Elements and Performance Criteria

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.
Learning contextincludes:
where the learning will occur, for example:
in the workplace
in a simulated work environment
in the training room/classroom
in specialist environments - e.g. laboratory/ computer room
in an external venue
in an internal venue
in a community setting
Organisational arrangementsmay include:
finalising specific location/s or venue/s for delivery
coordinating locations
enrolment procedures
scheduling requirements
size of group
special equipment or technology needs
providing for specific needs of the learners

investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks
allowable time for training
management expectations
people to be involved
reporting requirements
access issues, e.g. to work practice environment
A learning program may include:
a subset of a learning strategy
a short course/vocational program
a professional development program
a community education program
a workplace learning program
part of a VET in Schools program
part of an apprenticeship/traineeship
a short-term development plan developed by a coach
a short-term induction program
Alearning programprovides a documented guide to support a cohesive and integrated learning process for the learner and includes:
the competencies or other benchmarks to be achieved
the specific learning outcomes for each chunk or segment of the learning program
an overview of the content to be covered in each chunk/segment of the learning program
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
delivery methods for each chunk/segment of the learning program
OHS issues to be addressed in delivery
identification of assessment points to measure learner progress
assessment methods and tools to be used to collect evidence of competency, where assessment is required
Learning needsmay be:
a competency or group of competencies
aspects of competency such as skills, knowledge or technical applications
skills in operating specific equipment
generic skills development
personal development and growth

English language, literacy and numeracy
underpinning skills
Learner/srefers to:
existing industry/enterprise employees
school leavers
new entrants to the workforce
apprentices/trainees
individuals learning new skills/knowledge
individuals seeking to upgrade skills/knowledge
individuals changing careers
unemployed people
learners who have a disability
members of target groups such as Aboriginal and Torres Strait Islander communities
overseas learners
recent migrants
individuals/groups meeting licensing or other regulatory requirements
Learner characteristicsmay include:
language, literacy and numeracy requirements
specific needs, physical or psychological
preferred learning styles
employment status
past learning experiences
level of maturity
cultural background and needs
level of formal schooling in Australia or overseas
length of time resident in Australia
Information and documentationmay include:
enrolment information
employee/personnel records (confidentiality protected)
results of organisational training needs analyses
outcomes of RCC/RPL assessments
communication with individual learners
Processesmay be formal or informal, and may include:
analysing learner information on enrolment forms
discussions with learners to identify learning support needs
observation of the learners
Learner support requirementsmay include:
support arrangements for meeting disability needs
support arrangements for meeting cultural needs
support arrangements for meeting language, literacy and numeracy needs
Constraintsmay include:
access to industry experts
access to workplace
access to practice opportunities
cost of training
time required/available for delivery
scheduling difficulties
consideration of appropriate groupings of learners and meeting learner needs/characteristics
Risksmay include:
OHS considerations
inappropriate location
inadequate equipment/technology/resources
capacity to meet learner needs and characteristics
Personal role and responsibilitiesmay include:
responsibility for planning and organising provision of parts of the relevant learning strategy, or learning program or parts of the learning program
responsibility for planning and organising provision of a specific number of sessions
planning and organising the availability of relevant learning materials
relationships with other trainers/facilitators
arrangements for assessment
reporting arrangements
Relevant personnelmay include:
own supervisor
other trainers/facilitators
other workplace supervisors
workplace management
industry personnel
OHS representatives
English language, literacy and numeracy specialists
Learning objectivesmay relate to:
competencies to be achieved by learners
learning outcomes
individual/group objectives
generic and/or technical skills
Learning principlesinclude:
adults have a need to be self-directing
adults have a range of life experience, and connecting learning to experience is meaningful
adults have a need to know why they are learning
training needs to be learner-centred to engage learners
the learning process needs to support increasing learner independence
emphasis on experimental and participative learning
use of modelling
reflecting individual circumstances
Learning theoriesmay include:
behavioural learning theory
information processing theory
cognitive learning theory
constructivist
situational
problem-based
andragogy
pedagogy
Existinglearning resourcesmay include:
Training Packages 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

