1. Prepare for action learning
   • 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
2. Introduce action learning
   • 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
3. Facilitate action learning
   • 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
4. Continuously evaluate action learning
   • 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
5. Identify ongoing group purpose and sustainability
   • 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
6. Facilitate group evaluation
   • 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
7. Reflect on personal facilitation skills
   • 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

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 apply organisational communication interpersonal and group leadership skills to effectively facilitate a group action learning project

The trainerfacilitator 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 trainerfacilitator 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 trainerfacilitator 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 organisationindustry

the site

relevant resources organisational documents internalexternal policiesstrategiesreports

change management models

evaluation and reflection methods for groups and individuals and their different purposesoutcomes

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

ensuring fairness of learning opportunities

industrial relations award and other possible barriers to learning competency standards

licensing

industryworkplace requirements

duty of care

anti discrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise 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 resistancereluctance 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 themesissuesideas 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 scopedirectionoutcomes 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

audiovideo of session

self reflection diaryjournal

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 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 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 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:

TAADELA Plan and organise group based delivery

- TAADEL401A Plan and organise group based delivery

TAADELA Facilitate group based learning

- TAADEL402A Facilitate group based learning

TAADELA Facilitate individual learning

- TAADEL403A Facilitate individual learning

TAADELA Facilitate work based learning

- TAADEL404A Facilitate work based learning

TAATASA Facilitate group processes

- 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 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 apply organisational communication interpersonal and group leadership skills to effectively facilitate a group action learning project

The trainerfacilitator 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 trainerfacilitator 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 trainerfacilitator 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 organisationindustry

the site

relevant resources organisational documents internalexternal policiesstrategiesreports

change management models

evaluation and reflection methods for groups and individuals and their different purposesoutcomes

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

ensuring fairness of learning opportunities

industrial relations award and other possible barriers to learning competency standards

licensing

industryworkplace requirements

duty of care

anti discrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise 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 resistancereluctance 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 themesissuesideas 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 scopedirectionoutcomes 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

audiovideo of session

self reflection diaryjournal

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 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 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 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:

TAADELA Plan and organise group based delivery

- TAADEL401A Plan and organise group based delivery

TAADELA Facilitate group based learning

- TAADEL402A Facilitate group based learning

TAADELA Facilitate individual learning

- TAADEL403A Facilitate individual learning

TAADELA Facilitate work based learning

- TAADEL404A Facilitate work based learning

TAATASA Facilitate group processes

- TAATAS504A Facilitate group processes.

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.