Elements and Performance Criteria

RANGE STATEMENT
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
learning styles
past learning and work experiences
specific needs
workplace culture.
Safe learning environment may include:
exit requirements
personal protective equipment
safe access
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 outcomes.
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
assessment 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:
emergency procedures
hazards and their means of control
incident reporting
use of personal protective equipment
safe work practices
safety briefings
site-specific safety rules.
Delivery techniques may include:
coaching
demonstration
explanation
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
learner survey
on-the-job observation
review of peer coaching arrangements.

EVIDENCE GUIDE
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).