Unit of competency details

TAEDEL402 - Plan, organise and facilitate learning in the workplace (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 TAEDEL402A - Plan, organise and facilitate learning in the workplaceUpdated 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 
NWP - National Water Training PackageNational Water Training Package 2.0 
MEA - Aeroskills Training PackageAeroskills Training Package 2.0 
FWP - Forest and Wood Products Training PackageForest and Wood Products Training Package 4.0 
FNS - Financial Services Training PackageFinancial Services Training Package 3.0-3.1 
DEF - Defence Training PackageDefence Training Package 2.0-2.1 
BSB - Business Services Training PackageBusiness Services Training Package 3.0 
ACM - Animal Care and Management Training PackageAnimal Care and Management Training Package 1.0-2.0 

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 
NWP50118 - Diploma of Water Industry OperationsDiploma of Water Industry Operations 
MSF40418 - Certificate IV in Glass and GlazingCertificate IV in Glass and Glazing 
MSF40413 - Certificate IV in Glass and GlazingCertificate IV in Glass and Glazing 
MEA60318 - Advanced Diploma of Aviation Non-Destructive TestingAdvanced Diploma of Aviation Non-Destructive Testing 
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 
Items per page 10 | 20 | 50 | 100
Displaying items 1 - 10 of 24

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 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

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 skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace, using real work activities as the basis for learning.

It applies to a person working as an entry-level trainer, teacher or facilitator or an employee, team leader or workplace supervisor responsible for guiding learning through work.

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. Establish effective work environment for learning

1.1 Establish, and agree upon, the 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 any workplace health and safety (WHS) 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 the 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 the context for learning and the individual s learning style

3.2 Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner

3.3 Develop, document and discuss an individualised learning plan with the learner

3.4 Access, read and interpret documentation outlining the WHS 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 the work-based learning pathway

4.1 Explain the objectives of work-based learning, and the processes involved, to the learner

4.2 Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

4.3 Encourage learner to take responsibility for learning and to self-reflect

4.4 Develop techniques that facilitate the 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, in order to maintain momentum

5.4 Practise ethical behaviour at all times

5.5 Monitor the 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 the learner on the outcomes achieved, and the value of the relationship

6.3 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used

6.4 Recommend improvements to work-based practice in light of the review process

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

1.2, 1.3, 2.1, 3.1, 3.4, 3.5, 6.3

  • Accesses and interprets compliance information, contractual information, WHS information, and documents relevant to learning in the workplace, in the context of consultation and continuous improvement, to apply relevance to requirements

Writing

1.1, 2.3, 3.3, 4.1, 6.3

  • Develops and maintains documentation relevant to workplace learning, including learning plans and evaluations, in accordance with organisational and workplace requirements

Oral Communication

2.2, 3.3, 4.2, 5.5, 6.1

  • Uses oral communication techniques to identify needs, build rapport, agree on learning plans, facilitate effective learning and monitor practice
  • Selects appropriate vocabulary adjusting language, tone and pace to maintain effective interactions, and to build and maintain engagement with individuals or groups

Navigate the world of work

1.3, 2.1, 5.4

  • Follows organisational protocols, policies and procedures in the management of records
  • Recognises and responds to contractual and ethical requirements associated with own role

Interact with others

1.1, 2.3, 3.5, 4.3, 6.2

  • Asks questions to clarify understanding, and seeks feedback and further information
  • Cooperates and collaborates with others as part of routine activities to achieve team results, and to confirm outcomes meet requirements

Get the work done

1.1-1.3, 2.1-2.3, 3.1-3.5, 4.1-4.4, 5.1-5.3, 5.5, 6.1-6.3

  • Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
  • Uses systematic, analytical processes in complex, routine and non-routine situations, gathering information, and identifying and evaluating options based on organisational needs
  • Identifies and responds to problems and opportunities for improvement, considering options for different approaches
  • Uses information and communications technology (ICT) based tools to design work processes and to complete work tasks

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDEL402 Plan, organise and facilitate learning in the workplace

TAEDEL402A Plan, organise and facilitate learning in the workplace

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 tasks outlined in the elements and performance criteria of this unit, including:

  • preparing and facilitating work-based learning
  • providing 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
  • conducting a learning facilitation relationship:
  • with at least two individuals
  • demonstrating communication skills and flexibility
  • demonstrating one or more of the processes, or techniques, identified.

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:

  • systems, processes and practices within the organisation where work-based learning is taking place
  • systems for identifying skill needs within the workplace
  • different learning styles, and how to encourage learning for those who learn in different ways
  • workplace health and safety (WHS) 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 WHS information.

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 any documentation relating to workplace procedures required by the candidate.

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

Training component details
The following details are displayed for each different NRT:-

Training packages

- Training package details
- Training package components

Qualifications

- Qualification details
- Qualification components

Accredited courses

- Accredited course details

Modules

- Module details

Units of competency

- Units of competency details
- Unit components

Skill sets

- Skill set details
- Skill set components

Click on the Export link to export the NRT information to MS Word or PDF.

Click on the Manage notification link to create or change a notification for this NRT.

When selecting the Display history check box a set of tables will appear displaying a log of historical values describing what has changed and when over time.

If you have access to make changes to an NRT, click on the Edit link on the upper right hand side of the summary box.