UNIT OUTLINE - Web viewIn working through the Learner Resource, ... - Facilitate work-based learning is a core unit of TAA40104 Certificate IV in Training and Assessment. ... UNIT

DELIVERY FIELD UNITSDELIVERY FIELD UNITS OUTLINEOUTLINE

DELIVERY CLUSTERDEL301BDEL401BDEL403BDEL404B

Provide training through instruction and demonstration.Plan and organise group-based deliveryFacilitate group-based learningFacilitate work-based learning

Course Code: TAA40104: Certificate IV in Training and Assessment

Resources:

Text Books:

Fact SheetsHandouts

Small Print Learner Resource

Introduction to the DELIVERY CLUSTER of units:Introduction to the DELIVERY CLUSTER of units:This Outline supports the following units:-

TAADEL301C Provide training through instruction and demonstration of work skills, an elective unit of the TAA40104 Certificate IV in Training and Assessment and part of the Enterprise Trainer Skill Set.

This unit of competency covers what is required to provide training through instruction and the demonstration of work skills. The unit assumes that you will provide training in a structured context in which you will be using existing documents, including:

delivery plans

learning materials

learning programs

learning resources.

It is also assumed that the training will be provided in the workplace and that the nature of the work environment and processes will determine the what, how, when, where and why of that training.

Although the topic of Assessment is not covered by this unit, you will be expected to check on the success of the training. You are also expected to maintain the training records required in your workplace

ET Australia Gosford Reviewed by Clair Bland on 5 May 2023 Version 1 P a g e | 1


TAADEL401B Plan and organise group‐based delivery, a core unit in the TAA40104 Certificate IV in Training and Assessment.

When you facilitate any learning, whether it is for a group, an individual, via a distance learning mode, or in the workplace, it is likely that it will be more successful if you have a plan for each learning session or event.

This unit of competency covers the skills, knowledge and tasks involved in planning and organising learning for a group in a face‐to‐face context. In working through the Learner Resource, you will develop the knowledge, skills and attributes you need to be able to contextualise and modify an existing learning program to reflect the needs of the specific learner group.

More specifically, this unit will help you develop skills and knowledge to enable you to:

• interpret the learning environment and delivery requirements

• prepare for group delivery

• prepare learning resources, support materials and learning activities to be used in the delivery process that reflect the needs of the specific learner group.

TAADEL403B Facilitate individual learning a core unit of TAA40104 Certificate IV in Training and Assessment

Learning facilitation relationships may take a number of forms including structured/semi-structured activities and formal/informal agreements. They may be independent of or part of a broad learning and delivery strategy. Identifying which learners and learning contexts may benefit from individual learning facilitation forms part of this competency.

Establishing an appropriate mutual relationship is critical, and the communication and interpersonal skills of the trainer/facilitator are paramount in creating the necessary preconditions for individual learning facilitation to be effective.

This unit specifies the competency required to facilitate individual learning through a one on one relationship between a learner and facilitator and will develop the skills and knowledge required to:

Identify individual learning facilitation requirements

Establish the learning/ facilitation relationship

Maintain and develop the learning/facilitation relationship

Close and evaluate the learning/facilitation relationship



TAADEL404B - Facilitate work-based learning is a core unit of TAA40104 Certificate IV in Training and Assessment.Learning through work is an ongoing and everyday reality of being in work. However, the effectiveness of that learning can be shaped by interventions and actions that modify, direct and provide support to the workplace learner. This guided learning ensures a planned approach to learning through work activities, effective strategies to support the learning and appropriate monitoring and safeguards.

This unit addresses the processes, skills and knowledge involved in using the work process and the work environment as the basis for learning in the workplace.

Learning though work may contribute to an educational outcome, such as a qualification or Statement of Attainment; and/or a work outcome, such as learning how to use a new piece of equipment; and/or a personal outcome, such as extending an individual's self-esteem.

Providing a guided approach to work-based learning is an essential component of any apprenticeship or traineeship arrangement and also has application in induction processes, change management processes and ongoing employee development.

