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 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 face-to-face 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 high-level 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 learner-centred

- adults have a need to be self-directing

- 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

- left/right brain

- global/analytical

- theoretical

- activist

- pragmatist

- reflective

the industry area/subject matter of the delivery, for example:

- the relevant industry competency standards

- the specific topic/subject/unit

- 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 and/or delivery plan

different delivery methods and techniques appropriate to face-to-face 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

evaluation/revision 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 state/territory legislation, for example:

- competency standards

- licensing requirements

- industry/workplace requirements

- duty of care under common law

- OHS legislation

- recording information and confidentiality requirements

- anti-discrimination including equal opportunity, racial vilification and disability discrimination

- workplace relations

- industrial awards/enterprise agreements

- National Reporting System

OHS relating to the facilitation of group-based 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 learners/situations

- manage group activities

- manage conflict

- observe and interpret behaviour that puts others at risk

different delivery and facilitation methods/ techniques, such as:

- demonstration/modelling

- instruction

- presentations/lectures

- guided facilitation of individual and group learning activities/group work/case studies

- initiating and facilitating group discussions

- brainstorming activities

- providing and guiding practice opportunities

- enabling and supporting effective learner participation

- tutoring

- project-based

- 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 conflict/behavioural difficulties

- monitor learner cues about concerns/difficulties in learning

- monitor learner readiness for assessment/new 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 e.g. 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 bias/discrimination

- 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 document-based

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 trainer/facilitator 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 program/s

access to delivery plan/s

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 i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies

a range of appropriate assessment methods/evidence 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 TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

- TAADES402A Design and develop learning programs

- 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 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 face-to-face 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 high-level 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 learner-centred

- adults have a need to be self-directing

- 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

- left/right brain

- global/analytical

- theoretical

- activist

- pragmatist

- reflective

the industry area/subject matter of the delivery, for example:

- the relevant industry competency standards

- the specific topic/subject/unit

- 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 and/or delivery plan

different delivery methods and techniques appropriate to face-to-face 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

evaluation/revision 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 state/territory legislation, for example:

- competency standards

- licensing requirements

- industry/workplace requirements

- duty of care under common law

- OHS legislation

- recording information and confidentiality requirements

- anti-discrimination including equal opportunity, racial vilification and disability discrimination

- workplace relations

- industrial awards/enterprise agreements

- National Reporting System

OHS relating to the facilitation of group-based 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 learners/situations

- manage group activities

- manage conflict

- observe and interpret behaviour that puts others at risk

different delivery and facilitation methods/ techniques, such as:

- demonstration/modelling

- instruction

- presentations/lectures

- guided facilitation of individual and group learning activities/group work/case studies

- initiating and facilitating group discussions

- brainstorming activities

- providing and guiding practice opportunities

- enabling and supporting effective learner participation

- tutoring

- project-based

- 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 conflict/behavioural difficulties

- monitor learner cues about concerns/difficulties in learning

- monitor learner readiness for assessment/new 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 e.g. 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 bias/discrimination

- 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 document-based

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 trainer/facilitator 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 program/s

access to delivery plan/s

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 i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies

a range of appropriate assessment methods/evidence 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 TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

- TAADES402A Design and develop learning programs

- TAADEL401A Plan and organise group-based delivery

Not applicable.

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.

The learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:

the competencies or other benchmarks to be achieved

the specific learning outcomes derived from the benchmarks for each chunk or segment of the learning program

an overview of the content to be covered in each chunk/segment of the learning program

learning resources, learning materials and activities for each chunk/segment of the learning program

number and duration of training sessions/classes required and overall timelines

delivery methods for each chunk/segment of the learning program

OHS issues to be addressed in delivery

identification of assessment points to measure learner progress

assessment methods and tools to be used to collect evidence of competency, where assessment is required

The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:

individual/group learning objectives or outcomes for the segment of the learning program to be addressed

number of learners and their specific support requirements

content of sessions as specified in the session plans

timelines/duration of activities within sessions

learning resources, learning materials and learning activities to be used in sessions

other resource requirements

OHS considerations, including:

- incident or hazard reporting

- emergency procedures

All resource needs includes:

the learning resources required by the trainer/ facilitator and learners to be used in the session/s

the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s

specific facility, technology and equipment to be used in the session/s

learner support requirements

Learner recognition processes may include:

recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit

recognition of current competency (RCC)

credit for subjects/units/qualifications/Statements of Attainment

Relevant persons may include:

self (as the assessor)

other trainers/facilitators with learner records

other assessors

support personnel administering learner/candidate records

Individual learner needs may:

vary from overall group learning objectives depending on previous experience and competencies already held

Objectives may include:

the competency standards being addressed

specified learning outcomes or learning objectives derived from the competency standards

learning outcomes based on other benchmarks

group learning needs

individual learning needs

specific learning activities

practise opportunities e.g. practicum or supervised teaching/facilitation

formative assessment opportunities

Expectations may include:

expectations of learners and the group by trainer/facilitator

expectations of the trainer/facilitator by individuals and by the group

expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language

expectations of commitment to learning/learning process/learner motivation and participation

expectations of interesting, engaging delivery and facilitation

expectations of a safe, secure learning environment

Requirements may include:

appropriate behaviour

maintaining progress

attendance

assessment including

the points in delivery at which assessments will occur

identified formative assessment activities as part of learning experience

evidence requirements

OHS aspects and requirements, including:

- reporting requirements for hazards

- safe use and maintenance of relevant equipment

- emergency procedures

- sources of OHS information

- names of key workplace persons with OHS roles and responsibilities

- OHS policies and procedures relevant to the learning environment

Appropriate oral communication and language skills may include:

using an appropriate tone and level of voice

making clear and concrete presentations of options/advice

using icebreakers as appropriate

using appropriate terminology and language of the industry/profession

using an open, warm communication style including effective verbal and body language

communicating clearly to facilitate group and individual learning

using critical listening and questioning skills and techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

inviting learners to paraphrase advice/instructions

ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs

Interpersonal skills may include:

showing respect for the expertise and background of learners

establishing trust

building and maintaining rapport

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two-way interaction

encouraging the expression of diverse views and opinions

negotiating complex discussions by establishing a supportive environment

using language and concepts appropriate to cultural differences

accurately interpreting non-verbal messages

Learning principles include:

adults have a range of life experience which they can connect to learning

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 learner-centred

adults have a need to be self-directing

the learning process needs to support increasing learner independence

emphasis on experimental and participative learning

use of modelling

the learning process needs to reflect individual circumstances and needs

Learner styles may include:

auditory

visual

kinaesthetic

left/right brain

global/analytical

theoretical

activist

pragmatist

reflective

Learner characteristics may include:

language, literacy and numeracy requirements

specific needs, physical or psychological

preferred learning styles

employment status

past learning experiences

level of maturity

cultural background and needs

level of formal schooling in Australia or overseas

length of time resident in Australia

Session plans may include:

introduction/s

outline of objectives/content to be addressed

ice breakers to be used

delivery methods for each part of the session

plan of learning activities to be used within the session

timelines/duration for each learning activity

formative assessment points/opportunities

learning materials required

summary/overview/wrap up

Resource requirements include:

the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan

Diversity may include:

age

gender

culture

ethnicity

disability

religion

sexual orientation

level and prior experiences of education and training

attitudes and reasons for learning

Generic skills may include:

Key Competencies, including:

- communicating ideas and information

- collecting, analysing and organising information

- planning and organising activities

- working in a team

- using mathematical ideas and techniques

- solving problems

- using technology

self-management

how to learn

initiative and enterprise

innovation

team work

language, literacy and numeracy and communication skills

Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:

lock step, learner-paced, mixed pace

interactive, participative, collaborative

trainer/facilitator-centred and learner-centred, and may include:

- demonstration/modelling

- instruction

- presentations/lectures

- guided facilitation of individual and group learning activities/group work/case studies

- initiating and facilitating group discussions

- brainstorming activities

- practice opportunities

- enabling and supporting effective learner participation

- tutoring

- project-based

- individual facilitation techniques - coaching/mentoring

- blended

Appropriate technology and equipment may include:

overhead projectors

computers

light projectors

DVD/video equipment

television/screen

whiteboard/blackboard

butcher's paper

specific technical equipment/machinery relevant to technical areas

Presentation skills may include:

synthesising information and ideas

preparing aids such as overhead projectors and data projectors

using computer presentation applications

using computer software and hardware

speaking with appropriate tone and pitch

using appropriate language to reflect the audience

encouraging and dealing appropriately with questions

showing enthusiasm for the topic

summarising key points

making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)

demonstrating confidence

supporting learners to enable progress from simple to more complex tasks and concepts

