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.
Purposeof the learning program may include:
developing vocational competency/vocational skills
developing generic skills
developing language, literacy, numeracy
developing general education
fleshing out and adding content to part of a learning strategy
achieving organisational change
supporting organisational skill development
for professional development purposes
developing teams
meeting new legislation, licensing or registration requirements
meeting regulatory and occupational health and safety (OHS) requirements
meeting funding body requirements
Focusof the learning program may be:
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
Other relevant specificationsmay include:
curriculum specifications
product specifications
organisational work requirements/training needs
induction needs
language, literacy and numeracy development needs
regulatory/licensing requirements
Scope and breadthmay include:
the number of competencies to be achieved
the vocational or generic skills to be developed
the subject or technical knowledge and/or theory to be learned
the work activities to be encompassed
the specific organisational learning needs to be addressed
Target group learnersmay include:
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
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
Characteristicsmay include:
level and breadth of work experience
level and previous experiences of formal education
skill/competency profile
socio-economic background, age, gender, range of abilities (disabilities)
cultural background and needs
specific needs - physical or psychological
motivation for learning
language, literacy and numeracy needs of learners
learning style and preferences
Sources of informationmay include:
job descriptions
employee records
performance appraisals
registration or enrolment information
surveys
publications from government agencies including OHS and regulatory authorities' supervisor reports
industry bodies
employment records
company brochures and promotional materials
Learning environmentmay include:
operational workplace
simulated workplace
meeting room/tutorial room
college/school classroom
online
community setting
home
Operational resource requirementsmay include:
staffing needs
guest speakers
technical and support staff
learning materials and learning resources
equipment and technology
Learning strategy documentationincludes:
learning strategies developed for qualifications in Training Packages
Training Package endorsed components
Competency/educational profilemay include:
previous qualifications
highest level of qualification
existing certified/uncertified competency
human resource (HR) information
job/work descriptions
Learning stylesmay include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
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 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 target group learners 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
Designoptions for the learning program contentmay include:
following the design approach of the learning strategy
organising the learning program around discrete unit/criteria requirements
integrating units/criteria within the learning program
focusing the content on knowledge and/or skill acquisition
focusing the content on activities/experiences as the focus of learning
listing existing learning activities, learning materials, learning resources that could be used in developing content
considering the most appropriate delivery and/or assessment methods
Other personsmay include:
colleagues
trainers/facilitators
industry contacts
vendors
HR personnel
marketing personnel
end users
subject or technical specialists, including OHS
language, literacy and numeracy specialists
Learning principlesinclude:
adults have a need to be self-directing
adults have a range of life experience, so connecting learning to experience is meaningful
adults have a need to know why they are learning something
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
the learning process should reflect individual circumstances
Costsmay include:
venue hire
technology and equipment
purchase of Training Packages
purchase of learning resources/learning materials and related costs
photocopying of materials/documents
use of training and/or assessment personnel
use of consultants and other support personnel
cost benefit analysis of learning program to the client
Logisticsmay include:
when learning program is required/when to implement
where learning program will be undertaken
accessibility/availability of appropriate learning resources, learning materials and equipment needs to support the learning program
communication/marketing needs
availability of appropriate staff
Learning activitiesmay include:
discussions
role-plays
written activities
case studies
simulation
audio or visual activities
demonstrations
practice, e.g. practicum or supervised teaching/ facilitation
individual activities/projects/assignments
group activities/projects/assignments
workplace practice
research
problem-based tasks
'thinking skills' exercises
question and answer
self-paced learning materials
games
Alearning and assessment pathwayinvolves:
a combination of planned and sequenced learning experiences and assessment opportunities which enable an individual to develop and achieve the defined criteria/learning outcomes
Assessment requirementsmay include:
meeting the rules of evidence
physical resource requirements
specialist support (if required)
reasonable adjustments to the assessment process
assessment tools and methods
formative assessment processes
legislative requirements
Time frame for each segmentmay refer to:
the number and duration of training sessions/classes/periods
suggested learning time
time for practice/work experience
Delivery strategiesmay include:
the focus of delivery, for example:
groups of varying sizes
groups from single context/from multiple contexts
groups of similar educational/competency levels/groups with divergent educational/competency backgrounds
on individuals

the context of delivery, for example:
in the workplace - work in situ
in a simulated work environments
in the training room/classroom
in specialist environments - e.g. laboratory/ computer room
through the world wide web
at home
in a community setting

the mode of delivery, for example:
face-to-face
technology-based electronic/computer-based/ online/audiovisual
experiential
distance resource-based
blended

