- TAEDEL301A - Provide work skill instruction
Provide work skill instruction
This unit supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.
Elements and Performance Criteria
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 and 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 OHS 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 learner
3.3. Review relationship between the trainer/coach and the learner and adjust to suit learner needs
4. Review personal training performance and finalise documentation
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
verbaland non-verbal communication techniques, such as:
asking relevant and appropriate questions
using listening skills
providing information clearly
safety skills to implement OHS requirements, by acting and responding safely in order to:
conduct prestart-up checks if required
observe and interpret learner behaviour that may put people at risk
time-management, skills to:
ensure all learning objectives are covered
reflection skills in order to:
identify areas for improvement
maintain personal skill development
literacy skills to:
complete and maintain documentation
read and follow learning programs and plans
read and analyse learner information
technology skills to operate audio-visual and technical equipment
interpersonal skills to:
engage, motivate and connect with learners
provide constructive feedback
maintain appropriate relationships
use appropriate body language
manage a group
recognise and be sensitive to individual difference and diversity
observation skills to:
monitor learner acquisition of new skills, knowledge and competency requirements
assess learner communication and skills in interacting with others
identify learner concerns
recognise learner readiness to take on new skills and tasks
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 and learning materials
training techniques that enhance learning and when to use them
introductory knowledge of learning principles and learning styles
key OHS 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
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.
Overview of assessment
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing:
different learning objectives
a range of techniques and effective communication skills appropriate to the audience.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
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.
Learner characteristics may include:
language, literacy and numeracy levels
past learning and work experiences
Safe learning environment may include:
personal protective equipment
safe use of equipment.
Instruction and demonstration objectives may include:
competencies to be achieved
generic and technical skills, which may be:
provided by the organisation
developed by a colleague
individual or group objectives
Learning resources may include:
any material used to support learning, such as:
learner and user guides
trainer and facilitator guides
example training programs
specific case studies
professional development materials
a variety of formats
those produced locally
those acquired from other sources.
Learning materials may include:
handouts for learners
materials sourced from the workplace, e.g. workplace documentation, operating procedures, and specifications.
Details may include:
location and time
outcomes of instruction or demonstration
reason for instruction or demonstration
who will be attending instruction session.
OHS procedures may include:
hazards and their means of control
use of personal protective equipment
safe work practices
site-specific safety rules.
Delivery techniques may include:
group or pair work
providing opportunities to practise skills and solve problems
questions and answers.
Coaching may include:
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-to-one basis.
Measures may include:
informal review or discussion
review of peer coaching arrangements.
Delivery and facilitation
This unit contains employability skills.