TAEDEL301
Provide work skill instruction


Application

This unit describes the skills and knowledge required to conduct individual and group instruction, demonstrate work skills and assess the success of training and one’s own training performance, using existing learning resources in a safe and comfortable learning environment.

It emphasises the training as being driven by the work process and context, and applies to a person working under supervision as a work skill instructor in a wide range of settings not restricted to training organisations,

No licensing, legislative or certification requirements apply to this unit at the time of publication.


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Organise instruction and demonstration

1.1 Gather information about learner characteristics and learning needs

1.2 Confirm a safe learning environment

1.3 Gather and check instruction, demonstration objectives, and seek assistance if required

1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application

1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration

1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan

2. Conduct instruction and demonstration

2.1 Use interpersonal skills with learners to establish a safe and comfortable learning environment

2.2 Follow the learning program and/or delivery plan to cover all learning objectives

2.3 Brief learners on any workplace health and safety (WHS) procedures and requirements prior to, and during, training

2.4 Use delivery techniques to structure, pace and enhance learning

2.5 Apply coaching techniques to assist learning

2.6 Use communication skills to provide information, instruct learners and demonstrate relevant work skills

2.7 Provide opportunities for practice during instruction and through work activities

2.8 Provide and discuss feedback on learner performance to support learning

3. Check training performance

3.1 Use measures to ensure learners are acquiring, and can use, new technical and generic skills and knowledge

3.2 Monitor learner progress and outcomes in consultation with the learner

3.3 Review relationship between the trainer/coach and the learner, and adjust to suit learner needs

4. Review personal training performance

4.1 Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement

4.2 Maintain, store and secure learner records, according to organisational and legal requirements

Evidence of Performance

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

carrying out a minimum of three training sessions, involving demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing:

different learning objectives

a range of delivery techniques and effective communication skills appropriate to the audience.


Evidence of Knowledge

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

learner characteristics and needs

the content and requirements of the relevant learning program, and/or the delivery plan

the sources and availability of relevant learning resources and learning materials

the content of relevant learning resources and learning materials

training techniques that enhance learning, and when to use them

introductory knowledge of learning principles and learning styles

key workplace health and safety (WHS) issues in the learning environment, including:

roles and responsibilities of key personnel

responsibilities of learners

relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures

risk controls for the specific learning environment.


Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to any necessary workplace documents.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.


Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill

Performance

Criteria

Description

Learning

4.1

Reflects on practice to improve

Reading

1.1, 1.3, 1.4, 2.2

Sources and interprets processes and procedures, learning resources and information relevant to providing a work instruction and delivery

Writing

1.4, 1.6, 2.3, 2.6, 2.8, 3.2, 4.1, 4.2

Accurately maintains learner records and documentation appropriate to the learning context and audience

Oral Communication

1.1, 1.6, 2.3, 2.4, 2.6

Uses appropriate communication strategies to engage, build rapport, provide instruction, monitor progress and provide feedback to individuals or groups

Interact with others

1.2, 1.3, 2.1, 2.5, 2.8, 3.2

Recognises the importance of consultation and negotiation while collaborating to confirm strategy and achieve required outcomes

Asks questions in order to clarify understanding, and to provide and seek feedback

Builds rapport to establish effective working relationships and to achieve effective outcomes

Get the work done

1.1-1.6, 2.1-2.8, 3.1-3.3, 4.1, 4.2

Organises and completes work according to defined requirements, taking responsibility for some decisions and sequencing tasks to achieve efficient outcomes

Identifies and responds to potential risks, problems and opportunities for improvement and considers options for different approaches


Sectors

Delivery and facilitation