This unit specifies the outcomes required to use work effectively as a learning process and will develop the skills and knowledge to:

Establish an effective work environment for learning

Develop a workbased learning pathway

Implement the workbased learning pathway

Monitor learning and address barriers to effective participation

Review the effectiveness of the workbased learning pathway

Recommended template resources

As you work through these units, ET Australia Gosford will supply you with the assessment book tasks that will need to be completed to achieve competence for the unit and also a suggested resource kit (both electronic or paper based) that can be used to assist you with your learning. This could include, for example a template for a Learning Program, Session Plans, Work based learning pathway plan and Individualized learning plan. These templates are recommendations or a guide only and should be used for the purpose of submitting work through the ET Australia program.

Please note that each RTO and individual trainers and assessors have preferences for their style of resources used.



Compiling your own resourcesAs you work through these units, compile a resource kit (electronic or paper based) to add to, use for your work and assist you with your learning. This could include, for example, information that you print out or ‘bookmark’ from websites, newspaper articles about changes in your industry, and specific policies or procedures.

What you decide to put in your resource kit is up to you. Over time, it can become your resource companion containing information about current work practice and ideas.

The resource kit is for your own professional development and is different to any portfolio or file that you might keep for assessment purposes, although some resources may be included in both.



Unit DescriptorUnit DescriptorProviding Training through Instruction and Demonstration ofProviding Training through Instruction and Demonstration of Work SkillsWork SkillsThis unit specifies the competency required to conduct individual and group instruction and demonstration of work skills.

Element Performance criteria1. Organise instruction and

demonstration1.1

Information about learner characteristics and their learning needs is gathered

1.2

A safe learning environment is confirmed

1.3

Learners are notified of the training details

1.4

Instruction and demonstration objectives are gathered and checked and assistance is sought if required

1.5

Relevant learning resources and learning materials are obtained and checked for relevance and assistance is sought if required in interpreting the contextual application

1.6

Any equipment or physical resources required for the demonstration are organised

2. Conduct instruction and demonstration

2.1

Interpersonal skills are used to establish a safe and comfortable learning environment

2.2

The learning program and/or delivery plan is followed to ensure all learning objectives are covered

2.3

Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training

2.4

Techniques are used to structure, pace and enhance learning

2.5

Communication skills are used to provide information, instruct learners and demonstrate relevant work skills

2.6

Opportunities for practice are provided during instruction and through work activities

2.7

Feedback on learner performance is provided and discussed to support learning

3. Check training performance 3.1

Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge



Element Performance criteria3.2

Personal delivery style and performance in providing instruction and demonstration is reviewed and strategies for improvement are reflected upon

3.3

Learner records are maintained, stored and secured in accordance with legal/organisational requirements



Unit DescriptorUnit DescriptorPlan and Organise Group-Based DeliveryPlan and Organise Group-Based DeliveryThis unit specifies the competency required to plan and organise training for individuals within a group.

Element Performance criteria1. Interpret the learning

environment and delivery requirements

1.1 The learning context is established and the organisational arrangements for delivery are confirmed

1.2 The learning program documentation is accessed, read and interpreted to determine delivery requirements

1.3 Group and individual learning needs and learner characteristics are identified using available information and documentation

1.4 Processes to identify learner support requirements are undertaken

1.5 Constraints and risks to delivery are identified and assessed

1.6 Personal role and responsibilities in the planning, delivery and review of training are confirmed with relevant personnel

2. Prepare session plans 2.1

Specific learning objectives and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners

2.2

Ideas for managing the delivery are generated using knowledge of learning principles and learning theories and reflect the learning needs and characteristics of the group

2.3

Existing learning resources, learning materials and documented learning activities identified in the learning program are evaluated and selected for use in the specific delivery context

2.4

Session plans are developed and documented for each segment of the learning program to be addressed

3. Prepare resources needed for delivery

3.1

Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group

3.2

Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and learner styles of individuals and the group

3.3

All learning materials required by learners are finalised and organised in time for delivery




Specificfacility, technology and equipment needs for each session are identified and organised in time for delivery

3.5

Additional resourcing to meet identified learner support needs is identified and organised, where required, in time for delivery

3.6

The overall delivery plan is confirmed with relevant personnel



Unit DescriptorUnit DescriptorFacilitate Individual LearningFacilitate Individual LearningThis unit specifies the competency required to facilitate individual learning through a one on one relationship between a learner and facilitator.

