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.
Information about learner characteristicsmay include:
language, literacy and numeracy levels
learning styles
past learning and work experiences
specific needs
workplace culture
Safe learning environmentmay include:
exit requirements
personal protective equipment, if needed
safe access
use of equipment
Instruction and demonstration objectivesmay relate to:
competencies to be achieved
generic and/or technical skills and may be:
provided by the organisation
developed by a colleague individual/group objectives
learning outcomes
Learning resourcesmay be:
CDs and audio tapes
commercially available support materials for Training Packages/courses
competency standards as a learning resource
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 manuals
organisational learning resources
record/log books
references and texts
Training Package 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

videos
Learning materialsmay include:
handouts for learners
materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications
prepared activity sheets
prepared case studies
prepared presentations and overheads
prepared research tasks
prepared role-plays
prepared scenarios, projects, assignments
prepared task sheets
prepared topic/unit/subject information sheets
worksheets
workbooks
Delivery techniquesmay include:
case studies
coaching
demonstrations
discovery activities
explanations
group/pair work
problem solving
providing
opportunities to practise skills
question and answer
Detailsmay include:
location
outcomes of instruction/demonstration reason for instruction/demonstration
who will be attending
time of instruction/demonstration
Thelearning programincludes:
an overview of the content to be covered in each chunk/segment of the learning program
assessment methods and tools to be used to collect evidence of competency, where assessment is required competencies or other criteria to be achieved
delivery methods for each segment of the learning program
identification of assessment points to measure learner progress
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
OHS issues to be addressed in delivery
specific learning outcomes derived from the criteria for each chunk or segment of the learning program
Thedelivery planis used by the trainer/facilitator to guide and manage delivery to a group and may include:
content of sessions as specified in the session plans
individual/group learning objectives or outcomes for the segment of the learning program to be addressed
identify delivery techniques to be used to cater for a range of learning styles
learning resources, learning materials and learning activities to be used in sessions
number of learners and their specific support requirements
other resource requirements
OHS considerations, including:
incident or hazard reporting
emergency procedures
timelines/duration of activities within sessions
Interpersonal skillsmay include:
actively listening
adjusting personal language to suit others' requirements
communicating clearly and effectively
engaging and motivating learners
maintaining appropriate body language
responding to learners appropriately and individually
Occupational health and safety (OHS) proceduresmay include:
emergency procedures
hazards and their means of control
incident reporting
use of personal protective equipment
safe working practices
safety briefing
site-specific safety rules
Coachingmay encompass:
acquisition of specific job skills and knowledge
action learning arrangements
less formal 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-one basis
Communication skillsmay include:
asking clear and probing questions
communicating with learners in the learning environment and training context
providing constructive feedback
providing explanations
providing information coherently and clearly
using legible writing
Measuresto ensure learners are acquiring new skills and knowledge may include:
informal review or discussion
learner surveys
on-the-job observation
peer coaching systems questioning
Personal performance may bereflectedupon by:
critical questioning of personal performance
discussions with other trainers/facilitators
learner evaluations
peer assessment or feedback
personal reflection
video recording of session

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.
Critical aspects for assessment and evidence required to demonstrate competency
Evidence of the following is essential:
a minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
assessment must be conducted at different points in time and, in a learning and assessment pathway, these must be separated by further learning and practice
Resources required include:
the necessary materials for instruction/demonstration
access to required technology for instruction/ demonstration
developed learning activities
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
analysis of responses to case studies and scenarios
analysis of responses for identifying processes for checking learning achievement
learner evaluations
analysis of responses for selecting learning techniques
peer evaluations
analysis of responses to the provision of practice opportunities for learners
questioning (oral or written)
analysis of responses to reasons for selecting learning resources and their organisation
review of testimony from team members, colleagues, supervisors or managers
tests of knowledge on sources of workplace diversity
video/observation of a demonstration/instruction

This unit can be assessed alone or as part of an holisitc assessment activity involving relevant units in the TAA04 Training and Assessment Training Package or any other Training Package. Suggested units include but are not limited to:
TAADEL403B Facilitate individual learning.