Modification History
Not applicable.
Unit Descriptor
This unit specifies the competency required to conduct individual and group instruction and demonstration of work skills.
Application of the Unit
Demonstration of work skills is typically provided by experienced workers or supervisors in the workplace. The focus of this instruction is usually on specific learner and organisation requirements, including workplace induction, learning how to operate new equipment and processes, developing new skills at work, improving efficiency and effectiveness, and meeting safety procedures. A range of delivery techniques should be used to enhance the experience for the learner.
This unit covers the skills required to provide instruction and demonstration of work skills using existing learning resources, in a safe and comfortable learning environment, and to determine the success of both the training provided and personal training performance.
The unit addresses the skills and knowledge required to organise and conduct the instruction and demonstration through a planned approach. It emphasises the training as being driven by the work process and context.
The training may be delivered to achieve competency standards/ units of competency prescribed by a Training Package, or may be delivered to meet organisational requirements.
Skills and knowledge relating to assessment are not covered in this unit. This is addressed in relevant units from the Assessment field of the TAA04 Training and Assessment Training Package .
This unit is not equivalent to TAADEL401B Plan and organise group based delivery and/or TAADEL402B Facilitate group based learning and cannot be assessed in place of either of these units.
This unit has been developed to support a wide range of applications across any workplace setting and therefore can be used by any organisation.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
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
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Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
Organise instruction and demonstration |
1.1 |
Information about learner characteristics and their learning needs is gathered |
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1.2 |
A safe learning environment is confirmed |
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1.3 |
Instruction and demonstration objectives are gathered and checked and assistance is sought if required |
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1.4 |
Relevant learning resources and learning materials are accessed and reviewed for suitability and relevance and assistance sought to interpret the contextual application |
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1.5 |
Access to necessary equipment or physical resources required for instruction and demonstration is organised |
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1.6 |
Learners are engaged in the selection of the delivery techniques to be used |
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1.7 |
Learners are notified of details regarding the implementation of the learning program and/or delivery plan |
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2 |
Conduct instruction and demonstration |
2.1 |
Interpersonal skills are used to establish a safe and comfortable learning environment |
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2.2 |
The learning program and/or delivery plan is followed to ensure all learning objectives are covered |
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2.3 |
Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training |
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2.4 |
Delivery techniques are used to structure, pace and enhance learning |
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2.5 |
Coaching techniques are applied to assist learning |
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2.6 |
Communication skills are used to provide information, instruct learners and demonstrate relevant work skills |
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2.7 |
Opportunities for practice are provided during instruction and through work activities |
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2.8 |
Feedback on learner performance is provided and discussed to support learning |
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3 |
Check training performance |
3.1 |
Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge |
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3.2 |
Learner progress and outcomes are monitored in consultation with the learner |
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3.3 |
The relationship between the trainer/coach and the learner is reviewed and adjusted to suit the needs of the learner |
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4 |
Review personal training performance and finalise documentation |
4.1 |
Personal performance in providing instruction and demonstration is reflected upon and strategies for improvement are developed. |
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4.2 |
Learner records are maintained, stored and secured in accordance with legal/organisational requirements |
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Required Skills and Knowledge
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This section describes the skills and knowledge required for this unit. |
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Required skills |
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verbal and non-verbal communication techniques, for example: ask relevant and appropriate questions provide explanations organise and give demonstrations use listening skills provide information clearly engage, motivate and connect with learners provide constructive feedback implement OHS requirements, by acting and responding safely in order to: identify hazards conduct pre-start up checks if required observe and interpret learner behaviour which may put people at risk time management, for example: ensure all learning objectives are covered pace learning reflection skills in order to: identify areas for improvement maintain personal skill development literacy skills to: complete and maintain documentation read and follow learning program/plan read and analyse learner information skills to operate audio-visual and technical equipment |
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interpersonal skills to: maintain appropriate relationships establish trust use appropriate body language maintain humour demonstrate tolerance manage a group observation skills to: monitor learner acquisition of new skills/knowledge/competency requirements assess learner communication and interaction skills with others identify learner concerns recognise learner readiness to take on new skills/tasks recognising and being sensitive to individual difference and diversity, for example: being sensitive to and valuing culture acting without bias/discrimination responding to individuals with particular needs recognising the importance of religion using equipment for demonstration |
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Required knowledge |
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learner characteristics and needs content and requirements of the relevant learning program and/or delivery plan sources and availability of relevant learning resources and learning materials content of learning resources/learning materials training techniques which enhance learning and when to use them, e.g. using: instruction and explanation questioning practice written information group/pair/team activities individual activities coaching skills demonstration learning principles (introductory), for example: learning and experience are connected for meaning adults need to know why they are learning adults can self-evaluate adults learn in different ways different learning styles, (introductory), for example: visual audio theoretical activist reflective |
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OHS, for example: roles and responsibilities of key personnel in learning environment responsibilities of learners learning environment relevant policies and procedures including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures hazard identification and risk controls for the specific learning environment organisational policies, systems of operation relevant to specific area of training, e.g. job roles, industrial relations requirements |
Evidence Guide
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Evidence Guide |
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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. |
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Critical aspects for assessment and evidence required to demonstrate competency |
Evidence of the following is essential: a minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience |
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Context of and specific resources for assessment |
Assessment must ensure: access to an actual workplace whenever possible. Where no workplace is available, a simulated workplace must be provided assessment must be conducted at different points in time and, in a learning and assessment pathway, these must be separated by further learning and practice Resources required include: the necessary materials for instruction/demonstration access to required technology for instruction/ demonstration developed learning activities |
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios analysis of responses for identifying processes for checking learning achievement learner evaluations analysis of responses for selecting learning techniques peer evaluations analysis of responses to the provision of practice opportunities for learners questioning (oral or written) analysis of responses to reasons for selecting learning resources and their organisation review of testimony from team members, colleagues, supervisors or managers tests of knowledge on sources of workplace diversity video/observation of a demonstration/instruction |
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This unit can be assessed alone or as part of an holisitc assessment activity involving relevant units in the TAA04 Training and Assessment Training Package or any other Training Package. Suggested units include but are not limited to: TAADEL403B Facilitate individual learning . |
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Range Statement
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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. |
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Information about learner characteristics may include : |
language, literacy and numeracy levels learning styles past learning and work experiences specific needs workplace culture |
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Safe learning environment may include : |
exit requirements personal protective equipment, if needed safe access use of equipment |
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Instruction and demonstration objectives may relate to : |
competencies to be achieved generic and/or technical skills and may be: provided by the organisation developed by a colleague individual/group objectives learning outcomes |
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Learning resources may be : |
CDs and audio tapes commercially available support materials for Training Packages/courses competency standards as a learning resource 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 manuals organisational learning resources record/log books references and texts Training Package 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 videos |
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Learning materials may include : |
handouts for learners materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared activity sheets prepared case studies prepared presentations and overheads prepared research tasks prepared role-plays prepared scenarios, projects, assignments prepared task sheets prepared topic/unit/subject information sheets worksheets workbooks |
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Delivery techniques may include : |
case studies coaching demonstrations discovery activities explanations group/pair work problem solving providing opportunities to practise skills question and answer |
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Details may include : |
location outcomes of instruction/demonstration reason for instruction/demonstration who will be attending time of instruction/demonstration |
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The learning program includes : |
an overview of the content to be covered in each chunk/segment of the learning program assessment methods and tools to be used to collect evidence of competency, where assessment is required competencies or other criteria to be achieved delivery methods for each segment of the learning program identification of assessment points to measure learner progress 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 OHS issues to be addressed in delivery specific learning outcomes derived from the criteria for each chunk or segment of the learning program |
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The delivery plan is used by the trainer /facilitator to guide and manage delivery to a group and may include : |
content of sessions as specified in the session plans individual/group learning objectives or outcomes for the segment of the learning program to be addressed identify delivery techniques to be used to cater for a range of learning styles learning resources, learning materials and learning activities to be used in sessions number of learners and their specific support requirements other resource requirements OHS considerations, including: incident or hazard reporting emergency procedures timelines/duration of activities within sessions |
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Interpersonal skills may include : |
actively listening adjusting personal language to suit others' requirements communicating clearly and effectively engaging and motivating learners maintaining appropriate body language responding to learners appropriately and individually |
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Occupational health and safety (OHS ) procedures may include : |
emergency procedures hazards and their means of control incident reporting use of personal protective equipment safe working practices safety briefing site-specific safety rules |
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Coaching may encompass : |
acquisition of specific job skills and knowledge action learning arrangements less formal learning arrangements requiring immediate interaction and feedback on-the-job instruction and 'buddy' systems relationships targeting enhanced performance short-term learning arrangements working on a one-one basis |
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Communication skills may include : |
asking clear and probing questions communicating with learners in the learning environment and training context providing constructive feedback providing explanations providing information coherently and clearly using legible writing |
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Measures to ensure learners are acquiring new skills and knowledge may include : |
informal review or discussion learner surveys on-the-job observation peer coaching systems questioning |
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Personal performance may be reflected upon by : |
critical questioning of personal performance discussions with other trainers/facilitators learner evaluations peer assessment or feedback personal reflection video recording of session |
Unit Sector(s)
Not applicable.
Competency Field
Delivery and Facilitation
