OHS for example

roles and responsibilities of key personnel in learning environment

responsibilities of learners learning environment

relevant policies and procedures including hazard identification risk assessment reporting requirements safe use of equipment and emergency procedures

hazard identification and risk controls for the specific learning environment

organisational policies systems of operation relevant to specific area of training eg job roles industrial relations requirements

Required skills and attributes include

verbal and nonverbal communication techniques for example

ask relevant and appropriate questions

provide explanations

organise and give demonstrations

use listening skills

provide information clearly

engage motivate and connect with learners

provide constructive feedback

implement OHS requirements by acting and responding safely in order to

identify hazards

conduct prestart up checks if required

observe and interpret learner behaviour which may put people at risk

time management for example

ensure all learning objectives are covered

pace learning

reflection skills in order to

identify areas for improvement

maintain personal skill development

literacy skills to

complete and maintain documentation

read and follow learning programplan

read and analyse learner information

skills to operate audiovisual and technical equipment

interpersonal skills to

maintain appropriate relationships

establish trust

use appropriate body language

maintain humour

demonstrate tolerance

manage a group

observation skills to

monitor learner acquisition of new skillsknowledgecompetency requirements

assess learner communication and interaction skills with others

identify learner concerns

recognise learner readiness to take on new skillstasks

recognising and being sensitive to individual difference and diversity for example

being sensitive to and valuing culture

acting without biasdiscrimination

responding to individuals with particular needs

recognising the importance of religion

Products that could be used as evidence include

videoobservation of a demonstrationinstruction

learner evaluations

peer evaluations

Processes that could be used as evidence include

what learning techniques were used and why

how learning achievement was checked

how practice opportunities were provided

what resources were organised and why

Resource implications for assessment include

materials required for instructiondemonstration

technology required for instructiondemonstration

learning activities

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence 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 three training sessions involving demonstrating and instructing of particular work skills for different groups Each session must address different learning objectives a range of techniques and effective communication skills appropriate to the audience

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package or any other Training Package Suggested units include but are not limited to

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 or any other Training Package. Suggested units include but are not limited to:

TAADELA Facilitate individual learning

TAADEL403A Facilitate individual learning

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.