Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Establish an environment conducive to group learning | 1.1 | The learning program and delivery plan are read and interpreted to identify and confirm delivery requirements for the specified session |
1.2 | Availability of all resource needs is confirmed prior to commencement of session/s | ||
1.3 | Outcomes of learner recognition processes are obtained from relevant persons to provide flexible responses to individual learner needs | ||
1.4 | The learning program/segment of the learning program is introduced and objectives, expectations and requirements including occupational health and safety (OHS) are discussed, clarified and agreed | ||
1.5 | A learning facilitation relationship is established between trainer/facilitator and the group using appropriate oral communication and language skills and interpersonal skills | ||
1.6 | Relationships with and between learners are initiated which support inclusivity, acknowledge diversity and enable a positive learning environment | ||
2 | Deliver and facilitate training sessions | 2.1 | Interactions with learners are based on the application of learning principles in accordance with learner styles and identified learner characteristics |
2.2 | Each training session is conducted in accordance with session plans but modified where appropriate to meet the needs of the learners | ||
2.3 | All resource requirements for delivery are addressed and the diversity of the group is used as another resource to support learning | ||
2.4 | Generic skills relevant to the learning objectives are addressed in delivery | ||
2.5 | A range of delivery methods are employed and appropriate technology and equipment are used as training aids to optimise the learner experience | ||
2.6 | Opportunities for practice and formative assessment are built into the delivery, where assessment is required | ||
3 | Demonstrate effective facilitation skills | 3.1 | Presentation skills are used to ensure the delivery is engaging and relevant |
3.2 | Group facilitation skills are used to ensure effective participation and group management | ||
3.3 | Oral communication and language skills are used to motivate the learner and to transfer knowledge and skills | ||
3.4 | Interpersonal skills are used to maintain appropriate relationships and ensure inclusivity | ||
3.5 | Observation skills are used to monitor individual and group progress | ||
4 | Support and monitor learning | 4.1 | Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met |
4.2 | Adjustments are made to the delivery plan to reflect specific needs and circumstances and unanticipated situations | ||
4.3 | Learners are encouraged to reflect on personal learning progress | ||
4.4 | Group dynamics are managed to ensure effective participation by all learners and to maintain effective relationships | ||
4.5 | Inappropriate behaviour is managed using conflict resolution and negotiation skills to ensure learning can take place | ||
4.6 | Learner records are maintained, stored and secured in accordance with legal/organisational requirements | ||
5 | Review and evaluate effectiveness of delivery | 5.1 | The delivery plan is evaluated to determine its effectiveness as a tool in guiding the learning process and feedback is provided to the writer, as appropriate |
5.2 | Feedback from learners/management/peers is sought on the quality of delivery, and areas for improvement are identified and documented | ||
5.3 | Trainer/facilitator reflects on own performance in training delivery | ||
5.4 | Areas of improvement/new ideas to improve the quality of delivery/facilitation and to enhance the learning experience are considered and implemented |
Required Skills
Not applicable.
Evidence Required
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
Range Statement
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
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.