- TAEDEL301A - Provide work skill instruction
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAEDEL301A Mapping and Delivery Guide
Provide work skill instruction
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | TAEDEL301A - Provide work skill instruction |
---|---|---|---|
Description | This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
Prerequisites/co-requisites | |||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
---|---|---|---|---|---|---|---|---|
Elements of Competency | Performance Criteria | |||||||
Element: Organise instruction and demonstration |
| |||||||
Element: Conduct instruction and demonstration |
| |||||||
Element: Check training performance |
| |||||||
Element: Review personal training performance and finalise documentation |
|
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 | Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing: different learning objectives a range of techniques and effective communication skills appropriate to the audience. |
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. |
Method of assessment | |
Guidance information for assessment | For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au). |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
verbaland non-verbal communication techniques, such as: asking relevant and appropriate questions providing explanations demonstrating using listening skills providing information clearly safety skills to implement OHS requirements, by acting and responding safely in order to: identify hazards conduct prestart-up checks if required observe and interpret learner behaviour that may put people at risk time-management, skills to: ensure all learning objectives are covered pace learning reflection skills in order to: identify areas for improvement maintain personal skill development literacy skills to: complete and maintain documentation read and follow learning programs and plans read and analyse learner information technology skills to operate audio-visual and technical equipment interpersonal skills to: engage, motivate and connect with learners provide constructive feedback maintain appropriate relationships establish trust use appropriate body language maintain humour demonstrate tolerance manage a group recognise and be sensitive to individual difference and diversity observation skills to: monitor learner acquisition of new skills, knowledge and competency requirements assess learner communication and skills in interacting with others identify learner concerns recognise learner readiness to take on new skills and tasks |
Required knowledge |
learner characteristics and needs content and requirements of the relevant learning program and/or delivery plan sources and availability of relevant learning resources and learning materials content of learning resources and learning materials training techniques that enhance learning and when to use them introductory knowledge of learning principles and learning styles key OHS issues in the learning environment, including: roles and responsibilities of key personnel responsibilities of learners relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures risk controls for the specific learning environment |
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. | |
Learner characteristics may include: | language, literacy and numeracy levels learning styles past learning and work experiences specific needs workplace culture. |
Safe learning environment may include: | exit requirements personal protective equipment safe access safe use of equipment. |
Instruction and demonstration objectives may include: | competencies to be achieved generic and technical skills, which may be: provided by the organisation developed by a colleague individual or group objectives learning outcomes. |
Learning resources may include: | any material used to support learning, such as: learner and user guides trainer and facilitator guides example training programs specific case studies professional development materials assessment materials a variety of formats those produced locally those acquired from other sources. |
Learning materials may include: | handouts for learners materials sourced from the workplace, e.g. workplace documentation, operating procedures, and specifications. |
Details may include: | location and time outcomes of instruction or demonstration reason for instruction or demonstration who will be attending instruction session. |
OHS procedures may include: | emergency procedures hazards and their means of control incident reporting use of personal protective equipment safe work practices safety briefings site-specific safety rules. |
Delivery techniques may include: | coaching demonstration explanation group or pair work providing opportunities to practise skills and solve problems questions and answers. |
Coaching may include: | learning arrangements requiring immediate interaction and feedback on-the-job instruction and 'buddy' systems relationships targeting enhanced performance short-term learning arrangements working on a one-to-one basis. |
Measures may include: | informal review or discussion learner survey on-the-job observation review of peer coaching arrangements. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Gather information about learner characteristics and learning needs | |||
Confirm a safe learning environment | |||
Gather and check instruction and demonstration objectives and seek assistance if required | |||
Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application | |||
Organise access to necessary equipment or physical resources required for instruction and demonstration | |||
Notify learners of details regarding the implementation of the learning program and/or delivery plan | |||
Use interpersonal skills with learners to establish a safe and comfortable learning environment | |||
Follow the learning program and/or delivery plan to cover all learning objectives | |||
Brief learners on any OHS procedures and requirements prior to and during training | |||
Use delivery techniques to structure, pace and enhance learning | |||
Apply coaching techniques to assist learning | |||
Use communication skills to provide information, instruct learners and demonstrate relevant work skills | |||
Provide opportunities for practice during instruction and through work activities | |||
Provide and discuss feedback on learner performance to support learning | |||
Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge | |||
Monitor learner progress and outcomes in consultation with learner | |||
Review relationship between the trainer/coach and the learner and adjust to suit learner needs | |||
Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement | |||
Maintain, store and secure learner records according to organisational and legal requirements |
Forms
Assessment Cover Sheet
TAEDEL301A - Provide work skill instruction
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
TAEDEL301A - Provide work skill instruction
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: