TAEDEL402A Plan, organise and facilitate learning in the workplace

Revision Number: 1

TAEDEL402A Plan, organise and facilitate learning in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace.

Application of the Unit

Application of the unit	This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning through work.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Establish effective work environment for learning	1.1. Establish and agree upon objectives and scope of the work-based learning 1.2. Analyse work practices and routines to determine their effectiveness in meeting established learning objectives 1.3. Identify and address OHS implications of using work as the basis for learning
2. Develop a work-based learning pathway	2.1. Address contractual requirements and responsibilities for learning at work 2.2. Arrange for integration and monitoring of external learning activities with the work-based learning pathway 2.3. Obtain agreement from relevant personnel to implement the work-based learning pathway
3. Establish the learning-facilitation relationship	3.1. Identify context for learning and individual's learning style 3.2. Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner 3.3. Develop, document and discuss individualised learning plan with learner 3.4. Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment 3.5. Monitor supervisory arrangements appropriate to learner's levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety
4. Implement work-based learning pathway	4.1. Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway 4.2. Explain objectives of work-based learning and the processes involved to learner 4.3. Encourage learner to take responsibility for learning and to self-reflect 4.4. Develop techniques that facilitate learner's transfer of skills and knowledge
5. Maintain and develop the learning/facilitation relationship	5.1. Prepare for each session 5.2. Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development 5.3. Observe learner cues and change approaches where necessary to maintain momentum 5.4. Practise ethical behaviour at all times 5.5. Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties
6. Close and evaluate the learning/facilitation relationship	6.1. Carry out the closure smoothly, using appropriate interpersonal and communication skills 6.2. Seek feedback from learner on the outcomes achieved and value of the relationship 6.3. Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements
7. Monitor and review the effectiveness of the work-based learning pathway	7.1. Document work performance and learning achievement and keep records according to organisational requirements 7.2. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used 7.3. Recommend improvements to work-based practice in light of the review process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
oral communication and language skills to: motivate the learner transfer skills and knowledge interpersonal skills to maintain appropriate relationships observation skills to monitor individual progress literacy skills to: read and interpret organisational documents, legal documents and contracts complete and maintain documentation organisational skills to provide guidance and feedback to individuals communication skills, including: using effective verbal and non-verbal language using critical listening and questioning techniques giving constructive and supportive feedback assisting learners to paraphrase advice or instructions back to the trainer/facilitator providing clear and concrete options and advice using appropriate industry/profession terminology and language ensuring language, literacy and numeracy used is appropriate to learners
Required knowledge
systems, processes and practices within the organisation where work-based learning is taking place operational demands of the work and impact of changes on work roles organisational work culture, including industrial relations environment systems for identifying skill needs introductory knowledge of different learning styles and how to encourage learning in each, for example: visual learners audio learners kinaesthetic learners theoretical learners relevant policy, legislation, codes of practice and national standards that may affect training and assessment in the vocational education and training sector OHS relating to the work role, including: hazards relating to the industry and specific workplace reporting requirements for hazards and incidents specific procedures for work tasks safe use and maintenance of relevant equipment emergency procedures sources of OHS information

Evidence Guide

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	Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: prepare and facilitate work-based learning provide evidence of a minimum of two examples of developing work-based learning pathways, that include: identifying needs for learning analysing work practices, work environment and work activities organising and allocating work in a way that reflects learning needs and provides effective learning opportunities through work processes provide a minimum of two examples of a learning facilitation relationship being conducted: with different individuals demonstrating communication skills and flexibility demonstrating one or more of the processes or techniques identified.
Context of and specific resources for assessment	Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to information about work activities.
Method of assessment
Guidance information for assessment	For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Range Statement

RANGE STATEMENT
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.
OHS implications may include:	OHS obligations workplace OHS policies and procedures ensuring work practices, routines and proposed changes do not pose a risk to learners and others.
Contractual requirements may include:	training plans under apprenticeships/traineeships requirements of government-funded training programs, such as Workplace English Language and Literacy (WELL).
Work-based learning pathway may include:	identifying specific goals for work-based learning identifying job tasks or activities to be included in learning process appropriate sequencing of job tasks/activities to reflect learner incremental development direct guidance and modelling from experienced co-workers and experts opportunities for practice.
Individualised learning plan may include:	information about individual's learning style, learner characteristics, and the context for learning clear boundaries and expectations of the learning/facilitation relationship documented equity or additional support needs for the learner performance benchmarks to be achieved activities and processes which together will achieve the benchmarks.
Ethical behaviour includes:	trust integrity privacy and confidentiality of the session following organisational policies knowing own limitations having a range of other intervention referrals ready when needed honesty fairness to others.
Impact may be:	successful achievement, rate of achievement, or lack of achievement of identified goals achievement of other outcomes as a result of the relationship development of new goals new or increased motivation to learn greater capacity to learn increase in learner's self-confidence.
Self-evaluation and reflection may include:	asking critical questions about: own ability what worked or didn't work how the relationship building process could be improved reviewing records and journals on sessions and critically evaluating own performance reviewing feedback from learner and identifying critical aspects and areas for improvement.

Unit Sector(s)

Unit sector	Delivery and facilitation

Competency field

Competency field

Co-requisite units

Co-requisite units