Element Performance criteria1. Identify individual learning

facilitation requirements1.1

The need for individual learning/facilitation in the learning area is identified

1.2

The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons

1.3

Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals

1.4

Evaluation processes are developed and agreed

1.5

Organisational support for implementation is obtained, where relevant

2. Establish the learning/ facilitation relationship

2.1

The individual's learning style, learner characteristics and the context for learning are identified

2.2

The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner

2.3

The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills

2.4

Any equity or additional support needs are clarified

2.5

An individualised learning plan is developed, documented and discussed with the learner

3. Maintain and develop the learning/facilitation relationship

3.1

Preparation for each meeting/session is evident

3.2

Effective communication and interpersonal skills are used to grow the relationship and sustain active participation

3.3

Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development




Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning

3.5

Learner cues are observed and changes in approach are made, where necessary, to maintain momentum

3.6

Ethical behaviours are practised at all times

3.7

Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship

3.8

Appropriate documentation to support the relationship is mutually developed and maintained

4. Close and evaluate the learning/facilitation relationship

4.1

Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship

4.2

The closure is carried out smoothly using appropriate interpersonal and communication skills

4.3

Feedback is sought from the learner on the outcomes achieved and the value of the relationship

4.4

The impact of the learning/facilitation relationship is reviewed using identified evaluation processes

4.5

Self-evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified

4.6

The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements



Unit DescriptorUnit DescriptorFacilitate work-based learningFacilitate work-based learningThis unit specifies the outcomes required to use work effectively as a learning process.

Element Performance criteria1. Establish an effective work

environment for learning1.1

The purpose or objectives of the work- based learning are established and agreed with appropriate personnel

1.2

The areas of work encompassed by the work-based learning are defined and documented

1.3

Work practices and routines are analysed to determine their effectiveness in meeting the work-based learning objectives

1.4

Changes are proposed to work practices, routines and the work environment to support more effective learning, where appropriate, and discussed with relevant persons

1.5

Occupational health and safety (OHS) and industrial relations implications of using work as the basis for learning are identified and addressed

2. Develop a workbased learning pathway

2.1

The documented work areas are analysed to determine an effective work- based learning pathway

2.2

Organisational strategies to support the work-based learning are proposed

2.3

Any contractual requirements and responsibilities for learning at work are addressed

2.4

Connections are made with the training and/or assessment organisation to integrate and monitor the external learning activities with the work-based learning pathway where relevant

2.5

The proposed work-based learning pathway is evaluated against appropriate criteria

2.6

Agreement is obtained from relevant personnel to implement the work-based learning pathway

3. Implement the workbased learning pathway

3.1

The learners' profile and characteristics are evaluated to determine possible requirements for support

3.2

The purposes/objectives for undertaking work-based learning and the processes involved are clearly explained to the learners

3.3

The introduction of workplace tasks, activities and processes is



Element Performance criteria

sequenced to reflect the agreed work-based learning pathway

3.4

Agreed organisational strategies are put into effect

3.5

Relations with other work personnel affected by the work-based learning pathway are managed to ensure effective implementation

3.6

Appropriate communication and interpersonal skills are used to develop a collaborative relationship with learners

4. Monitor learning and address barriers to effective participation

4.1

Access and equity considerations are addressed, where appropriate

4.2

The readiness of the worker to participate in and/or take on new tasks and responsibilities is effectively monitored

4.3

Work performances are observed and alternative approaches suggested where needed

4.4

Learners are encouraged to take responsibility for learning and to self-reflect

4.5

Techniques for learners to demonstrate transferability of skills and knowledge are developed

4.6

OHS requirements are monitored to ensure health, safety and welfare

4.7

Feedback is provided to learners about work performance and success is communicated and acknowledged

5. Review the effectiveness of the work based learning pathway

5.1

Work performance and learning achievement are documented and recorded in accordance with legal/organisational requirements

5.2

Learners are encouraged to provide critical feedback on their learning experiences

5.3

The effectiveness of the work-based pathway is evaluated against the objectives, processes and models used

5.4

The effectiveness of any integration of work-based learning and external learning activities is assessed

5.5

Improvements and changes to work-based practice are recommended in light of the review process



ASSESSMENTASSESSMENTThe assessment requirements for this unit are outlined below including the assessment activities and tasks, due dates, and the criteria on which your assessment will be marked to enable you to plan and be ready to undertake assessment.