Group facilitation skills may include:

ensuring that every individual has an opportunity for participation and input

maintaining group cohesion

encouraging rapport between group members

managing group dynamics

observing and interpreting behaviour that puts others at risk

facilitating discussion and group interaction

Observation skills may include:

using formative evaluation to monitor learner progress

monitoring group and individual interactions

monitoring conflict/behavioural difficulties

monitoring learner cues about concerns/difficulties in learning

monitoring learner readiness for assessment and/or new areas of learning

Unanticipated situations may include:

identifying learners experiencing difficulties with learning for a variety of reasons, which may include:

- English language, literacy and numeracy difficulties

- physical/sensory difficulties

- socio-emotional difficulties

- organisational issues

Inappropriate behaviour may include:

violent or inappropriate language

verbal or physical abuse

bullying

insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities

dominant or overbearing behaviour

disruptive behaviour

non-compliance with safety instructions

Conflict resolution and negotiation skills may include:

identifying critical points/issues/concerns/problems

talking through points/issues/concerns/problems

identifying options for changing behaviours

bringing the parties together

managing discussions

moving parties forward

presenting solutions

ensuring equitable outcomes

providing face-saving options

obtaining agreements

Reflecting on own performance may include:

thinking through the training delivery

asking key questions

reviewing achievements

analysing difficulties

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.

The learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:

the competencies or other benchmarks to be achieved

the specific learning outcomes derived from the benchmarks for each chunk or segment of the learning program

an overview of the content to be covered in each chunk/segment of the learning program

learning resources, learning materials and activities for each chunk/segment of the learning program

number and duration of training sessions/classes required and overall timelines

delivery methods for each chunk/segment of the learning program

OHS issues to be addressed in delivery

identification of assessment points to measure learner progress

assessment methods and tools to be used to collect evidence of competency, where assessment is required

The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:

individual/group learning objectives or outcomes for the segment of the learning program to be addressed

number of learners and their specific support requirements

content of sessions as specified in the session plans

timelines/duration of activities within sessions

learning resources, learning materials and learning activities to be used in sessions

other resource requirements

OHS considerations, including:

- incident or hazard reporting

- emergency procedures

All resource needs includes:

the learning resources required by the trainer/ facilitator and learners to be used in the session/s

the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s

specific facility, technology and equipment to be used in the session/s

learner support requirements

Learner recognition processes may include:

recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit

recognition of current competency (RCC)

credit for subjects/units/qualifications/Statements of Attainment

Relevant persons may include:

self (as the assessor)

other trainers/facilitators with learner records

other assessors

support personnel administering learner/candidate records

Individual learner needs may:

vary from overall group learning objectives depending on previous experience and competencies already held

Objectives may include:

the competency standards being addressed

specified learning outcomes or learning objectives derived from the competency standards

learning outcomes based on other benchmarks

group learning needs

individual learning needs

specific learning activities

practise opportunities e.g. practicum or supervised teaching/facilitation

formative assessment opportunities

Expectations may include:

expectations of learners and the group by trainer/facilitator

expectations of the trainer/facilitator by individuals and by the group

expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language

expectations of commitment to learning/learning process/learner motivation and participation

expectations of interesting, engaging delivery and facilitation

expectations of a safe, secure learning environment

Requirements may include:

appropriate behaviour

maintaining progress

attendance

assessment including

the points in delivery at which assessments will occur

identified formative assessment activities as part of learning experience

evidence requirements

OHS aspects and requirements, including:

