Unit of competency details

TAEDEL401 - Plan, organise and deliver group-based learning (Release 2)

Summary

Releases:
ReleaseStatusRelease date
2 (this release)Current 10/Mar/2017
(View details for release 1) Replaced06/Apr/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to TAEDEL401A - Plan, organise and deliver group-based learningUpdated to meet Standards for Training Packages 05/Apr/2016


Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
TAE - Training and Education Training PackageTraining and Education Training Package 2.1 
PPM - Pulp & Paper Manufacturing Industry Training PackagePulp & Paper Manufacturing Industry Training Package 2.0 
FWP - Forest and Wood Products Training PackageForest and Wood Products Training Package 4.0 
DEF - Defence Training PackageDefence Training Package 2.0-2.1 
BSB - Business Services Training PackageBusiness Services Training Package 3.0 

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the Title columnRelease
TAE40116 - Certificate IV in Training and AssessmentCertificate IV in Training and Assessment 
PPM40216 - Certificate IV in Papermaking OperationsCertificate IV in Papermaking Operations 1-2 
PPM40116 - Certificate IV in Pulping OperationsCertificate IV in Pulping Operations 1-2 
FWP40416 - Certificate IV in Timber Truss and Frame DesignCertificate IV in Timber Truss and Frame Design 1-2 
FWP40316 - Certificate IV in Timber Truss and Frame ManufactureCertificate IV in Timber Truss and Frame Manufacture 1-2 
FWP40216 - Certificate IV in Timber ProcessingCertificate IV in Timber Processing 1-2 
FWP40116 - Certificate IV in Forest OperationsCertificate IV in Forest Operations 
DEF40317 - Certificate IV in Psychological SupportCertificate IV in Psychological Support 
CPP40911 - Certificate IV in Waste ManagementCertificate IV in Waste Management 
CPP40811 - Certificate IV in Access ConsultingCertificate IV in Access Consulting 
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  09/Aug/2016 
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Unit Of competency

Modification History

Release 

Comments 

Release 2

This was first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.

Application

This unit describes the skills and knowledge required to plan, organise and deliver training for individuals within a group.

It applies to a person working as an entry-level trainer, teacher or facilitator structuring a learning program developed by others in, or with, a training and assessment organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Delivery and facilitation

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Interpret learning environment and delivery requirements

1.1 Access, read, and interpret learning program documentation to determine delivery requirements

1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics

1.3 Identify and assess constraints, and risks to delivery

1.4 Confirm personal role and responsibilities in planning, and delivering training, with relevant personnel

2. Prepare session plans

2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners

2.2 Develop session plans and document these plans for each segment of the learning program

2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery

3. Prepare resources for delivery

3.1 Contextualise learning materials to meet the needs of the specific learner group

3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions

3.3 Confirm overall delivery arrangements with relevant personnel

4. Deliver and facilitate training sessions

4.1 Conduct each session according to the session plan, modified where appropriate to meet learner needs

4.2 Use the diversity of the group as another resource to support learning

4.3 Employ a range of delivery methods to optimise learner experiences

4.4 Demonstrate effective facilitation skills to ensure effective participation and group management

5. Support and monitor learning

5.1 Monitor, and document, learner progress to ensure outcomes are being achieved, and individual learner needs are being met

5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances

5.3 Manage inappropriate behaviour to ensure that learning can take place

5.4 Maintain and store learner records according to organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance 

Criteria 

Description 

Reading

1.1, 1.2, 1.3, 2.1, 3.1, 5.1

  • Access, read and interpret documentation relevant to the learning context, including program documents, learning materials, policies and procedures relevant to the context

Writing

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.1, 5.2, 5.4

  • Develops and maintains workplace documentation accurately and in response to required needs

Oral Communication

1.2, 1.3, 4.1, 4.3, 4.4

  • Uses communication techniques to build rapport and explore requirements
  • Facilitates training in an appropriate style for both individuals and groups

Navigate the world of work

1.4, 5.4

  • Recognises and follows organisational protocols, policies and procedures relevant to own role

Interact with others

1.4, 3.3, 4.4, 5.3

  • Cooperates and collaborates with others as part of routine activities to achieve team results, and to confirm that outcomes meet requirements
  • Recognises inappropriate behaviours and the potential for conflict, and implements strategies to maintain an appropriate learning environment

Get the work done

1.1-1.4, 2.1-2.3, 3.1-3.3, 4.1-4.4, 5.1-5.4

  • Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
  • Identifies and responds to problems and opportunities for improvement and considers options for different approaches
  • Uses information and communications technology (ICT) based tools to access, organise, analyse and display information relevant to role

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDEL401 Plan, organise and deliver group-based learning

TAEDEL401A Plan, organise and deliver group-based learning

Updated to meet Standards for Training Packages

Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

 

Assessment requirements

Modification History

Release 

Comments 

Release 2

This was first released with TAE Training and Education Training Package Release 2.1.

Minor update to Assessment Conditions.

Release 1

This version first released with TAE Training and Education Training Package Release 2.0.

Performance Evidence

The candidate must show evidence of the ability to complete the tasks outlined in the elements and performance criteria of this unit, including:

  • facilitating group-based learning by preparing and delivering at least three training sessions, including:
  • at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals
  • at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed
  • identifying and responding to individual needs
  • accessing and using documented resources, and any support personnel required to guide inclusive practices.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • learning theories and principles
  • resources available to identify different learner styles
  • the relevant industry area and subject matter of the delivery
  • the learner group profile, including characteristics and needs of individual learners in the group
  • the requirements of the learning program and/or delivery plan, and the content purpose
  • different delivery methods and techniques appropriate to face-to-face group delivery
  • different techniques for the recognition and resolution of inappropriate behaviours
  • behaviours that may indicate learner difficulties, and the methods used to address these difficulties
  • the purpose of organisational record-management systems and reporting requirements
  • evaluation and revision techniques used to improve session plans
  • specific resources, equipment and support services available for learners with special needs
  • assessment and risk control measures relating to the facilitation of group-based learning
  • policies and procedures relevant to the learning environment.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to learning program designs in use in the learning environment.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

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