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.