Unit of competency
Modification History
Release |
Comments |
Release 1 |
This version first released with TAE Training and Education Training Package Version 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 |
|
Writing |
2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.1, 5.2, 5.4 |
|
Oral Communication |
1.2, 1.3, 4.1, 4.3, 4.4 |
|
Navigate the world of work |
1.4, 5.4 |
|
Interact with others |
1.4, 3.3, 4.4, 5.3 |
|
Get the work done |
1.1-1.4, 2.1-2.3, 3.1-3.3, 4.1-4.4, 5.1-5.4 |
|
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.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3