Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEDEL502A Mapping and Delivery Guide
Provide advanced facilitation practice

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDEL502A - Provide advanced facilitation practice
Description This unit describes the performance outcomes, skills and knowledge required to provide high level facilitation practices in a vocational education and training context. It also focuses on achieving continuous improvement through reflective practice.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those utilising a range of techniques across a range of contexts to create the best learning outcomes for participants within a vocational education context, such as a Registered Training Organisation (RTO).
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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: Extend facilitation practices
  • Update knowledge of learning methods, facilitation techniques and learning theories to improve delivery and facilitation practices
  • Maintain currency of vocational competencies and related subject matter expertise
  • Practise flexibility, innovation and responsiveness in facilitation practice
  • Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches
       
Element: Prepare for complex environments
  • Identify environmental conditions and their potential impact on teaching practice
  • Manage the constraints to delivery with relevant personnel
  • Review and adjust training and assessment strategies to address the constraints of complex environments
       
Element: Prepare for learners with complex needs
  • Research the characteristics of learners with complex needs and identify potential barriers to learning
  • Develop and adjust training and assessment strategies and customise learning materials to meet needs
       
Element: Develop learner independence
  • Enhance learner experiences using a range of learning methods and inclusive practices
  • Acknowledge and address potential barriers to learning
  • Encourage learners towards self-directed learning by establishing enabling processes
       
Element: Reflect on, and improve practice
  • Seek input from other relevant personnel about teaching, facilitation and learning practices
  • Review teaching, facilitation and learning practices to identify and document opportunities for improvement
  • Implement the documented improvement plan, review and adjust as required
       


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

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 teachers/trainers, 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 100 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 3 units:

TAEDEL502A Provide advanced facilitation practice,

TAEASS501A Provide advanced assessment practice, and

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

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

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 conflict/behavioural difficulties

monitor learner readiness for assessment/new areas of learning

literacy skills to:

select, read and interpret Training Package/accredited 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 and/or 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.

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.

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
Update knowledge of learning methods, facilitation techniques and learning theories to improve delivery and facilitation practices 
Maintain currency of vocational competencies and related subject matter expertise 
Practise flexibility, innovation and responsiveness in facilitation practice 
Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches 
Identify environmental conditions and their potential impact on teaching practice 
Manage the constraints to delivery with relevant personnel 
Review and adjust training and assessment strategies to address the constraints of complex environments 
Research the characteristics of learners with complex needs and identify potential barriers to learning 
Develop and adjust training and assessment strategies and customise learning materials to meet needs 
Enhance learner experiences using a range of learning methods and inclusive practices 
Acknowledge and address potential barriers to learning 
Encourage learners towards self-directed learning by establishing enabling processes 
Seek input from other relevant personnel about teaching, facilitation and learning practices 
Review teaching, facilitation and learning practices to identify and document opportunities for improvement 
Implement the documented improvement plan, review and adjust as required 

Forms

Assessment Cover Sheet

TAEDEL502A - Provide advanced facilitation practice
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

TAEDEL502A - Provide advanced facilitation practice

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: