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. Arange 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:

facilitate group-based learning by preparing and delivering a series of training sessions, including:

at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs

at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed

identify and respond to diversity and individual needs

access and use documented resources and support personnel to guide inclusive practices.

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.

Assessment must ensure access to:

training products, such as training packages and accredited course documentation.

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).

Required skills

presentation skills to ensure delivery is engaging and relevant, including:

synthesising information and ideas

preparing equipment, such as data projectors and computer presentation applications

speaking with appropriate tone and pitch

using language appropriate to audience

encouraging and dealing appropriately with questions

group facilitation skills to ensure that:

every individual has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed, interpreted and addressed

discussion and group interaction are enhanced

conflict resolution and negotiation skills to:

identify critical points, issues, concerns and problems

identify options for changing behaviours

oral communication and language skills to:

motivate learners to transfer skills and knowledge

engage with the learner

interpersonal skills to maintain appropriate relationships and ensure inclusivity

observation skills to monitor individual and group progress

Required knowledge

introductory knowledge of learning theories

sound knowledge of learning principles

sound knowledge of learner styles

industry area and subject matter of the delivery

learner group profile, including characteristics and needs of individual learners in the group

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 that may indicate learner difficulties

organisational record-management systems and reporting requirements

evaluation and revision techniques

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 or territory legislation that may affect training and assessment in the vocational education and training sector

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

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.

Learning program documentation may include:

competencies or other benchmarks to be achieved

for each chunk or segment of the learning program:

specific learning outcomes derived from the benchmarks

overview of content to be covered

learning resources, learning materials and activities

delivery methods

number and duration of training sessions or classes required, and overall timelines

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.

Session plans may include:

outline of objectives and content to be addressed

plan of delivery methods and learning activities to be used within the session

timelines and duration for each learning activity

formative assessment points and opportunities

learning materials required.

Inappropriate behaviour may include:

violent or inappropriate language

verbal or physical abuse or bullying

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

dominant or overbearing behaviour

disruptive behaviour

non-compliance with safety instructions.