1. Establish an environment conducive to group learning
   • The learning program and delivery plan are read and interpreted to identify and confirm delivery requirements for the specified session
   • Availability of all resource needs is confirmed prior to commencement of session/s
   • Outcomes of learner recognition processes are obtained from relevant persons to provide flexible responses to individual learner needs
   • The learning program/segment of the learning program is introduced and objectives, expectations and requirements including occupational health and safety (OHS) are discussed, clarified and agreed
   • A learning facilitation relationship is established between trainer/facilitator and the group using appropriate oral communication and language skills and interpersonal skills
   • Relationships with and between learners are initiated which support inclusivity, acknowledge diversity and enable a positive learning environment
2. Deliver and facilitate training sessions
   • Interactions with learners are based on the application of learning principles in accordance with learner styles and identified learner characteristics
   • Each training session is conducted in accordance with session plans but modified where appropriate to meet the needs of the learners
   • All resource requirements for delivery are addressed and the diversity of the group is used as another resource to support learning
   • Generic skills relevant to the learning objectives are addressed in delivery
   • A range of delivery methods are employed and appropriate technology and equipment are used as training aids to optimise the learner experience
   • Opportunities for practice and formative assessment are built into the delivery, where assessment is required
3. Demonstrate effective facilitation skills
   • Presentation skills are used to ensure the delivery is engaging and relevant
   • Group facilitation skills are used to ensure effective participation and group management
   • Oral communication and language skills are used to motivate the learner and to transfer knowledge and skills
   • Interpersonal skills are used to maintain appropriate relationships and ensure inclusivity
   • Observation skills are used to monitor individual and group progress
4. Support and monitor learning
   • Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met
   • Adjustments are made to the delivery plan to reflect specific needs and circumstances and unanticipated situations
   • Learners are encouraged to reflect on personal learning progress
   • Group dynamics are managed to ensure effective participation by all learners and to maintain effective relationships
   • Inappropriate behaviour is managed using conflict resolution and negotiation skills to ensure learning can take place
   • Learner records are maintained, stored and secured in accordance with legal/organisational requirements
5. Review and evaluate effectiveness of delivery
   • The delivery plan is evaluated to determine its effectiveness as a tool in guiding the learning process and feedback is provided to the writer, as appropriate
   • Feedback from learners/management/peers is sought on the quality of delivery, and areas for improvement are identified and documented
   • Trainer/facilitator reflects on own performance in training delivery
   • Areas of improvement/new ideas to improve the quality of delivery/facilitation and to enhance the learning experience are considered and implemented

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 have delivered training and facilitated learning within a group in a facetoface learning environment on a number of occasions that involves a series of training sessions covering a number of learning outcomes They should also provide evidence of reviewing and evaluating the effectiveness of the delivery plan and their personal performance in training delivery

Evidence should show that they can provide training using appropriate sequencing and activities to develop the skills and knowledge of learners as well as enhancing motivation interest and enthusiasm Trainers must demonstrate highlevel facilitation observation communication and interpersonal skills to support and teach each learner effectively

Evidence Requirements

Required knowledge includes

a sound knowledge of learning principles including

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

learning needs to be learnercentred

adults have a need to be selfdirecting

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

a sound knowledge of learner styles for example

auditory

visual

kinaesthetic

leftright brain

globalanalytical

theoretical

activist

pragmatist

reflective

the industry areasubject matter of the delivery for example

the relevant industry competency standards

the specific topicsubjectunit

specific areas of knowledge as defined in the learning strategy or learning program

an introductory knowledge of learning theories for example

cognitive learning theory

andragogy

pedagogy

information processing

behavioural learning theory

learner group profile including characteristics and needs of individual learners in the group

the content and requirements of the learning program andor delivery plan

different delivery methods and techniques appropriate to facetoface group delivery

techniques for the recognition and resolution of inappropriate behaviours

behaviours in learners which may indicate learner difficulties

organisational records management system and reporting requirements which may include Australian Quality Training Framework AQTF and AVETMISS requirements

evaluationrevision techniques for example

developing simple questionnaires and feedback forms

administering evaluation forms

using questioning for evaluation purposes

specific resources equipment and support services available for learners with special needs

relevant policy legal requirements codes of practice and national standards including Commonwealth and stateterritory legislation for example

competency standards

licensing requirements

industryworkplace requirements

duty of care under common law

OHS legislation

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

National Reporting System

OHS relating to the facilitation of groupbased learning including

assessment and risk control measures

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

role of key workplace persons

policies and procedures relevant to the learning environment

Required skills and attributes include

group facilitation skills to

facilitate discussion and group interaction

maintain group cohesion

handle difficult learnerssituations

manage group activities

manage conflict

observe and interpret behaviour that puts others at risk

different delivery and facilitation methods techniques such as

demonstrationmodelling

instruction

presentationslectures

guided facilitation of individual and group learning activitiesgroup workcase studies

initiating and facilitating group discussions

brainstorming activities

providing and guiding practice opportunities

enabling and supporting effective learner participation

tutoring

projectbased

individual facilitation techniques coaching mentoring

blended

oral communication and interpersonal skills to

present information

provide sequenced structured instructions

use questioning techniques

use listening techniques

adjust language to suit the audience

maintain appropriate relationships

establish trust

build rapport

be open to others opinions

use appropriate body language

negotiation and conflict resolution skills

observation skills to

monitor learner progress

monitor group and individual interactions

monitor conflictbehavioural difficulties

monitor learner cues about concernsdifficulties in learning

monitor learner readiness for assessmentnew areas of learning

literacy skills to

prepare presentations

prepare questions

prepare or customise learning activities

prepare or customise learning materials such as handouts and information sheets

record learner information

develop feedback documentation

technology skills to

use overhead projectors

use audiovisual equipment

use computers to produce documents prepare presentations eg PowerPoint and communicate through email and the web

manage time to

schedule training

be flexible

make adjustments to suit learners

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 biasdiscrimination

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

identified generic skills relevant to the learning objectives

feedback forms and other evaluation evidence from learners

observations or videotaped examples of presentation group facilitation oral communication and interpersonal and observation skills used during the training sessions

examples of completed learning activities that are product or documentbased

notes showing reflection on own performance and own learning

Processes that could be used as evidence include

how the delivery plan was followed and why

how group or individual conflict was managed

how individual learning needs were managed

ways in which initial relationships in the group were established

how the trainerfacilitator reflected on own performance

learning achieved by the learners

Resource implications for assessment include

delivery venue for programmed learning activities

access to more than one group of learners

access to learner group over time

access to learning programs

access to delivery plans

time to ensure that assessment covers the range of specific evidence requirements

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

the ability to transfer delivery and facilitation skills to different training environments and learner groups

evidence of the delivery facilitation and review of a series of training sessions including at least two consecutive sessions that follow a learning program design

at least one session minimum should be based on a learning program that is derived from Training Package competency standards or accredited curricula

at least one session must be based on using learning outcomes from another source

at least one session must be delivered to a different learner group with evidence of how the characteristics and needs of this group were addressed

at least one training session should be one hour minimum duration

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 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. Suggested units include but are not limited to:

TAADESA Design and develop learning programs

- TAADES402A Design and develop learning programs

TAADELA Plan and organise groupbased delivery

- TAADEL401A Plan and organise group-based delivery

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 have delivered training and facilitated learning within a group in a facetoface learning environment on a number of occasions that involves a series of training sessions covering a number of learning outcomes They should also provide evidence of reviewing and evaluating the effectiveness of the delivery plan and their personal performance in training delivery

Evidence should show that they can provide training using appropriate sequencing and activities to develop the skills and knowledge of learners as well as enhancing motivation interest and enthusiasm Trainers must demonstrate highlevel facilitation observation communication and interpersonal skills to support and teach each learner effectively

