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. A range 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:

carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing:

different learning objectives

a range of techniques and effective communication skills appropriate to the audience.

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.

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).

Required skills

verbaland non-verbal communication techniques, such as:

asking relevant and appropriate questions

providing explanations

demonstrating

using listening skills

providing information clearly

safety skills to implement OHS requirements, by acting and responding safely in order to:

identify hazards

conduct prestart-up checks if required

observe and interpret learner behaviour that may put people at risk

time-management, skills to:

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 programs and plans

read and analyse learner information

technology skills to operate audio-visual and technical equipment

interpersonal skills to:

engage, motivate and connect with learners

provide constructive feedback

maintain appropriate relationships

establish trust

use appropriate body language

maintain humour

demonstrate tolerance

manage a group

recognise and be sensitive to individual difference and diversity

observation skills to:

monitor learner acquisition of new skills, knowledge and competency requirements

assess learner communication and skills in interacting with others

identify learner concerns

recognise learner readiness to take on new skills and tasks

Required knowledge

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 and learning materials

training techniques that enhance learning and when to use them

introductory knowledge of learning principles and learning styles

key OHS issues in the learning environment, including:

roles and responsibilities of key personnel

responsibilities of learners

relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures

risk controls for the specific learning environment

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.

Learner characteristics may include:

language, literacy and numeracy levels

learning styles

past learning and work experiences

specific needs

workplace culture.

Safe learning environment may include:

exit requirements

personal protective equipment

safe access

safe use of equipment.

Instruction and demonstration objectives may include:

competencies to be achieved

generic and technical skills, which may be:

provided by the organisation

developed by a colleague

individual or group objectives

learning outcomes.

Learning resources may include:

any material used to support learning, such as:

learner and user guides

trainer and facilitator guides

example training programs

specific case studies

professional development materials

assessment materials

a variety of formats

those produced locally

those acquired from other sources.

Learning materials may include:

handouts for learners

materials sourced from the workplace, e.g. workplace documentation, operating procedures, and specifications.

Details may include:

location and time

outcomes of instruction or demonstration

reason for instruction or demonstration

who will be attending instruction session.

OHS procedures may include:

emergency procedures

hazards and their means of control

incident reporting

use of personal protective equipment

safe work practices

safety briefings

site-specific safety rules.

Delivery techniques may include:

coaching

demonstration

explanation

group or pair work

providing opportunities to practise skills and solve problems

questions and answers.

Coaching may include:

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-to-one basis.

Measures may include:

informal review or discussion

learner survey

on-the-job observation

review of peer coaching arrangements.