other published, commercially available support materials for Training Packages/courses
organisational learning resources
competency standards as a learning resource
videos
CDs and audio tapes
references and texts
manuals
record/log books
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
Learning materialsmay include:
handouts for learners
worksheets
workbooks
prepared case studies
prepared task sheets
prepared activity sheets
prepared topic/unit/subject information sheets
prepared role-plays
prepared presentations and overheads
prepared scenarios, projects, assignments
materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications
prepared research tasks
Learning activitiesmay include:
discussions
role-plays
written activities/tasks
case studies
simulation
audio or visual activities
demonstration
practice, e.g. practicum or supervised teaching/facilitation
individual activities/projects/assignments
group activities/projects/assignments
workplace tasks
research
problem-based tasks
thinking skills exercises
question and answer
working through self-paced materials
games
Session plansmay include:
introductions
outline of objectives/content to be addressed
ice breakers to be used
delivery methods for each part of the session
plan of learning activities to be used within the session
timelines/duration for each learning activity
formative assessment points/opportunities
learning materials required
summary/overview/wrap up
Learner stylesmay include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Specific facility, technology and equipment needsmay include:
specific location/room
availability of appropriate furniture
adequate lighting
comfortable seating and temperature
overhead projector
computer hardware and software
video equipment
audio equipment
technical machinery/equipment
working tools
scientific laboratory and equipment
Additional resourcing to meet identified learner support needsincludes:
providing referrals to internal services such as language, literacy and numeracy support unit or individual learning unit
providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc.
incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, peer support, and repetition
drawing on range of resources from first language, including peer support
ensuring appropriate physical and communication supports are available
listening to problems and helping within own area of responsibility and/or knowledge
building required knowledge and skills using support materials
A delivery planmay include:
individual/group learning objectives or outcomes for the segment of the learning program to be addressed
number of learners and their specific support requirements
content of sessions as specified in the session plans
timelines/duration of activities within sessions
learning resources, learning materials and learning activities to be used in sessions
other resource and equipment requirements
OHS considerations, including:
incident or hazard reporting
emergency procedures

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
To demonstrate competency against this unit candidates must be able to provide evidence that they have planned and organised training for a group of learners to be trained in a face-to-face learning environment.
Evidence should show that candidates can develop a delivery plan that incorporates: interpreting a specific learning environment; interpreting an existing learning program to develop and document specific training sessions that address a whole or part of a learning program and which reflect the needs and characteristics of a specific learner group; selecting and modifying existing learning resources, learning materials and learning activities and developing new learning materials and learning activities; planning and organising the resources required in delivery.
Evidence Requirements
Required knowledge includes:
a sound knowledge of learning principles, including:
learning needs to be learner-centred
the learning process needs to support increasing learner independence
emphasis is on experimental and participative learning
use of modelling
the learning process needs to reflect individual circumstances and needs
adults have a range of life experience which they can connect to learning

adults have a need to know why they are learning something and its benefits
adults have a need to be self-directing
a sound knowledge of learner styles, for example:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective

an introductory knowledge level of learning theories, for example:
cognitive learning theory
andragogy
pedagogy
information processing
behavioural learning theory

learner profile including characteristics and needs of learner group/learner target group
learning program design and structure and content
how to structure and develop session plans
the availability, types and content of relevant existing learning resources and learning materials
how to develop new learning materials and learning activities
the industry area/subject matter of the delivery, for example:
the relevant industry competency standards
the specific topic/subject/unit content
specific areas of content knowledge as defined in the learning strategy or learning program

basic instructional design principles, for example:
sequencing information
providing opportunities for practise

different delivery methods and techniques appropriate to face-to-face delivery
the availability and sources of specific resources, equipment and support services for learners with specific needs

organisational records management system and reporting requirements which may include Australian Quality Training Framework (AQTF) and AVETMISS requirements
relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including:
competency standards
licensing
industry/workplace requirements
duty of care under common law
OHS
recording information and confidentiality requirements
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:
planning and organisational skills to:
reflect the group and individual learning needs and learner characteristics within session plans
incorporate relevant/modified learning objectives and assessment methods (where required) in session plans
determine the structure and time requirements for each session
identify specific facility, technology and equipment needs for each session

literacy skills to:
document the delivery plan, prepare or customise learning activities
prepare or customise learning materials such as handouts and information sheets
read and interpret learner information

technology skills to:
use computers to produce documents, prepare presentations e.g. PowerPoint and communicate through email and the web

time management skills to:
determine time allocations for each part of the session plan
determine overall session time
determine how many sessions may be required
schedule training sessions

reflection skills to:
identify areas for improvement
maintain own skill development

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

ensure the correct industrial relations climate of the learning environment
Products that could be used as evidence include:
documented delivery plan
individual session plans forming part of the delivery plan
feedback forms from learners on quality/effectiveness of delivery planning
modified/contextualised learning resources and learning materials
new learning materials and documented learning activities
Processes that could be used as evidence include:
how the learning program was interpreted
how responsibilities were identified and clarified
why sessions were planned as documented
how ideas for delivery were generated
how individual learning needs were managed in the planning and organising process
Resource implications for assessment include:
access to relevant learning programs
access to relevant learning resources and learning materials
access to real or simulated learning environment that addresses organisational requirements of this unit
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 Guide, Employability Skills
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:
the ability to transfer skills to different training environments and learner groups
evidence of the preparation of a minimum of two delivery plans:
one of these delivery plans must address a learning program that is linked to competency standards or an accredited curricula
one delivery plan should address the whole or substantial part of a learning program and contain session plans for a series of training sessions

assessment must also include evidence of both developing and contextualising learning activities for the delivery plan and of developing new learning materials such as handouts, overheads, etc., and organising the material and physical requirements for delivery
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:
TAADEL402B Facilitate group-based learning
TAADES402B Design and develop learning programs.