The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they 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 selfdirecting 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

workfocused

learnerdirected

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

audiovisual 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

antidiscrimination 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

audiovisual 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 nonverbal 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 nonjudgemental

work with conflict

remain objective

set up boundaries

respect physical space

maintain enthusiasm and energy

manage time

keep sessions learnercentred

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

selfreflection 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 Guide Employability Skills

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:

TAADELB Plan and organise groupbased delivery

TAADEL401B Plan and organise group-based delivery

TAADELB Facilitate groupbased learning

TAADEL402B Facilitate group-based learning

TAADELB Facilitate individual learning

TAADEL403B Facilitate individual learning

TAADELB Facilitate workbased learning

TAADEL404B Facilitate work-based learning

TAATASB Facilitate group processes

TAATAS504B Facilitate group processes.

Needs of the organisation and the learnersmay include:

Researchmay be undertaken through gathering/ reviewing/ investigating:

Afacilitation guide:

Stakeholdersinclude:

Resourcesmay include:

Action learning processmay involve:

Anenvironment conducive to collaboration and safetyincludes one where:

Communication skillsmust include:

Interpersonal skillsmust include:

Principles of action learninginclude:

Theaction planmay include:

Varied activitiesmay include:

Learning stylesinclude:

Generic skillsmay include:

innovation

Self-assess and reflectmay include:

Evaluation methods may include:

Agreed directions and future may include: