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.
Teaching methodologies, facilitation approachesand learning theoriesmay include:
learner-centred/teacher-centred
learner-directed/teacher-guided
situated learning
constructivist
problem-based
experiential
information processing
behaviourist
cognitive apprenticeship
Ethical standardsinclude:
following organisational policies and Australian Quality Training Framework (AQTF) requirements
duty of care under common law
security of information
confidentiality and privacy requirements
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 environment
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
learning-activity-based
guided work-based activities/applications/experiences
tutoring
project-based
individual facilitation techniques - coaching/mentoring
blended delivery methods
Collaborative facilitationmay include:
other trainers/facilitators, teachers
supervisors
colleagues
specialist staff
associations/bodies representing learner group with specific support needs
professional associations
government agencies
consultants
networks
Effective learning experiencesmay be:
authentic experiences
contextualised to the learner
modelled to support transferability of learning
built on previous experiences or learning
based on actual or simulated work tasks and activities
relevant to the learning objectives
sequenced in complexity
inclusive of generic skills
appropriate to learners' styles
appropriate to learners' profiles/characteristics
modelled on inclusive practice
Inclusive practicesmay include:
demonstrating probity in all areas of responsibility
modelling organisational/professional codes of conduct
reinforcing ethical conduct in interactions with and between other people
showing respect for individual diversity, culture and religion
recognising and utilising difference to develop both the individual and organisation

demonstrating sensitivity to the circumstances and background of others
fostering a culture of inclusiveness
new/revised policy directions in vocational education and training
Potential barriers to learningmay include:
physical or intellectual disabilities
linguistic, cultural or ethnic differences
language or communication issues
age
employment status
prior experience in an adult learning environment
poor educational experiences
health issues
issues arising from gender
psychiatric disabilities
learning problems
English language, literacy and numeracy needs
workplace culture
location
access to resources
Learner support strategiesmay include:
providing referrals to internal services such as language, literacy and numeracy support unit, individual learning unit
providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support
incorporating techniques such as modelling/ demonstrating, chunking, visual/diagrammatic, opportunities to practise, 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 responsibilities and experience
building underpinning knowledge and skills using learning resources
providing access to resources, e.g. computers to access the Internet
Adjustment strategiesmay include:
engaging most five senses
structuring reflective activities
providing opportunities for practice and feedback
arranging for physical aids for learners with disabilities
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 learning within the group and for 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/backgrounds
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two-way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Learner cuesmay include:
level of participation
level of interest
capacity to meet outcomes
disengagement
Meta-cognition skillsinclude:
reflection
interpreting
problem solving
analysing
hypothesising
Formal and informal monitoringmay include:
observations
performance-based measures
portfolios
demonstrations
projects
journals
Reflectionmay include:
asking critical questions about own ability, for example:
what worked
what did not work
how the delivery session could be improved

reviewing records and journals
critically evaluating personal performance

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 meet the facilitation and learning requirements of a diverse client base in a range of contexts within the vocational education and training sector.
This will require developing a conceptual and experiential framework of practice based on applied learning theories and involving the selection and use of appropriate delivery methods and delivery modes to facilitate effective learning experiences and increase learner independence. Competency also requires reflecting on experience to improve practice.
Evidence Requirements
Required knowledge includes:
a sound knowledge of learning theories, for example:
learner-centred
theory of instruction
information processing
cognitive learning theory
andragogy
vocational education and training pedagogy
behavioural learning theory
experiential learning theory

different delivery modes and delivery methods and their appropriateness for different learners/learning situations
code of practice and/or ethics relevant to the vocational education and training sector
ways in which Training Packages, accredited curricula and learning resources can be contextualised to meet the needs of individual learners without compromising standards
range of ways in which professional practice can be adapted to meet the needs and expectations of individual learners in different learning contexts
research methodologies, for example:
action research
analysis of learner feedback
interviews

learning needs of a range of vocational education and training learners
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
ensuring fairness of learning opportunities
industrial relation awards and other possible barriers to learning
developing competency
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

occupational health and safety (OHS) knowledge 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:
skills in a range of delivery methodologies to meet the needs of diverse learners, for example:
group facilitation
individual facilitation, including coaching/mentoring
work-based learning
e-learning
action learning
flexible delivery
distance-based learning
reflection skills to:
systematically evaluate personal work practices to improve performance
identify gaps in skills or knowledge
ask critical questions about performance, problems, methods used and learner success

communication and interpersonal skills to:
apply active and reflective listening
adapt language to meet learner requirements
listen perceptively to learners/clients/colleagues
present information and explain concepts clearly
provide sequenced, structured instructions
apply effective questioning techniques and initiate/response
maintain appropriate relationships
establish trust
build rapport
be open to others' opinions
use appropriate body language
interpret the verbal and non-verbal communication of the learners, e.g. resistance/reluctance, uncertainty, enthusiasm, confusion and body language

observation skills to:
monitor learner progress
monitor group and individual interactions
manage conflict/behavioural difficulties
monitor learner cues re concerns/difficulties in learning
monitor learner readiness for assessment/new areas of learning

language skills to hypothesise, plan and influence others
literacy skills to:
select, read and interpret Training Package/accredited course information
read and interpret information from a range of sources to identify and respond to learner needs, goals, skills and learning styles
research current issues
Products that could be used as evidence include:
course delivery documentation
feedback documentation
statements of participation in relevant professional development activities
notes of professional reading
reports and recommendations regarding delivery strategies or approaches
self-assessment journals or reflections
Processes that could be used as evidence include:
performance-based assessment by supervisor
observation by peers
Resource implications for assessment include:
access to learning environments in which mixed mode delivery takes place
access to multiple groups
sufficient time to use a wide range of learning theories
access to documented learning frameworks
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:
demonstration of the outcomes, performance requirements, skills and knowledge set out in this unit including:
application of learning theories to different practices in different contexts
the selection and use of different teaching and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs
integration of theory and practice in own performance and in supporting the learner's developing competency
strategies to support increasing learner independence
documentation of reflection processes and outcomes

documentary evidence of direct observations of advanced facilitation practice by third parties such as supervising teachers/trainers, peers, colleagues, learners, other clients
analysis of feedback from a range of sources and reflection on the success of the training 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:
TAADEL405B Coordinate and facilitate distance-based learning
TAADEL501B Facilitate e-learning
TAADEL502B Facilitate action learning projects.