Assessments should be submitted or completed by the specified time for a result to be recorded,

however if necessary, extensions of assessment timeframes may be negotiated and/or considered in

specific or exceptional circumstances.

Extensions to assessment due dates must be approved in writing, and in advance of the specified due

date by your facilitator. Please ask your facilitator for a Request for Assignment/Assessment

Consideration/Modification Form which you must complete and return to the facilitator if you wish to have

consideration or modification made.

If you do not satisfy the assessment criteria on your first attempt, your facilitator will provide feedback and

negotiate additional assessment or resubmission requirements. You will be granted only one second

attempt.

Please note that failing to submit assessment by the due date, or participate in assessment activities

when scheduled without prior approval, may be considered an unsuccessful first attempt, and only one

further reassessment may be allowed.

Student AbsenteeismYour facilitators will record participation and class attendance.

You are encouraged to attend all classes or tutorial sessions – if you are absent from class sessions you

may experience difficulty in completing the assessments or assignments within the prescribed period.



Reassessments must be completed no later than one week after you are notified of the results of your

first attempt.

For the reassessment you may be given a different assessment test or task although it will assess the same elements of competency.

Your final result does not reflect the number of attempts on the assessment.

Those who do not achieve competency on the second attempt may need to re-enrol when the unit is next

offered. Enrolment fees will apply.

C Competency Achieved

NYC Competency Not Achieved

DNC Competency Not Yet Achieved - Did Not Complete

Final Results:These will be posted to the address nominated on your enrolment form.



ASSESSMENT SUBMISSION FORMATTINGASSESSMENT SUBMISSION FORMATTINGAll text based assessments will be:

word processed, using

o double line spacing

o size 12 font

o Using appropriate referencing system as advised by your facilitator, including

comprehensive Reference List

An Assignment/ Assessment cover sheet must be completed and attached to all text based

assessments. Do not bind or enclose in a plastic sleeve.

Facilitator: CLAIR BLAND Phone: 43231233

Training Officer: Sharon Grills/Sheridan Trundle Phone: 43231233

Consultation times

If you think you may have difficulty in completing this unit due to reading, writing, numeracy difficulties or

cultural needs, please contact the facilitator to discuss an appropriate support strategy.



Competency of this unit will be assessed by :Competency of this unit will be assessed by :

Assessment TasksAssessment

MethodWeek

Handed Out Date due

Facilitator to advise

Assessment Task 1 1. Develop session plans for 2 x 6 hour session

s from which you will be required to deliver 2 X 15 minute only (maximum) training sessions based on a unit of competency, session must be linked to Assessment Task 6.

2. Deliver 2 X15 minute training session to workshop participants (practice)

3. Review 15 minute training session

Practical DemonstrationObservation

Learner ActivitiesSelf Reflection Checklist

Assessment Task 2 1. Develop an individual learning plan2. Develop a 10 minute learning facilitation

session plan for one person 3. Conduct the 10 minute learning facilitation to

one person

Classroom based activityObservation

Learner Activities

Assessment Task 3 1. Develop a workplace learning pathway Classroom based activity

ObservationLearner Activities

Assessment Task 4 1. Develop an individual learning plan 2. Develop a 10 minute learning facilitation

session plan for one person 3. Conduct the 10 minute learning facilitation to

one person


Learner ActivitiesPeer Review

Assessment Task 5 1. Develop a workplace learning pathway -

recognition of current competencies or recognition of prior learning


Learner ActivitiesAssessment Task 6 1. Plan a 20 minute training session – must be

consecutive to Assessment Task 12. Deliver a 20 minute training session3. Review session

Practical DemonstrationObservation

Learner ActivitiesSelf Reflection Checklist


Documents

UNIT OUTLINE - Web viewIn working through the Learner Resource, ... - Facilitate work-based learning is a core unit of TAA40104 Certificate IV in Training and Assessment. ... UNIT