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.
Thelearning strategyprovides:
a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification (refer TAADES501A Design and develop learning strategies for more information)
Thelearning programprovides:
a documented guide to support a cohesive and integrated learning process for the learner
Note: for further information, refer to TAADES402A Design and develop learning programs Design and develop learning programs.
Learner stylesmay include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristicsmay include:
language, literacy and numeracy requirements
specific needs
employment status
past learning experiences
level of maturity
culture and/or language diversity
level of formal schooling in Australia or overseas
length of time resident in Australia
Available informationmay include:
information which informs the learner about their need to be self-directed, self-motivated, disciplined
services providing information about distance-based learning
expectations of the learner
roles and responsibilities of the trainer/facilitator
general and introductory information about the trainer/facilitator
contact details and arrangements
outcomes of the distance-based learning program
recommendations for online sites to use, chat forums, bulletin boards
printed materials relevant to the distance learning qualification/course/program, such as:
books and publications
references
newspaper clippings
readings
monographs
Thesuitability of distance-based learningmay include:
the content focus and outcomes of the competency standards and/or learning outcomes, i.e. do the outcomes require demonstration of skills such as psychomotor skills or interpersonal skills?
whether such skills have been designed into the distance-based learning resources or learning strategy/learning program
the learning styles and characteristics of the learners and self-assessment of suitability for distance-based learning
the need for mixed mode to support learning in particular areas/skills
Learnersmay include:
self-funded learners
self-motivated learners
existing industry/enterprise employees
school leavers
new entrants to the workforce
individuals learning new skills/knowledge
individuals seeking to upgrade skills/knowledge
individuals changing careers
unemployed individuals and groups
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
Learning resourcesmay include:
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

other 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
Contextualisedmeans to:
modify examples/case studies/activities/templates with industry/enterprise context specific information to be more relevant to learner
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
A distance delivery management planmay include:
learning outcomes
sequence, packaging, timing and distribution requirements of specific learning resources and learning materials
timelines for completion of learning outcomes/ learning activities
formative assessment requirements
expectations of the learner
instructions to the learner
list of other learners
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

learning needs to be learner-centred to engage learners
the learning process needs to support increasing learner independence
emphasis is on experimental and participative learning
use of modelling
reflecting individual circumstances
Support mechanismsmay include:
contact numbers for help or guidance
email or phone tutoring
workplace mentoring by supervisors/managers
learning partners
contact numbers of other learners
equipment needs
disability and support needs
Means of communicating with learnersmay include:
written communication through:
email
mail
fax
SMS

oral communication through:
telephone
teleconferencing

and may be supplemented by initial face-to-face contact
Objectivesmay include:
the competency standards being addressed
specified learning outcomes or learning objectives
group learning needs
individual learning needs
specific learning activities
practice opportunities
formative assessment opportunities
Learner requirementsmay include:
participation
maintaining progress
completing activities/formative assessment requirements
Expectationsmay include:
expectations of learners and the group by trainer/facilitator
expectations of the trainer/facilitator by individuals and by the group
Direct contactmay include:
telephone
face-to-face
video conference
Communication tools and skills may include:
regular email contact with every distance learner
being accessible
fostering a community of learners
providing alternatives e.g. phone access
Strategiesmay include:
identifying critical points/ issues/ concerns/ problems
mediating discussions
referral to counselling
Techniquesmay include:
providing constructive/supportive feedback
regular guidance
motivational activities
Feedbackmay include:
learner feedback via survey or discussion
feedback from colleagues
feedback from external parties

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 can coordinate a number of learners who are participating in distance -based learning.
This involves planning and organising relevant learning resources; developing a distance delivery management plan; managing the learners; setting up and providing support mechanisms; providing appropriate feedback on progress and formative assessment; and ensuring that learning outcomes are reached.
Evidence Requirements
Required knowledge includes:
a sound knowledge of learning principles, for example:
adults have a need to be self-directing and decide for themselves what they want to learn
adults have a need to know why they are learning something
adults have a range of life experience and connecting learning to experience is meaningful
training experiences need to be learner-centred to maintain motivation
content and requirements of the learning strategy and/or learning program/s to be used in distance delivery
characteristics and needs of individual distance learners
a sound knowledge of learner styles, for example:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
use of individual activities
use of written materials

use of technology to support distance-based learning
techniques for maintaining motivation and commitment of distance learners
learner cues
availability and types of support mechanisms relevant to distance learners
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
copyright and privacy laws in terms of electronic technology
security of information
plagiarism
competency standards
licensing
industry/workplace requirements
duty of care under common law
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:
communication skills using different mediums, such as audio tapes, written documentation, telephone or email to:
establish rapport
provide guidance
give appropriate feedback
maintain motivation and commitment
maintain continuous communication

planning and organising skills to distribute learning resources and learning materials
interpretation skills to translate/transfer the learning strategy/learning program to distance mode
organisational skills to:
communicate efficiently using various mediums
manage learners by distance
keep up-to-date with each learner's progress
be available for support during established times
maintain regular contact with learners

time management skills to:
get materials to learners in a timely manner
provide prompt feedback
assess learners in a timely manner
Products that could be used as evidence include:
documentation of feedback given to learners
documentation of feedback given to trainers/ facilitators
documentation produced by learners
emails
support activities or resources given to learners
documentation describing the systems and protocols set up
contact logs or register
Processes that could be used as evidence include:
how to give appropriate feedback via distance
the different methods of learning involved with resource-based learning and why they are used
how to encourage self-directed learning
contact management systems
access to distance learners
access to relevant
Resource implications for assessment include:
time for organising, facilitating, managing distance learning programs
learning resources for the learner
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 facilitation of one or more distance-based learning programs or qualifications which individually or collectively enable the outcomes, Performance Criteria, skills and knowledge of this competency standard to be demonstrated
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:
TAAASS301B Contribute to assessment
TAADEL403B Facilitate individual learning
TAADEL501B Facilitate e-learning.