Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Prepare for action learning | 1.1 | The needs of the organisation and the learners are researched and confirmed |
1.2 | A facilitation guide is developed with stakeholders | ||
1.3 | Resources which engender a work based action learning approach are researched and collated | ||
1.4 | Information about the action learning process is distributed to all learners in the group | ||
2 | Introduce action learning | 2.1 | An environment conducive to collaboration and safety is set up |
2.2 | Communication and interpersonal skills are used to welcome and engage the group | ||
2.3 | The expectations, knowledge and expertise of individuals in the group are identified and acknowledged | ||
2.4 | The principles of action learning are explained and discussed | ||
2.5 | Anticipated objectives, outputs and outcomes, and evaluation methods are clarified and confirmed | ||
2.6 | Resources are introduced and discussed | ||
3 | Facilitate action learning | 3.1 | The group is guided to jointly develop and document an action plan, and modify as required |
3.2 | Sessions are timetabled and varied activities are paced to suit the learning needs and learning styles of the participants and to maximise participation and engagement | ||
3.3 | Generic skill development is encouraged through facilitated learning | ||
3.4 | The strengths and relationships within the group are observed and extended to drive the learning experience and to maintain group dynamics | ||
3.5 | Problem solving, contingency management and time management skills and strategies are used to address issues as they arise | ||
3.6 | Information to assist with out of session implementation of action learning is distributed and discussed | ||
4 | Continuously evaluate action learning | 4.1 | The effectiveness of communication within the group is discussed and evaluated |
4.2 | Learners are supported to self assess and reflect on personal and group learning | ||
4.3 | A range of evaluation methods is used to periodically evaluate and document progress against the objectives/intended outcomes of the facilitation guide | ||
4.4 | Ongoing evaluations and reflections are synthesised and used to continuously modify or adapt action learning process and individual/group activities, as required | ||
5 | Identify ongoing group purpose and sustainability | 5.1 | Learners are supported and encouraged to determine agreed directions and future of the group |
5.2 | Guidance is provided to address group deliberations | ||
5.3 | The agreed directions and outcomes are defined | ||
6 | Facilitate group evaluation | 6.1 | The group's overall evaluation of the action learning process is facilitated against the action plan in line with the agreed evaluation process |
6.2 | The group evaluation is documented and agreed by the group | ||
6.3 | The group is supported to promote and disseminate outcomes and any outputs/products, as appropriate | ||
6.4 | All documentation in relation to the action learning project is filed according to organisational requirements | ||
7 | Reflect on personal facilitation skills | 7.1 | Feedback from the action learning group and other stakeholders is gathered and analysed |
7.2 | Self assessment and reflection is carried out to evaluate own performance | ||
7.3 | Feedback on personal facilitation skills is sought from colleagues or other relevant persons | ||
7.4 | Feedback is synthesised to determine improvements for future action learning facilitation |
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 can apply organisational, communication, interpersonal and group leadership skills to effectively facilitate a group action learning project.
The trainer/facilitator must demonstrate the ability to engage and motivate the group using a variety of activities, processes or techniques to maintain the interest of all individuals. The trainer/facilitator must also demonstrate the ability to ensure all group members feel able to contribute equally and are able to mutually determine their own direction and outcomes within the parameters set by the work objectives.
The trainer/facilitator must maintain relevance of the group discussion and learning to the purpose of the action learning, and assist the group members to learn from each other and their experiences.
