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.

Critical aspects for assessment and evidence required to demonstrate competency

Evidence of the following is essential:

a minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience

Context of and specific resources for assessment

Assessment must ensure:

access to an actual workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

assessment must be conducted at different points in time and, in a learning and assessment pathway, these must be separated by further learning and practice

Resources required include:

the necessary materials for instruction/demonstration

access to required technology for instruction/ demonstration

developed learning activities

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

analysis of responses to case studies and scenarios

analysis of responses for identifying processes for checking learning achievement

learner evaluations

analysis of responses for selecting learning techniques

peer evaluations

analysis of responses to the provision of practice opportunities for learners

questioning (oral or written)

analysis of responses to reasons for selecting learning resources and their organisation

review of testimony from team members, colleagues, supervisors or managers

tests of knowledge on sources of workplace diversity

video/observation of a demonstration/instruction

This unit can be assessed alone or as part of an holisitc assessment activity involving relevant units in the TAA04 Training and Assessment Training Package or any other Training Package. Suggested units include but are not limited to:

TAADEL403B Facilitate individual learning.

Required skills

verbal and non-verbal communication techniques, for example:

ask relevant and appropriate questions

provide explanations

organise and give demonstrations

use listening skills

provide information clearly

engage, motivate and connect with learners

provide constructive feedback

implement OHS requirements, by acting and responding safely in order to:

identify hazards

conduct pre-start up checks if required

observe and interpret learner behaviour which may put people at risk

time management, for example:

ensure all learning objectives are covered

pace learning

reflection skills in order to:

identify areas for improvement

maintain personal skill development

literacy skills to:

complete and maintain documentation

read and follow learning program/plan

read and analyse learner information

skills to operate audio-visual and technical equipment

interpersonal skills to:

maintain appropriate relationships

establish trust

use appropriate body language

maintain humour

demonstrate tolerance

manage a group

observation skills to:

monitor learner acquisition of new skills/knowledge/competency requirements

assess learner communication and interaction skills with others

identify learner concerns

recognise learner readiness to take on new skills/tasks

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

using equipment for demonstration

Required knowledge

learner characteristics and needs

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

sources and availability of relevant learning resources and learning materials

content of learning resources/learning materials

training techniques which enhance learning and when to use them, e.g. using:

instruction and explanation

questioning

practice

written information

group/pair/team activities

individual activities

coaching skills

demonstration

learning principles (introductory), for example:

learning and experience are connected for meaning

adults need to know why they are learning

adults can self-evaluate

adults learn in different ways

different learning styles, (introductory), for example:

visual

audio

theoretical

activist

reflective

OHS, for example:

roles and responsibilities of key personnel in learning environment

responsibilities of learners learning environment

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

hazard identification and risk controls for the specific learning environment

organisational policies, systems of operation relevant to specific area of training, e.g. job roles, industrial relations requirements

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.

Information about learner characteristicsmay include:

language, literacy and numeracy levels

learning styles

past learning and work experiences

specific needs

workplace culture

Safe learning environmentmay include:

exit requirements

personal protective equipment, if needed

safe access

use of equipment

Instruction and demonstration objectivesmay relate to:

competencies to be achieved

generic and/or technical skills and may be:

provided by the organisation

developed by a colleague individual/group objectives

learning outcomes

Learning resourcesmay be:

CDs and audio tapes

commercially available support materials for Training Packages/courses

competency standards as a learning resource

learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

learning resources produced in languages other than English as appropriate to learner group and workplace manuals

organisational learning resources

record/log books

references and texts

Training Package noted support materials, such as:

learner/user guides

trainer/facilitator guides

how to organise training guides

example training programs

specific case studies

professional development materials

assessment materials

videos

Learning materialsmay include:

handouts for learners

materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications

prepared activity sheets

prepared case studies

prepared presentations and overheads

prepared research tasks

prepared role-plays

prepared scenarios, projects, assignments

prepared task sheets

prepared topic/unit/subject information sheets

worksheets

workbooks

Delivery techniquesmay include:

case studies

coaching

demonstrations

discovery activities

explanations

group/pair work

problem solving

providing

opportunities to practise skills

question and answer

Detailsmay include:

location

outcomes of instruction/demonstration reason for instruction/demonstration

who will be attending

time of instruction/demonstration

Thelearning programincludes:

an overview of the content to be covered in each chunk/segment of the learning program

assessment methods and tools to be used to collect evidence of competency, where assessment is required competencies or other criteria to be achieved

delivery methods for each segment of the learning program

identification of assessment points to measure learner progress

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

OHS issues to be addressed in delivery

specific learning outcomes derived from the criteria for each chunk or segment of the learning program

Thedelivery planis used by the trainer/facilitator to guide and manage delivery to a group and may include:

content of sessions as specified in the session plans

individual/group learning objectives or outcomes for the segment of the learning program to be addressed

identify delivery techniques to be used to cater for a range of learning styles

learning resources, learning materials and learning activities to be used in sessions

number of learners and their specific support requirements

other resource requirements

OHS considerations, including:

incident or hazard reporting

emergency procedures

timelines/duration of activities within sessions

Interpersonal skillsmay include:

actively listening

adjusting personal language to suit others' requirements

communicating clearly and effectively

engaging and motivating learners

maintaining appropriate body language

responding to learners appropriately and individually

Occupational health and safety (OHS) proceduresmay include:

emergency procedures

hazards and their means of control

incident reporting

use of personal protective equipment

safe working practices

safety briefing

site-specific safety rules

Coachingmay encompass:

acquisition of specific job skills and knowledge

action learning arrangements

less formal learning arrangements requiring immediate interaction and feedback

on-the-job instruction and 'buddy' systems

relationships targeting enhanced performance

short-term learning arrangements

working on a one-one basis

Communication skillsmay include:

asking clear and probing questions

communicating with learners in the learning environment and training context

providing constructive feedback

providing explanations

providing information coherently and clearly

using legible writing

Measuresto ensure learners are acquiring new skills and knowledge may include:

informal review or discussion

learner surveys

on-the-job observation

peer coaching systems questioning

Personal performance may bereflectedupon by:

critical questioning of personal performance

discussions with other trainers/facilitators

learner evaluations

peer assessment or feedback

personal reflection

video recording of session