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.
Needs of the organisation and the learnersmay include:
implementing relevant aspects of the organisation's strategic or business plans
developing/implementing/embedding new ways of working/improved work practices
addressing change/developing change management approaches
increasing team capacity and empowerment
developing a learning organisation
educational background and experience in learning
preferred learning styles
specific needs for learning
Researchmay be undertaken through gathering/ reviewing/ investigating:
employment records/performance reviews/supervisors' reports
organisational goals, reports and plans
client feedback
external reports on policies, changing nature of work and new technologies that impact on work
learner records and information
issues/areas of need, as discussed with internal/external peers, colleagues and work personnel
Afacilitation guide:
must outline the action learning methodology to be used
must outline intended objective outcomes, outputs, time lines, budget, and evaluation and promotional strategies
must identify the needs, interests and expectations of potential learners/group members
must include proposed evaluation methods
may require modification following research, feedback and implementation by the group members
may include assessment criteria
may be developed by the trainer/facilitator
may be developed in collaboration with others, e.g. stakeholders/peers/mentors
Stakeholdersinclude:
persons, other than the learners in the group, influenced by the action learning process, such as:
management
other employees/workers
colleagues
other learners
clients
enterprise/industry partners
Resourcesmay include:
identified experts, internal/external
publications/reports
organisational documents
communication tools
flip chart, white board or overhead projector
location/facility requirements
travel/accommodation/meeting needs
Action learning processmay involve:
work-based learning
action research
communities of practice
structure or formal networks
situated learning
self-defined or self-managed groups
Anenvironment conducive to collaboration and safetyincludes one where:
equipment works correctly
occupational health and safety (OHS) requirements are met
the venue is welcoming and comfortable
organisational support is obtained
behavioural norms are established
Communication skillsmust include:
providing an open, warm communication style where effective verbal and body language is used
demonstrating a capacity to communicate clearly to facilitate the group and each individual
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages

assisting participants to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
Interpersonal skillsmust include:
showing respect for learners' expertise/background
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two-way interaction
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Principles of action learninginclude:
a learning cycle based on planning, action, reflection and evaluation
work-focused
learning by doing and through action
learner-directed
based on mutual expertise, support and stimulation
open ended solutions
using learning to act differently
challenging established models and approaches
thinking critically
Theaction planmay include:
the organisational context and objectives
the action learning methodology being used
expected outcomes/outputs
formal learning and work activities
time lines and number of meetings/sessions
resources
agreed evaluation methods
Varied activitiesmay include:
guiding learners to share their knowledge and expertise
encouraging critical analyses of practices
developing common resources/responses/strategies
using group engagement activities, e.g. problem solving, scenario setting and questioning
trialling ideas or processes
reporting on tasks/activities undertaken in the workplace or out of sessions
using a range of different activities, for example:
written activities
role-plays
audio or visual activities
practice or demonstration
visits to other organisations, training and/or assessment organisations, worksites
Learning stylesinclude:
theorist
pragmatist
activist
reflector
kinaesthetic
auditory
visual
Generic skillsmay include:
Employability Skills, including:
communication
teamwork
problem solving
initiative and enterprise
planning and organising
self-management
learning
technology

innovation
language, literacy and numeracy skills
Self-assess and reflectmay include:
asking critical questions about personal performance and answering them objectively and honestly
analysing what worked and what did not work, and why
thinking about and planning for improvement in the future
Evaluation methods may include:
formal methods such as surveys and questionnaires
informal methods such as observations, individual and group questioning and discussions
journal/diary
feedback loops
Agreed directions and future may include:
identifying areas of further group work
bringing project or group to a close
developing new directions

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 apply organisational, communication, interpersonal and group leadership skills to effectively facilitate a group action learning project.
The trainer/facilitator must demonstrate the ability to engage and motivate the group using a variety of activities, processes or techniques to maintain the interest of all individuals. The trainer/facilitator must also demonstrate the ability to ensure all group members feel able to contribute equally and are able to mutually determine their own direction and outcomes within the parameters set by the work objectives.
The trainer/facilitator must maintain relevance of the group discussion and learning to the purpose of the action learning, and assist the group members to learn from each other and their experiences.
Evidence Requirements
Required knowledge includes:
learning principles, for example:
adults have a need to be self-directing and decide for themselves what they want to learn
adults have a range of life experience and connecting learning to experience is meaningful
adults have a need to know why they are learning
adults need to be respected
adults prefer learning to be relevant and practical

action learning principles, for example:
a learning cycle based on planning, action, reflection and evaluation
work-focused
learner-directed
based on mutual expertise, support and stimulation
open ended solutions
using learning to act differently
challenging established models and approaches
thinking critically
current and emerging workplace action learning approaches, for example:
communities of practice
action research
structured networks
knowledge management theory and practices

group learning dynamics, for example:
degrees of structure and formality
forming, storming, norming, performing and terminating
stages of development - potential, coalescing, active, dispersed, memorable

different learning styles and how to encourage and cater for them, for example:
theoretical learners
pragmatic learners
active learners
reflective learners
kinaesthetic learners
audio learners
visual learners

different learning modes or devices, for example:
audio-visual technology
written information
demonstrations
practice opportunities
group work

context in which the action learning is taking place, for example:
the organisation/industry
the site
relevant resources, organisational documents, internal/external policies/strategies/reports

change management models
evaluation and reflection methods for groups and individuals and their different purposes/outcomes
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
ensuring fairness of learning opportunities
industrial relations award and other possible barriers to learning competency standards
licensing
industry/workplace requirements
duty of care
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:
competent use of required technology, for example:
computers
audio-visual equipment
electronic whiteboard

literacy skills to:
write legibly and clearly
develop a facilitation plan

language skills to:
effectively hypothesise, plan and influence others
interpret the verbal and non-verbal communication of learners, for example, resistance/reluctance, uncertainty, enthusiasm, confusion and body language

communication and interpersonal skills to:
demonstrate an open, respectful, friendly, welcoming attitude
demonstrate empathy
make people feel safe and at ease
encourage learners to succeed at their tasks
provide positive and negative feedback
explore ideas in discussion by building on others' ideas to advance discussion, and questioning others to clarify
acknowledge contribution of each group member
anticipate the direction of conversation and guide it to maintain relevance
listen effectively to identify emerging themes/issues/ideas; reiterate and paraphrase information; check for meaning and attitude
group management skills to:
guide group dynamics and ensure fair distribution of comment and participation
remain non-judgemental
work with conflict
remain objective
set up boundaries
respect physical space
maintain enthusiasm and energy
manage time
keep sessions learner-centred
manage inappropriate behaviour

problem solving skills to:
address individual and group difficulties and issues relating to the action learning process
maintain group cohesion and direction
address contingencies in sessions
modify scope/direction/outcomes of the action learning process
Products that could be used as evidence include:
documentation developed during facilitation
evaluation information from participants
activities or resources developed for a range of sessions
facilitation plans
action plans
peer assessment documents
audio/video of session
self-reflection diary/journal
journals and notes of learners, within confidentiality requirements
Processes that could be used as evidence include:
how group dynamics were maintained and why
how the learners directed the process
how communication skills were used effectively in the session
how learning principles were applied
Resource implications for assessment include:
relevant workplace project or activity
sufficient time with the group for completion of action learning process and cycle
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:
a minimum of two action learning cycles with different briefs or project outcomes that enable the outcomes, Performance Criteria, knowledge and skills 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:
TAADEL401B Plan and organise group-based delivery
TAADEL402B Facilitate group-based learning
TAADEL403B Facilitate individual learning
TAADEL404B Facilitate work-based learning
TAATAS504B Facilitate group processes.