Application
This unit describes the skills and knowledge required to plan, organise and deliver training for individuals within a group.
It applies to a person working as an entry-level trainer, teacher or facilitator structuring a learning program developed by others in, or with, a training and assessment organisation.
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. Interpret learning environment and delivery requirements | 1.1 Access, read, and interpret learning program documentation to determine delivery requirements 1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics 1.3 Identify and assess constraints, and risks to delivery 1.4 Confirm personal role and responsibilities in planning, and delivering training, with relevant personnel |
2. Prepare session plans | 2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners 2.2 Develop session plans and document these plans for each segment of the learning program 2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery |
3. Prepare resources for delivery | 3.1 Contextualise learning materials to meet the needs of the specific learner group 3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions 3.3 Confirm overall delivery arrangements with relevant personnel |
4. Deliver and facilitate training sessions | 4.1 Conduct each session according to the session plan, modified where appropriate to meet learner needs 4.2 Use the diversity of the group as another resource to support learning 4.3 Employ a range of delivery methods to optimise learner experiences 4.4 Demonstrate effective facilitation skills to ensure effective participation and group management |
5. Support and monitor learning | 5.1 Monitor, and document, learner progress to ensure outcomes are being achieved, and individual learner needs are being met 5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances 5.3 Manage inappropriate behaviour to ensure that learning can take place 5.4 Maintain and store learner records according to organisational requirements |
Evidence of Performance
The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:
facilitating group-based learning by preparing and delivering at least three training sessions, including:
at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals
at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed
identifying and responding to individual needs
accessing and using documented resources, and any support personnel required to guide inclusive practices.
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:
learning theories and principles
resources available to identify different learner styles
the relevant industry area and subject matter of the delivery
the learner group profile, including characteristics and needs of individual learners in the group
the requirements of the learning program and/or delivery plan, and the content purpose
different delivery methods and techniques appropriate to face-to-face group delivery
different techniques for the recognition and resolution of inappropriate behaviours
behaviours that may indicate learner difficulties, and the methods used to address these difficulties
the purpose of organisational record-management systems and reporting requirements
evaluation and revision techniques used to improve session plans
specific resources, equipment and support services available for learners with special needs
assessment and risk control measures relating to the facilitation of group-based learning
policies and procedures relevant to the 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 learning program designs in use in the learning environment.
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 |
Reading | 1.1, 1.2, 1.3, 2.1, 3.1, 5.1 | Access, read and interpret documentation relevant to the learning context, including program documents, learning materials, policies and procedures relevant to the context |
Writing | 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.1, 5.2, 5.4 | Develops and maintains workplace documentation accurately and in response to required needs |
Oral Communication | 1.2, 1.3, 4.1, 4.3, 4.4 | Uses communication techniques to build rapport and explore requirements Facilitates training in an appropriate style for both individuals and groups |
Navigate the world of work | 1.4, 5.4 | Recognises and follows organisational protocols, policies and procedures relevant to own role |
Interact with others | 1.4, 3.3, 4.4, 5.3 | Cooperates and collaborates with others as part of routine activities to achieve team results, and to confirm that outcomes meet requirements Recognises inappropriate behaviours and the potential for conflict, and implements strategies to maintain an appropriate learning environment |
Get the work done | 1.1-1.4, 2.1-2.3, 3.1-3.3, 4.1-4.4, 5.1-5.4 | Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Identifies and responds to problems and opportunities for improvement and considers options for different approaches Uses information and communications technology (ICT) based tools to access, organise, analyse and display information relevant to role |
Sectors
Delivery and facilitation