Learning context includes:

• where the learning will occur, for example:

  • in the workplace

  • in a simulated work environment

  • in the training room/classroom

  • in specialist environments - e.g. laboratory/ computer room

  • in an external venue

  • in an internal venue

  • in a community setting

Organisational arrangements may include:

• finalising specific location/s or venue/s for delivery

• coordinating locations

• enrolment procedures

• scheduling requirements

• size of group

• special equipment or technology needs

• providing for specific needs of the learners

• investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks

• allowable time for training

• management expectations

• people to be involved

• reporting requirements

• access issues, e.g. to work practice environment

A learning program may include:

• 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

A learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:

• the competencies or other benchmarks to be achieved

• the specific learning outcomes 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 chunk/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 methods and tools to be used to collect evidence of competency, where assessment is required

Learning needs may be:

• a competency or group of competencies

• aspects of competency such as skills, knowledge or technical applications

• skills in operating specific equipment

• generic skills development

• personal development and growth

• English language, literacy and numeracy

• underpinning skills

Learner/s refers to:

• 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 people

• 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

Learner characteristics may include:

• language, literacy and numeracy requirements

• specific needs, physical or psychological

• preferred learning styles

• employment status

• past learning experiences

• level of maturity

• cultural background and needs

• level of formal schooling in Australia or overseas

• length of time resident in Australia

Information and documentation may include:

• enrolment information

• employee/personnel records (confidentiality protected)

• results of organisational training needs analyses

• outcomes of RCC/RPL assessments

• communication with individual learners

Processes may be formal or informal, and may include:

• analysing learner information on enrolment forms

• discussions with learners to identify learning support needs

• observation of the learners

Learner support requirements may include:

• support arrangements for meeting disability needs

• support arrangements for meeting cultural needs

• support arrangements for meeting language, literacy and numeracy needs

Constraints may include:

• access to industry experts

• access to workplace

• access to practice opportunities

• cost of training

• time required/available for delivery

• scheduling difficulties

• consideration of appropriate groupings of learners and meeting learner needs/characteristics

Risks may include:

• OHS considerations

• inappropriate location

• inadequate equipment/technology/resources

• capacity to meet learner needs and characteristics

Personal role and responsibilities may include:

• responsibility for planning and organising provision of parts of the relevant learning strategy, or learning program or parts of the learning program

• responsibility for planning and organising provision of a specific number of sessions

• planning and organising the availability of relevant learning materials

• relationships with other trainers/facilitators

• arrangements for assessment

• reporting arrangements

Relevant personnel may include:

• own supervisor

• other trainers/facilitators

• other workplace supervisors

• workplace management

• industry personnel

• OHS representatives

• English language, literacy and numeracy specialists

Learning objectives may relate to:

• competencies to be achieved by learners

• learning outcomes

• individual/group objectives

• generic and/or technical skills

Learning principles include:

• 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

• 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

• reflecting individual circumstances

Learning theories may include:

• behavioural learning theory

• information processing theory

• cognitive learning theory

• constructivist

• situational

• problem-based

• andragogy

• pedagogy

Existing learning resources may include:

• Training Packages 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 learner group and workplace

Learning materials may 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

Learning activities may include:

• discussions

• role-plays

• written activities/tasks

• case studies

• simulation

• audio or visual activities

• demonstration

• practice, e.g. practicum or supervised teaching/facilitation

• individual activities/projects/assignments

• group activities/projects/assignments

• workplace tasks

• research

• problem-based tasks

• thinking skills exercises

• question and answer

• working through self-paced materials

• games

Session plans may include:

• introductions

• outline of objectives/content to be addressed

• ice breakers to be used

• delivery methods for each part of the session

• plan of learning activities to be used within the session

• timelines/duration for each learning activity

• formative assessment points/opportunities

• learning materials required

• summary/overview/wrap up

Learner styles may include:

• auditory

• visual

• kinaesthetic

• left/right brain

• global/analytical

• theoretical

• activist

• pragmatist

• reflective

Specific facility, technology and equipment needs may include:

• specific location/room

• availability of appropriate furniture

• adequate lighting

• comfortable seating and temperature

• overhead projector

• computer hardware and software

• video equipment

• audio equipment

• technical machinery/equipment

• working tools

• scientific laboratory and equipment

Additional resourcing to meet identified learner support needs includes:

• providing referrals to internal services such as language, literacy and numeracy support unit or individual learning unit

• providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc.

• incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, 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 responsibility and/or knowledge

• building required knowledge and skills using support materials

A delivery plan may include:

• individual/group learning objectives or outcomes for the segment of the learning program to be addressed

• number of learners and their specific support requirements

• content of sessions as specified in the session plans

• timelines/duration of activities within sessions

• learning resources, learning materials and learning activities to be used in sessions

• other resource and equipment requirements

• OHS considerations, including:

  • incident or hazard reporting

  • emergency procedures

To demonstrate competency against this unit candidates must be able to provide evidence that they have planned and organised training for a group of learners to be trained in a face-to-face learning environment.

Evidence should show that candidates can develop a delivery plan that incorporates: interpreting a specific learning environment; interpreting an existing learning program to develop and document specific training sessions that address a whole or part of a learning program and which reflect the needs and characteristics of a specific learner group; selecting and modifying existing learning resources, learning materials and learning activities and developing new learning materials and learning activities; planning and organising the resources required in delivery.

• documented delivery plan

• individual session plans forming part of the delivery plan

• feedback forms from learners on quality/effectiveness of delivery planning

• modified/contextualised learning resources and learning materials

• new learning materials and documented learning activities

• how the learning program was interpreted

• how responsibilities were identified and clarified

• why sessions were planned as documented

• how ideas for delivery were generated

• how individual learning needs were managed in the planning and organising process

• access to relevant learning programs

• access to relevant learning resources and learning materials

• access to real or simulated learning environment that addresses organisational requirements of this unit

• 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

• the ability to transfer skills to different training environments and learner groups

• evidence of the preparation of a minimum of two delivery plans:

  • one of these delivery plans must address a learning program that is linked to competency standards or an accredited curricula

  • one delivery plan should address the whole or substantial part of a learning program and contain session plans for a series of training sessions

• assessment must also include evidence of both developing and contextualising learning activities for the delivery plan and of developing new learning materials such as handouts, overheads, etc., and organising the material and physical requirements for delivery

• 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:

  • TAADEL402B Facilitate group-based learning

  • TAADES402B Design and develop learning programs.

The whole competency standard refers to:

• all parts of the competency standard, including dimensions of competency

To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.

• learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework

• how different components of the Training Package and/or accredited courses were analysed

• how different parts of the competency standards were analysed

• how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation

• how Training Package/s and/or accredited courses operate in vocational education and training

• Training Packages and accredited courses

• access to appropriate personnel for consultation and advice

• 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

• a minimum of two examples of unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.

• 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:

  • TAADES402B Design and develop learning programs

  • TAADES501B Design and develop learning strategies

  • TAADES502B Design and develop learning resources

  • TAADES503B Research and design e-learning resources

  • TAADES504B Develop and evaluate e-learning resources

  • TAADES505B Research and develop competency standards

  • TAAASS401B Plan and organise assessment

  • TAAASS402B Assess competency

  • TAAASS403B Develop assessment tools

  • TAAASS404B Participate in assessment validation.