- reporting requirements for hazards

- safe use and maintenance of relevant equipment

- emergency procedures

- sources of OHS information

- names of key workplace persons with OHS roles and responsibilities

- OHS policies and procedures relevant to the learning environment

Appropriate oral communication and language skills may include:

using an appropriate tone and level of voice

making clear and concrete presentations of options/advice

using icebreakers as appropriate

using appropriate terminology and language of the industry/profession

using an open, warm communication style including effective verbal and body language

communicating clearly to facilitate group and individual learning

using critical listening and questioning skills and techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

inviting learners to paraphrase advice/instructions

ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs

Interpersonal skills may include:

showing respect for the expertise and background of learners

establishing trust

building and maintaining rapport

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two-way interaction

encouraging the expression of diverse views and opinions

negotiating complex discussions by establishing a supportive environment

using language and concepts appropriate to cultural differences

accurately interpreting non-verbal messages

Learning principles include:

adults have a range of life experience which they can connect to learning

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 learner-centred

adults have a need to be self-directing

the learning process needs to support increasing learner independence

emphasis on experimental and participative learning

use of modelling

the learning process needs to reflect individual circumstances and needs

Learner styles may include:

auditory

visual

kinaesthetic

left/right brain

global/analytical

theoretical

activist

pragmatist

reflective

Learner characteristics may include:

language, literacy and numeracy requirements

specific needs, physical or psychological

preferred learning styles

employment status

past learning experiences

level of maturity

cultural background and needs

level of formal schooling in Australia or overseas

length of time resident in Australia

Session plans may include:

introduction/s

outline of objectives/content to be addressed

ice breakers to be used

delivery methods for each part of the session

plan of learning activities to be used within the session

timelines/duration for each learning activity

formative assessment points/opportunities

learning materials required

summary/overview/wrap up

Resource requirements include:

the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan

Diversity may include:

age

gender

culture

ethnicity

disability

religion

sexual orientation

level and prior experiences of education and training

attitudes and reasons for learning

Generic skills may include:

Key Competencies, including:

- communicating ideas and information

- collecting, analysing and organising information

- planning and organising activities

- working in a team

- using mathematical ideas and techniques

- solving problems

- using technology

self-management

how to learn

initiative and enterprise

innovation

team work

language, literacy and numeracy and communication skills

Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:

lock step, learner-paced, mixed pace

interactive, participative, collaborative

trainer/facilitator-centred and learner-centred, and may include:

- demonstration/modelling

- instruction

- presentations/lectures

- guided facilitation of individual and group learning activities/group work/case studies

- initiating and facilitating group discussions

- brainstorming activities

- practice opportunities

- enabling and supporting effective learner participation

- tutoring

- project-based

- individual facilitation techniques - coaching/mentoring

- blended

Appropriate technology and equipment may include:

overhead projectors

computers

light projectors

DVD/video equipment

television/screen

whiteboard/blackboard

butcher's paper

specific technical equipment/machinery relevant to technical areas

Presentation skills may include:

synthesising information and ideas

preparing aids such as overhead projectors and data projectors

using computer presentation applications

using computer software and hardware

speaking with appropriate tone and pitch

using appropriate language to reflect the audience

encouraging and dealing appropriately with questions

showing enthusiasm for the topic

summarising key points

making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)

demonstrating confidence

supporting learners to enable progress from simple to more complex tasks and concepts

Group facilitation skills may include:

ensuring that every individual has an opportunity for participation and input

maintaining group cohesion

encouraging rapport between group members

managing group dynamics

observing and interpreting behaviour that puts others at risk

facilitating discussion and group interaction

Observation skills may include:

using formative evaluation to monitor learner progress

monitoring group and individual interactions

monitoring conflict/behavioural difficulties

monitoring learner cues about concerns/difficulties in learning

monitoring learner readiness for assessment and/or new areas of learning

Unanticipated situations may include:

identifying learners experiencing difficulties with learning for a variety of reasons, which may include:

- English language, literacy and numeracy difficulties

- physical/sensory difficulties

- socio-emotional difficulties

- organisational issues

Inappropriate behaviour may include:

violent or inappropriate language

verbal or physical abuse

bullying

insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities

dominant or overbearing behaviour

disruptive behaviour

non-compliance with safety instructions

Conflict resolution and negotiation skills may include:

identifying critical points/issues/concerns/problems

talking through points/issues/concerns/problems

identifying options for changing behaviours

bringing the parties together

managing discussions

moving parties forward

presenting solutions

ensuring equitable outcomes

providing face-saving options

obtaining agreements

Reflecting on own performance may include:

thinking through the training delivery

asking key questions

reviewing achievements

analysing difficulties