Evidence Requirements

Required knowledge includes

a sound knowledge of learning principles including

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

learning needs to be learnercentred

adults have a need to be selfdirecting

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

a sound knowledge of learner styles for example

auditory

visual

kinaesthetic

leftright brain

globalanalytical

theoretical

activist

pragmatist

reflective

the industry areasubject matter of the delivery for example

the relevant industry competency standards

the specific topicsubjectunit

specific areas of knowledge as defined in the learning strategy or learning program

an introductory knowledge of learning theories for example

cognitive learning theory

andragogy

pedagogy

information processing

behavioural learning theory

learner group profile including characteristics and needs of individual learners in the group

the content and requirements of the learning program andor delivery plan

different delivery methods and techniques appropriate to facetoface group delivery

techniques for the recognition and resolution of inappropriate behaviours

behaviours in learners which may indicate learner difficulties

organisational records management system and reporting requirements which may include Australian Quality Training Framework AQTF and AVETMISS requirements

evaluationrevision techniques for example

developing simple questionnaires and feedback forms

administering evaluation forms

using questioning for evaluation purposes

specific resources equipment and support services available for learners with special needs

relevant policy legal requirements codes of practice and national standards including Commonwealth and stateterritory legislation for example

competency standards

licensing requirements

industryworkplace requirements

duty of care under common law

OHS legislation

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

National Reporting System

OHS relating to the facilitation of groupbased learning including

assessment and risk control measures

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

role of key workplace persons

policies and procedures relevant to the learning environment

Required skills and attributes include

group facilitation skills to

facilitate discussion and group interaction

maintain group cohesion

handle difficult learnerssituations

manage group activities

manage conflict

observe and interpret behaviour that puts others at risk

different delivery and facilitation methods techniques such as

demonstrationmodelling

instruction

presentationslectures

guided facilitation of individual and group learning activitiesgroup workcase studies

initiating and facilitating group discussions

brainstorming activities

providing and guiding practice opportunities

enabling and supporting effective learner participation

tutoring

projectbased

individual facilitation techniques coaching mentoring

blended

oral communication and interpersonal skills to

present information

provide sequenced structured instructions

use questioning techniques

use listening techniques

adjust language to suit the audience

maintain appropriate relationships

establish trust

build rapport

be open to others opinions

use appropriate body language

negotiation and conflict resolution skills

observation skills to

monitor learner progress

monitor group and individual interactions

monitor conflictbehavioural difficulties

monitor learner cues about concernsdifficulties in learning

monitor learner readiness for assessmentnew areas of learning

literacy skills to

prepare presentations

prepare questions

prepare or customise learning activities

prepare or customise learning materials such as handouts and information sheets

record learner information

develop feedback documentation

technology skills to

use overhead projectors

use audiovisual equipment

use computers to produce documents prepare presentations eg PowerPoint and communicate through email and the web

manage time to

schedule training

be flexible

make adjustments to suit learners

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 biasdiscrimination

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

identified generic skills relevant to the learning objectives

feedback forms and other evaluation evidence from learners

observations or videotaped examples of presentation group facilitation oral communication and interpersonal and observation skills used during the training sessions

examples of completed learning activities that are product or documentbased

notes showing reflection on own performance and own learning

Processes that could be used as evidence include

how the delivery plan was followed and why

how group or individual conflict was managed

how individual learning needs were managed

ways in which initial relationships in the group were established

how the trainerfacilitator reflected on own performance

learning achieved by the learners

Resource implications for assessment include

delivery venue for programmed learning activities

access to more than one group of learners

access to learner group over time

access to learning programs

access to delivery plans

time to ensure that assessment covers the range of specific evidence requirements

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

the ability to transfer delivery and facilitation skills to different training environments and learner groups

evidence of the delivery facilitation and review of a series of training sessions including at least two consecutive sessions that follow a learning program design

at least one session minimum should be based on a learning program that is derived from Training Package competency standards or accredited curricula

at least one session must be based on using learning outcomes from another source

at least one session must be delivered to a different learner group with evidence of how the characteristics and needs of this group were addressed

at least one training session should be one hour minimum duration

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 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. Suggested units include but are not limited to:

TAADESA Design and develop learning programs

- TAADES402A Design and develop learning programs

TAADELA Plan and organise groupbased delivery

- TAADEL401A Plan and organise group-based delivery

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.