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Evidence Guide: TAEDEL402 - Plan, organise and facilitate learning in the workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEDEL402 - Plan, organise and facilitate learning in the workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Establish effective work environment for learning

  1. Establish, and agree upon, the objectives and scope of the work-based learning
  2. Analyse work practices and routines to determine their effectiveness in meeting established learning objectives
  3. Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning
Establish, and agree upon, the objectives and scope of the work-based learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse work practices and routines to determine their effectiveness in meeting established learning objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a work-based learning pathway

  1. Address contractual requirements and responsibilities for learning at work
  2. Arrange for the integration and monitoring of external learning activities with the work-based learning pathway
  3. Obtain agreement from relevant personnel to implement the work-based learning pathway
Address contractual requirements and responsibilities for learning at work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange for the integration and monitoring of external learning activities with the work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain agreement from relevant personnel to implement the work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the learning-facilitation relationship

  1. Identify the context for learning and the individual’s learning style
  2. Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner
  3. Develop, document and discuss an individualised learning plan with the learner
  4. Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment
  5. 3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety
Identify the context for learning and the individual’s learning style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop, document and discuss an individualised learning plan with the learner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the work-based learning pathway

  1. Explain the objectives of work-based learning, and the processes involved, to the learner
  2. Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
  3. Encourage learner to take responsibility for learning and to self-reflect
  4. Develop techniques that facilitate the learner’s transfer of skills and knowledge
Explain the objectives of work-based learning, and the processes involved, to the learner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage learner to take responsibility for learning and to self-reflect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques that facilitate the learner’s transfer of skills and knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and develop the learning-facilitation relationship

  1. Prepare for each session
  2. Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development
  3. Observe learner cues, and change approaches where necessary, in order to maintain momentum
  4. Practise ethical behaviour at all times
  5. Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties
Prepare for each session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe learner cues, and change approaches where necessary, in order to maintain momentum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise ethical behaviour at all times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Close and evaluate the learning-facilitation relationship

  1. Carry out the closure smoothly, using appropriate interpersonal and communication skills
  2. Seek feedback from the learner on the outcomes achieved, and the value of the relationship
  3. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
  4. Recommend improvements to work-based practice in light of the review process
Carry out the closure smoothly, using appropriate interpersonal and communication skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from the learner on the outcomes achieved, and the value of the relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend improvements to work-based practice in light of the review process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Establish effective work environment for learning

1.1 Establish, and agree upon, the objectives and scope of the work-based learning

1.2 Analyse work practices and routines to determine their effectiveness in meeting established learning objectives

1.3 Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning

2. Develop a work-based learning pathway

2.1 Address contractual requirements and responsibilities for learning at work

2.2 Arrange for the integration and monitoring of external learning activities with the work-based learning pathway

2.3 Obtain agreement from relevant personnel to implement the work-based learning pathway

3. Establish the learning-facilitation relationship

3.1 Identify the context for learning and the individual’s learning style

3.2 Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner

3.3 Develop, document and discuss an individualised learning plan with the learner

3.4 Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment

3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety

4. Implement the work-based learning pathway

4.1 Explain the objectives of work-based learning, and the processes involved, to the learner

4.2 Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

4.3 Encourage learner to take responsibility for learning and to self-reflect

4.4 Develop techniques that facilitate the learner’s transfer of skills and knowledge

5. Maintain and develop the learning-facilitation relationship

5.1 Prepare for each session

5.2 Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development

5.3 Observe learner cues, and change approaches where necessary, in order to maintain momentum

5.4 Practise ethical behaviour at all times

5.5 Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties

6. Close and evaluate the learning-facilitation relationship

6.1 Carry out the closure smoothly, using appropriate interpersonal and communication skills

6.2 Seek feedback from the learner on the outcomes achieved, and the value of the relationship

6.3 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used

6.4 Recommend improvements to work-based practice in light of the review process

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Establish effective work environment for learning

1.1 Establish, and agree upon, the objectives and scope of the work-based learning

1.2 Analyse work practices and routines to determine their effectiveness in meeting established learning objectives

1.3 Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning

2. Develop a work-based learning pathway

2.1 Address contractual requirements and responsibilities for learning at work

2.2 Arrange for the integration and monitoring of external learning activities with the work-based learning pathway

2.3 Obtain agreement from relevant personnel to implement the work-based learning pathway

3. Establish the learning-facilitation relationship

3.1 Identify the context for learning and the individual’s learning style

3.2 Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner

3.3 Develop, document and discuss an individualised learning plan with the learner

3.4 Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment

3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety

4. Implement the work-based learning pathway

4.1 Explain the objectives of work-based learning, and the processes involved, to the learner

4.2 Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

4.3 Encourage learner to take responsibility for learning and to self-reflect

4.4 Develop techniques that facilitate the learner’s transfer of skills and knowledge

5. Maintain and develop the learning-facilitation relationship

5.1 Prepare for each session

5.2 Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development

5.3 Observe learner cues, and change approaches where necessary, in order to maintain momentum

5.4 Practise ethical behaviour at all times

5.5 Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties

6. Close and evaluate the learning-facilitation relationship

6.1 Carry out the closure smoothly, using appropriate interpersonal and communication skills

6.2 Seek feedback from the learner on the outcomes achieved, and the value of the relationship

6.3 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used

6.4 Recommend improvements to work-based practice in light of the review process

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

preparing and facilitating work-based learning

providing a minimum of two examples of developing work-based learning pathways, that include:

identifying needs for learning

analysing work practices, work environment and work activities

organising and allocating work in a way that reflects learning needs, and provides effective learning opportunities through work processes

conducting a learning facilitation relationship:

with at least two individuals

demonstrating communication skills and flexibility

demonstrating one or more of the processes, or techniques, identified.

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:

systems, processes and practices within the organisation where work-based learning is taking place

systems for identifying skill needs within the workplace

different learning styles, and how to encourage learning for those who learn in different ways

workplace health and safety (WHS) relating to the work role, including:

hazards relating to the industry and specific workplace

reporting requirements for hazards and incidents

specific procedures for work tasks

safe use and maintenance of relevant equipment

emergency procedures

sources of WHS information.