delivery methods, for example:
lock step/learner-paced/mixed
interactive/participative/collaborative
trainer/facilitator-centred/learner-centred
time and place dependent/independent
demonstration
instruction
presentations
guided facilitation
guided activities/applications/experiences
tutoring
project-based
individual facilitation techniques - coaching/ mentoring
blended delivery methods
Assessment methodsmay include:
direct observation of real work/real time activities or work activities in a simulated work environment
structured activities (e.g. simulation exercises, projects, demonstration, activity sheets)
questioning (e.g. computer, oral, written questions)
portfolios (collections of evidence compiled by the candidate)
product review
third party feedback
Assessment toolsmay include:
templates/proformas
a profile of acceptable performance and the decision making rules for the assessor
oral or written questioning, including confirming, probing, reflective - interview, test, exam
information and instructions to the candidate and/or assessor
evidence/observation checklists
checklists for the evaluation of work samples
candidate self-assessment materials
project-based activities
workplace documents
integrated competency assessment tool
Organisational requirementsmay include:
specific location/s for delivery
ensuring learning program reflects industry/workplace/organisational culture
coordinating locations
special equipment or technology needs
scheduling requirements
providing for specific needs of the learners
investigating the learning environment to identify, assess and control OHS risks allowable time for training
management expectations
people to be involved
reporting requirements
access issues, e.g. to the work practice environment
Thelearning programincludes:
the competencies or other criteria to be achieved
the specific learning outcomes derived from the criteria 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 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 modes and methods and tools to be used to collect evidence of competency, where assessment is required
Learning program draft isreviewedto ensure that:
the focus and purpose of the learning program is clear and appropriate
content and structure address all aspects of required competencies/other relevant criteria
learning sequence provides effective and manageable blocks of learning
activities are interesting, relevant and appropriate to outcomes and learner characteristics
assessment points, methods and tools are appropriate and effective, where assessment is required
equity needs are effectively addressed
risk areas and contingencies are identified
Stakeholdersmay include:
team leaders/supervisors/managers/employers
participant/employee/learner
technical and subject experts including language, literacy, numeracy and OHS specialists
government regulatory bodies
industry, union, employee representatives
employer bodies
training providers, human resource departments
assessment and/or training partners
trainers/facilitators/assessors
Anevaluation toolmay include:
an open- or closed-ended questionnaire
a mapping tool
a checklist
a focus group
a structured interview
Appropriate personnelmay include:
program manager
head of department
senior teacher
apprenticeship/traineeship supervisor
training coordinator/manager
HR manager

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 design a range of learning programs to meet different learner needs/learning contexts.
The learning programs provided as evidence must establish the learning context; identify learner and client needs; identify the competency standards or other relevant criteria which best reflect these needs; and be structured and sequenced to maximise learning.
The program must also be logical and innovative enough to engage the learner group; identify the delivery methods which enhance flexibility; and identify the resources needed for delivery.
The ability to map the learning program to the competency standards or other relevant criteria used must also be demonstrated to ensure all content and specifications of the standards or criteria are addressed in the learning program.
Evidence Requirements
Required knowledge includes:
Training Package/s and/or relevant competency standards to be used as the basis of the learning program
other performance standards/criteria to be used as the basis of the learning program, where relevant
the distinction and relationship between a Training Package/accredited courses, learning strategy and learning program, where linked
different purposes and focus of learning programs
a sound knowledge of learning principles, including:
training needs to be learner-centred
adults have a need to be self-directing and decide for themselves what they want to learn
adults have a range of life experience, so connecting learning to experience is meaningful
adults have a need to know why they are learning something
an introductory knowledge of adult learning theory, including:
behavioural learning theory
cognitive learning theory
information processing theory
andragogy

industry content/subject matter knowledge specific to the area/s of the learning program
learners profile, learner target group characteristics
learning styles that best suit the learner profile/target group, for example:
theorist
pragmatist
activist
reflector
kinaesthetic
auditory
visual

instructional design principles relating to different design options for learning program design/structure
availability and types of different relevant learning resources, learning materials and pre-developed learning activities
how to develop and document new learning activities and related learning materials
different delivery modes and delivery methods for example:
face-to-face
work-based
online
distance-resource-based
individual facilitation techniques
blended delivery

different assessment methods
how to prepare costings related to the development of the learning program
relevant policies, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
copyright and privacy laws in terms of electronic technology
record keeping and security of information
plagiarism
competency standards
licensing requirements
OHS
industry/workplace requirements
duty of care under common law
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements

relevant OHS knowledge relating to the work role, and OHS considerations which need to be included in the learning program, including:
internal policies and procedures to meet OHS requirements
hazards commonly found in the work environment to which learning is related

evaluation and feedback methods
Required skills and attributes include:
communication skills, for example:
negotiation skills
ability to elicit information
questioning skills
listening skills
collaboration skills

design skills to:
define the learning program structure and content
develop learning activities
design learning materials

analysis skills to:
interpret information about learners' needs from enrolment forms and other documentation
interpret requirements of competency standards and workplaces, including language, literacy and numeracy
develop the learning program content
organisational skills to:
ensure resources are available
manage other work

time management skills to:
pace learning
structure learning
determine the time required for each learning segment and the overall timelines of the learning program
design and develop the learning program in an appropriate timeframe

problem solving skills, to:
organise information and content so that it is meaningful, accurate and logical
negotiate with others for resources or budget

cognitive skills to:
develop the learning program content
design the structure of the learning program
review the learning program

literacy and language skills to:
use widely understood language and vocational education and training terminology
write clearly and in plain English
read and interpret a range of documentation including:
Training Packages
accredited courses
legislation
codes of practice
guidelines and regulations
organisational documentation
technical and subject matter documents
references and texts
Products that could be used as evidence include:
documented learning program/s
evaluations of learning program/s
materials and processes used to develop learning program/s
Processes that could be used as evidence include:
how competency standards and other documents were analysed
why learning content was included
how learning content was developed
how learning was sequenced
how activities were developed and what was their purpose
how learning resources/learning materials were identified and gathered and why they were selected
Resource implications for assessment may include:
access to relevant learning strategy/ies
access to relevant Training Packages/competency standards
access to content information/documentation and learning resources/learning materials needed to develop the learning program
time to achieve the unit and meet the evidence requirements
access to relevant persons
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 wherever 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 preparation and development of a minimum of two learning programs. These must contain:
differentiated learning program designs to reflect particular needs, contexts and timelines
at least one learning program must be based on competency standards or accredited courses
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:
TAADES401B Use Training Packages to meet client needs
TAADEL401B Plan and organise group-based delivery
TAAASS403B Develop assessment tools.