The 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 derived from the benchmarks 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

The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:

• 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 requirements

• OHS considerations, including:

  • incident or hazard reporting

  • emergency procedures

All resource needs includes:

• the learning resources required by the trainer/ facilitator and learners to be used in the session/s

• the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s

• specific facility, technology and equipment to be used in the session/s

• learner support requirements

Learner recognition processes may include:

• recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit

• recognition of current competency (RCC)

• credit for subjects/units/qualifications/Statements of Attainment

Relevant persons may include:

• self (as the assessor)

• other trainers/facilitators with learner records

• other assessors

• support personnel administering learner/candidate records

Individual learner needs may:

• vary from overall group learning objectives depending on previous experience and competencies already held

Objectives may include:

• the competency standards being addressed

• specified learning outcomes or learning objectives derived from the competency standards

• learning outcomes based on other benchmarks

• group learning needs

• individual learning needs

• specific learning activities

• practise opportunities e.g. practicum or supervised teaching/facilitation

• formative assessment opportunities

Expectations may include:

• expectations of learners and the group by trainer/facilitator

• expectations of the trainer/facilitator by individuals and by the group

• expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language

• expectations of commitment to learning/learning process/learner motivation and participation

• expectations of interesting, engaging delivery and facilitation

• expectations of a safe, secure learning environment

Requirements may include:

• appropriate behaviour

• maintaining progress

• attendance

• assessment including

  • the points in delivery at which assessments will occur

  • identified formative assessment activities as part of learning experience

  • evidence requirements

• OHS aspects and requirements, including:

  • reporting requirements for hazards

  • safe use and maintenance of relevant equipment

  • emergency procedures

  • sources of OHS information

  • names of key workplace persons with OHS roles and responsibilities

  • OHS policies and procedures relevant to the learning environment

Appropriate oral communication and language skills may include:

• using an appropriate tone and level of voice

• making clear and concrete presentations of options/advice

• using icebreakers as appropriate

• using appropriate terminology and language of the industry/profession

• using an open, warm communication style including effective verbal and body language

• communicating clearly to facilitate group and individual learning

• using critical listening and questioning skills and techniques

• providing constructive and supportive feedback

• accurately interpreting verbal messages

• inviting learners to paraphrase advice/instructions

• ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs

Interpersonal skills may include:

• showing respect for the expertise and background of learners

• establishing trust

• building and maintaining rapport

• 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

Learning principles include:

• adults have a range of life experience which they can connect to learning

• adults have a range of life experience which they can connect to learning

• adults have a need to know why they are learning something and its benefits

• learning needs to be learner-centred

• adults have a need to be self-directing

• the learning process needs to support increasing learner independence

• emphasis on experimental and participative learning

• use of modelling

• the learning process needs to reflect individual circumstances and needs

Learner styles may include:

• auditory

• visual

• kinaesthetic

• left/right brain

• global/analytical

• theoretical

• activist

• pragmatist

• reflective

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

Session plans may include:

• introduction/s

• 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

Resource requirements include:

• the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan

Diversity may include:

• age

• gender

• culture

• ethnicity

• disability

• religion

• sexual orientation

• level and prior experiences of education and training

• attitudes and reasons for learning

Generic skills may include:

• Employability Skills, including:

  • communication

  • teamwork

  • problem solving

  • initiative and enterprise

  • planning and organising

  • self-management

  • learning

  • technology

• innovation

• language, literacy and numeracy skills

Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:

• lock step, learner-paced, mixed pace

• interactive, participative, collaborative

• trainer/facilitator-centred and learner-centred, and may include:

  • demonstration/modelling

  • instruction

  • presentations/lectures

  • guided facilitation of individual and group learning activities/group work/case studies

  • initiating and facilitating group discussions

  • brainstorming activities

  • practice opportunities

  • enabling and supporting effective learner participation

  • tutoring

  • project-based

  • individual facilitation techniques - coaching/mentoring

  • blended

Appropriate technology and equipment may include:

• overhead projectors

• computers

• light projectors

• DVD/video equipment

• television/screen

• whiteboard/blackboard

• butcher's paper

• specific technical equipment/machinery relevant to technical areas

Presentation skills may include:

• synthesising information and ideas

• preparing aids such as overhead projectors and data projectors

• using computer presentation applications

• using computer software and hardware

• speaking with appropriate tone and pitch

• using appropriate language to reflect the audience

• encouraging and dealing appropriately with questions

• showing enthusiasm for the topic

• summarising key points

• making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)

• demonstrating confidence

• supporting learners to enable progress from simple to more complex tasks and concepts

Group facilitation skills may include:

• ensuring that every individual has an opportunity for participation and input

• maintaining group cohesion

• encouraging rapport between group members

• managing group dynamics

• observing and interpreting behaviour that puts others at risk

• facilitating discussion and group interaction

Observation skills may include:

• using formative evaluation to monitor learner progress

• monitoring group and individual interactions

• monitoring conflict/behavioural difficulties

• monitoring learner cues about concerns/difficulties in learning

• monitoring learner readiness for assessment and/or new areas of learning

Unanticipated situations may include:

• identifying learners experiencing difficulties with learning for a variety of reasons, which may include:

  • English language, literacy and numeracy difficulties

  • physical/sensory difficulties

  • socio-emotional difficulties

  • organisational issues

Inappropriate behaviour may include:

• violent or inappropriate language

• verbal or physical abuse

• bullying

• insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities

• dominant or overbearing behaviour

• disruptive behaviour

• non-compliance with safety instructions

Conflict resolution and negotiation skills may include:

• identifying critical points/issues/concerns/problems

• talking through points/issues/concerns/problems

• identifying options for changing behaviours

• bringing the parties together

• managing discussions

• moving parties forward

• presenting solutions

• ensuring equitable outcomes

• providing face-saving options

• obtaining agreements

Reflecting on own performance may include:

• thinking through the training delivery

• asking key questions

• reviewing achievements

• analysing difficulties

To demonstrate competency against this unit candidates must be able to provide evidence that they have delivered training and facilitated learning within a group in a face-to-face learning environment, on a number of occasions, that involves a series of training sessions covering a number of learning outcomes. They should also provide evidence of reviewing and evaluating the effectiveness of the delivery plan and their personal performance in training delivery.

Evidence should show that they can provide training using appropriate sequencing and activities to develop the skills and knowledge of learners, as well as enhancing motivation, interest and enthusiasm. Trainers must demonstrate high-level facilitation, observation, communication and interpersonal skills to support and teach each learner effectively.

• identified generic skills relevant to the learning objectives

• feedback forms and other evaluation evidence from learners

• observations or videotaped examples of presentation, group facilitation, oral communication and interpersonal and observation skills used during the training sessions

• examples of completed learning activities that are product- or document-based

• notes showing reflection on own performance and own learning

• how the delivery plan was followed and why

• how group or individual conflict was managed

• how individual learning needs were managed

• ways in which initial relationships in the group were established

• how the trainer/facilitator reflected on own performance

• learning achieved by the learners

• delivery venue for programmed learning activities

• access to more than one group of learners

• access to learner group over time

• access to learning program/s

• access to delivery plan/s

• time to ensure that assessment covers the range of specific evidence requirements

• 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 delivery and facilitation skills to different training environments and learner groups

• evidence of the delivery, facilitation and review of a series of training sessions including at least two consecutive sessions that follow a learning program design:

  • at least one session (minimum) should be based on a learning program that is derived from Training Package competency standards or accredited curricula

  • at least one session must be based on using learning outcomes from another source

  • at least one session must be delivered to a different learner group with evidence of how the characteristics and needs of this group were addressed

  • at least one training session should be one hour minimum duration

• 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

  • TAADEL401B Plan and organise group-based delivery.

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.