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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

Required skills

communication and interpersonal skills to

apply active and reflective listening

adapt language to meet learner requirements

apply effective questioning techniques

maintain appropriate relationships

use appropriate body language

interpret resistance reluctance uncertainty enthusiasm and confusion

monitor group and individual interactions

manage conflictbehavioural difficulties

monitor learner readiness for assessmentnew areas of learning

literacy skills to

select read and interpret Training Packageaccredited course information

read and interpret information from a range of sources to identify and respond to learner needs goals skills and learning styles

skills in delivery for a range of learning methods

evaluation skills to

identify gaps in skills or knowledge

systematically evaluate own or others practice to improve performance or understanding

problem solving skills to

adjust strategies and address learning barriers

reliably evaluate alternative solutions

Required knowledge

the main branches of learning theory incorporating behavioural learning theory cognitive learning theory experiential learning theory information processing theory and current research on learning as it relates to teaching in an adult environment

different delivery modes and facilitation techniques and their appropriateness for different learners and learning situations

code of practice andor ethics relevant to the vocational education and training sector

ways in which Training Packages accredited curricula and learning resources can be contextualised to meet the needs of individual learners without compromising standards

Evidence Required

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to

facilitate groups of learners demonstrating

the selection and use of different teaching and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs

integration of theory and practice in own performance and in supporting learners to develop competency

a variety of strategies to support increased learner independence

documentation of reflective practice and proposed changes to practice

collect feedback from observers such as supervising teacherstrainers peers colleagues learners or clients

analyse feedback from a range of sources and reflect on the success of the training delivery as well as own performance

The candidate must be able to show evidence of having conducted a minimum of hours of group facilitation in addition to any evidence provided of work with individual learners or in a different learning context

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible

Where no workplace is available a simulated workplace must be provided which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace

Method of assessment

Critical aspects of evidence for the units

TAEDELA Provide advanced facilitation practice

TAEDEL502A Provide advanced facilitation practice,

TAEASSA Provide advanced assessment practice and

TAEASS501A Provide advanced assessment practice, and

TAEPDDA Maintain and enhance professional practice

TAEPDD501A Maintain and enhance professional practice

are intended to be assessed in the context of a practicum

A holistic assessment covering these three units can be accessed on the IBSA website to support such assessment

Guidance information for assessment

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Complex environments may include:

workplaces undergoing change or conflict

situations where the cultural context is different from that to which the learner is accustomed

correctional institutions

noisy or uncomfortable training rooms.

Learners with complex needs may include:

disengaged or reluctant learners

people with a disability

people with learning difficulties.