Evidence Requirements
Required knowledge includes:
learning principles, for example:
- adults have a need to be self directing and decide for themselves what they want to learn
- adults have a range of life experience and connecting learning to experience is meaningful
- adults have a need to know why they are learning
- adults need to be respected
- adults prefer learning to be relevant and practical
action learning principles, for example:
- a learning cycle based on planning, action, reflection and evaluation
- work focused
- learner directed
- based on mutual expertise, support and stimulation
- open ended solutions
- using learning to act differently
- challenging established models and approaches
- thinking critically
current and emerging workplace action learning approaches, for example:
- communities of practice
- action research
- structured networks
- knowledge management theory and practices
group learning dynamics, for example:
- degrees of structure and formality
- forming, storming, norming, performing and terminating
- stages of development - potential, coalescing, active, dispersed, memorable
different learning styles and how to encourage and cater for them, for example:
- theoretical learners
- pragmatic learners
- active learners
- reflective learners
- kinaesthetic learners
- audio learners
- visual learners
different learning modes or devices, for example:
- audio visual technology
- written information
- demonstrations
- practice opportunities
- group work
context in which the action learning is taking place, for example:
- the organisation/industry
- the site
- relevant resources, organisational documents, internal/external policies/strategies/reports
change management models
evaluation and reflection methods for groups and individuals and their different purposes/outcomes
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
- ensuring fairness of learning opportunities
- industrial relations award and other possible barriers to learning competency standards
- licensing
- industry/workplace requirements
- duty of care
- anti discrimination including equal opportunity, racial vilification and disability discrimination
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System
OHS relating to the work role, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
- sources of OHS information
Required skills and attributes include:
competent use of required technology, for example:
- computers
- audio visual equipment
- electronic whiteboard
literacy skills to:
- write legibly and clearly
- develop a facilitation plan
language skills to:
- effectively hypothesise, plan and influence others
- interpret the verbal and non verbal communication of learners, for example, resistance/reluctance, uncertainty, enthusiasm, confusion and body language
communication and interpersonal skills to:
- demonstrate an open, respectful, friendly, welcoming attitude
- demonstrate empathy
- make people feel safe and at ease
- encourage learners to succeed at their tasks
- provide positive and negative feedback
- explore ideas in discussion by building on others' ideas to advance discussion, and questioning others to clarify
- acknowledge contribution of each group member
- anticipate the direction of conversation and guide it to maintain relevance
- listen effectively to identify emerging themes/issues/ideas; reiterate and paraphrase information; check for meaning and attitude
group management skills to:
- guide group dynamics and ensure fair distribution of comment and participation
- remain non judgemental
- work with conflict
- remain objective
- set up boundaries
- respect physical space
- maintain enthusiasm and energy
- manage time
- keep sessions learner centred
- manage inappropriate behaviour
problem solving skills to:
- address individual and group difficulties and issues relating to the action learning process
- maintain group cohesion and direction
- address contingencies in sessions
- modify scope/direction/outcomes of the action learning process
Products that could be used as evidence include:
documentation developed during facilitation
evaluation information from participants
activities or resources developed for a range of sessions
facilitation plans
action plans
peer assessment documents
audio/video of session
self reflection diary/journal
journals and notes of learners, within confidentiality requirements
Processes that could be used as evidence include:
how group dynamics were maintained and why
how the learners directed the process
how communication skills were used effectively in the session
how learning principles were applied
Resource implications for assessment include:
relevant workplace project or activity
sufficient time with the group for completion of action learning process and cycle
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:
a minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, Performance Criteria, knowledge and skills to be demonstrated
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:
- TAADEL401A Plan and organise group based delivery
- TAADEL402A Facilitate group based learning
- TAADEL403A Facilitate individual learning
- TAADEL404A Facilitate work based learning
- TAATAS504A Facilitate group processes.
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 can apply organisational, communication, interpersonal and group leadership skills to effectively facilitate a group action learning project.
The trainer/facilitator must demonstrate the ability to engage and motivate the group using a variety of activities, processes or techniques to maintain the interest of all individuals. The trainer/facilitator must also demonstrate the ability to ensure all group members feel able to contribute equally and are able to mutually determine their own direction and outcomes within the parameters set by the work objectives.
The trainer/facilitator must maintain relevance of the group discussion and learning to the purpose of the action learning, and assist the group members to learn from each other and their experiences.
Evidence Requirements
Required knowledge includes:
learning principles, for example:
- adults have a need to be self directing and decide for themselves what they want to learn
- adults have a range of life experience and connecting learning to experience is meaningful
- adults have a need to know why they are learning
- adults need to be respected
- adults prefer learning to be relevant and practical
action learning principles, for example:
- a learning cycle based on planning, action, reflection and evaluation
- work focused
- learner directed
- based on mutual expertise, support and stimulation
- open ended solutions
- using learning to act differently
- challenging established models and approaches
- thinking critically
current and emerging workplace action learning approaches, for example:
- communities of practice
- action research
- structured networks
- knowledge management theory and practices
group learning dynamics, for example:
- degrees of structure and formality
- forming, storming, norming, performing and terminating
- stages of development - potential, coalescing, active, dispersed, memorable
different learning styles and how to encourage and cater for them, for example:
- theoretical learners
- pragmatic learners
- active learners
- reflective learners
- kinaesthetic learners
- audio learners
- visual learners
different learning modes or devices, for example:
- audio visual technology
- written information
- demonstrations
- practice opportunities
- group work
context in which the action learning is taking place, for example:
- the organisation/industry
- the site
- relevant resources, organisational documents, internal/external policies/strategies/reports
change management models
evaluation and reflection methods for groups and individuals and their different purposes/outcomes
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
- ensuring fairness of learning opportunities
- industrial relations award and other possible barriers to learning competency standards
- licensing
- industry/workplace requirements
- duty of care
- anti discrimination including equal opportunity, racial vilification and disability discrimination
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System
OHS relating to the work role, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
- sources of OHS information
Required skills and attributes include:
competent use of required technology, for example:
- computers
- audio visual equipment
- electronic whiteboard
literacy skills to:
- write legibly and clearly
- develop a facilitation plan
language skills to:
- effectively hypothesise, plan and influence others
- interpret the verbal and non verbal communication of learners, for example, resistance/reluctance, uncertainty, enthusiasm, confusion and body language
communication and interpersonal skills to:
- demonstrate an open, respectful, friendly, welcoming attitude
- demonstrate empathy
- make people feel safe and at ease
- encourage learners to succeed at their tasks
- provide positive and negative feedback
- explore ideas in discussion by building on others' ideas to advance discussion, and questioning others to clarify
- acknowledge contribution of each group member
- anticipate the direction of conversation and guide it to maintain relevance
- listen effectively to identify emerging themes/issues/ideas; reiterate and paraphrase information; check for meaning and attitude
group management skills to:
- guide group dynamics and ensure fair distribution of comment and participation
- remain non judgemental
- work with conflict
- remain objective
- set up boundaries
- respect physical space
- maintain enthusiasm and energy
- manage time
- keep sessions learner centred
- manage inappropriate behaviour
problem solving skills to:
- address individual and group difficulties and issues relating to the action learning process
- maintain group cohesion and direction
- address contingencies in sessions
- modify scope/direction/outcomes of the action learning process
Products that could be used as evidence include:
documentation developed during facilitation
evaluation information from participants
activities or resources developed for a range of sessions
facilitation plans
action plans
peer assessment documents
audio/video of session
self reflection diary/journal
journals and notes of learners, within confidentiality requirements
Processes that could be used as evidence include:
how group dynamics were maintained and why
how the learners directed the process
how communication skills were used effectively in the session
how learning principles were applied
Resource implications for assessment include:
relevant workplace project or activity
sufficient time with the group for completion of action learning process and cycle
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:
a minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, Performance Criteria, knowledge and skills to be demonstrated
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:
- TAADEL401A Plan and organise group based delivery
- TAADEL402A Facilitate group based learning
- TAADEL403A Facilitate individual learning
- TAADEL404A Facilitate work based learning
- TAATAS504A Facilitate group processes.
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.
Needs of the organisation and the learners may include:
implementing relevant aspects of the organisation's strategic or business plans
developing/implementing/embedding new ways of working/improved work practices
addressing change/developing change management approaches
increasing team capacity and empowerment
developing a learning organisation
educational background and experience in learning
preferred learning styles
specific needs for learning
Research may be undertaken through gathering/reviewing/ investigating:
employment records/performance reviews/supervisors' reports
organisational goals, reports and plans
client feedback
external reports on policies, changing nature of work and new technologies that impact on work
learner records and information
issues/areas of need, as discussed with internal/external peers, colleagues and work personnel
A facilitation guide:
must outline the action learning methodology to be used
must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies
must identify the needs, interests and expectations of potential learners/group members
must include proposed evaluation methods
may require modification following research, feedback and implementation by the group members
may include assessment criteria
may be developed by the trainer/facilitator
may be developed in collaboration with others, e.g. stakeholders/peers/mentors
Stakeholders include:
persons, other than the learners in the group, influenced by the action learning process, such as:
- management
- other employees/workers
- colleagues
- other learners
- clients
- enterprise/industry partners
Resources may include:
identified experts, internal/external
publications/reports
organisational documents
communication tools
flip chart, white board or overhead projector
location/facility requirements
travel/accommodation/meeting needs
Action learning process may involve:
work based learning
action research
communities of practice
structure or formal networks
situated learning
self defined or self managed groups
An environment conducive to collaboration and safety includes one where:
equipment works correctly
occupational health and safety (OHS) requirements are met
the venue is welcoming and comfortable
organisational support is obtained
behavioural norms are established
Communication skills must include:
providing an open, warm communication style where effective verbal and body language is used
demonstrating a capacity to communicate clearly to facilitate the group and each individual
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
assisting participants to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
Interpersonal skills must include:
showing respect for learners' expertise/background
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Principles of action learning include:
a learning cycle based on planning, action, reflection and evaluation
work focused
learning by doing and through action
learner directed
based on mutual expertise, support and stimulation
open ended solutions
using learning to act differently
challenging established models and approaches
thinking critically
The action plan may include:
the organisational context and objectives
the action learning methodology being used
expected outcomes/outputs
formal learning and work activities
time lines and number of meetings/sessions
resources
agreed evaluation methods
Varied activities may include:
guiding learners to share their knowledge and expertise
encouraging critical analyses of practices
developing common resources/responses/strategies
using group engagement activities, e.g. problem solving, scenario setting and questioning
trialling ideas or processes
reporting on tasks/activities undertaken in the workplace or out of sessions
using a range of different activities, for example:
- written activities
- role-plays
- audio or visual activities
- practice or demonstration
- visits to other organisations, training and/or assessment organisations, worksites
Learning styles include:
theorist
pragmatist
activist
reflector
kinaesthetic
auditory
visual
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
language, literacy and numeracy skills
Self-assess and reflect may include:
asking critical questions about personal performance and answering them objectively and honestly
analysing what worked and what did not work, and why
thinking about and planning for improvement in the future
Evaluation methods may include:
formal methods such as surveys and questionnaires
informal methods such as observations, individual and group questioning and discussions
journal/diary
feedback loops
Agreed directions and future may include:
identifying areas of further group work
bringing project or group to a close
developing new directions
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.
Needs of the organisation and the learners may include:
implementing relevant aspects of the organisation's strategic or business plans
developing/implementing/embedding new ways of working/improved work practices
addressing change/developing change management approaches
increasing team capacity and empowerment
developing a learning organisation
educational background and experience in learning
preferred learning styles
specific needs for learning
Research may be undertaken through gathering/reviewing/ investigating:
employment records/performance reviews/supervisors' reports
organisational goals, reports and plans
client feedback
external reports on policies, changing nature of work and new technologies that impact on work
learner records and information
issues/areas of need, as discussed with internal/external peers, colleagues and work personnel
A facilitation guide:
must outline the action learning methodology to be used
must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies
must identify the needs, interests and expectations of potential learners/group members
must include proposed evaluation methods
may require modification following research, feedback and implementation by the group members
may include assessment criteria
may be developed by the trainer/facilitator
may be developed in collaboration with others, e.g. stakeholders/peers/mentors
Stakeholders include:
persons, other than the learners in the group, influenced by the action learning process, such as:
- management
- other employees/workers
- colleagues
- other learners
- clients
- enterprise/industry partners
Resources may include:
identified experts, internal/external
publications/reports
organisational documents
communication tools
flip chart, white board or overhead projector
location/facility requirements
travel/accommodation/meeting needs
Action learning process may involve:
work based learning
action research
communities of practice
structure or formal networks
situated learning
self defined or self managed groups
An environment conducive to collaboration and safety includes one where:
equipment works correctly
occupational health and safety (OHS) requirements are met
the venue is welcoming and comfortable
organisational support is obtained
behavioural norms are established
Communication skills must include:
providing an open, warm communication style where effective verbal and body language is used
demonstrating a capacity to communicate clearly to facilitate the group and each individual
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
assisting participants to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
Interpersonal skills must include:
showing respect for learners' expertise/background
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages
Principles of action learning include:
a learning cycle based on planning, action, reflection and evaluation
work focused
learning by doing and through action
learner directed
based on mutual expertise, support and stimulation
open ended solutions
using learning to act differently
challenging established models and approaches
thinking critically
The action plan may include:
the organisational context and objectives
the action learning methodology being used
expected outcomes/outputs
formal learning and work activities
time lines and number of meetings/sessions
resources
agreed evaluation methods
Varied activities may include:
guiding learners to share their knowledge and expertise
encouraging critical analyses of practices
developing common resources/responses/strategies
using group engagement activities, e.g. problem solving, scenario setting and questioning
trialling ideas or processes
reporting on tasks/activities undertaken in the workplace or out of sessions
using a range of different activities, for example:
- written activities
- role-plays
- audio or visual activities
- practice or demonstration
- visits to other organisations, training and/or assessment organisations, worksites
Learning styles include:
theorist
pragmatist
activist
reflector
kinaesthetic
auditory
visual
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
language, literacy and numeracy skills
Self-assess and reflect may include:
asking critical questions about personal performance and answering them objectively and honestly
analysing what worked and what did not work, and why
thinking about and planning for improvement in the future
Evaluation methods may include:
formal methods such as surveys and questionnaires
informal methods such as observations, individual and group questioning and discussions
journal/diary
feedback loops
Agreed directions and future may include:
identifying areas of further group work
bringing project or group to a close
developing new directions
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.