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Evidence Guide: TAEDEL402A - Plan, organise and facilitate learning in the workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAEDEL402A - Plan, organise and facilitate learning in the workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Establish effective work environment for learning

  1. Establish and agree upon objectives and scope of the work-based learning
  2. Analyse work practices and routines to determine their effectiveness in meeting established learning objectives
  3. Identify and address OHSimplications of using work as the basis for learning
Establish and agree upon objectives and scope of the work-based learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse work practices and routines to determine their effectiveness in meeting established learning objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address OHSimplications of using work as the basis for learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a work-based learning pathway

  1. Address contractual requirements and responsibilities for learning at work
  2. Arrange for integration and monitoring of external learning activities with the work-based learning pathway
  3. Obtain agreement from relevant personnel to implement the work-based learning pathway
Address contractual requirements and responsibilities for learning at work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange for integration and monitoring of external learning activities with the work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain agreement from relevant personnel to implement the work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the learning-facilitation relationship

  1. Identify context for learning and individual's learning style
  2. Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner
  3. Develop, document and discuss individualised learning plan with learner
  4. Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment
  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
Identify context for learning and individual's learning style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop, document and discuss individualised learning plan with learner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access, read and interpret documentation outlining the OHS responsibilities of the various parties in the learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement work-based learning pathway

  1. Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
  2. Explain objectives of work-based learning and the processes involved to learner
  3. Encourage learner to take responsibility for learning and to self-reflect
  4. Develop techniques that facilitate learner's transfer of skills and knowledge
Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques that facilitate learner's transfer of skills and knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and develop the learning/facilitation relationship

  1. Prepare for each session
  2. Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development
  3. Observe learner cues and change approaches where necessary to maintain momentum
  4. Practise ethical behaviour at all times
  5. Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties
Prepare for each session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe learner cues and change approaches where necessary to maintain momentum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise ethical behaviour at all times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Close and evaluate the learning/facilitation relationship

  1. Carry out the closure smoothly, using appropriate interpersonal and communication skills
  2. Seek feedback from learner on the outcomes achieved and value of the relationship
  3. Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements
Carry out the closure smoothly, using appropriate interpersonal and communication skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from learner on the outcomes achieved and value of the relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review the effectiveness of the work-based learning pathway

  1. Document work performance and learning achievement and keep records according to organisational requirements
  2. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
  3. Recommend improvements to work-based practice in light of the review process
Document work performance and learning achievement and keep records according to organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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. Arange 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:

prepare and facilitate work-based learning

provide evidence of 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

provide a minimum of two examples of a learning facilitation relationship being conducted:

with different individuals

demonstrating communication skills and flexibility

demonstrating one or more of the processes or techniques identified.

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.

Assessment must ensure access to information about work activities.

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 and Knowledge

Required skills

oral communication and language skills to:

motivate the learner

transfer skills and knowledge

interpersonal skills to maintain appropriate relationships

observation skills to monitor individual progress

literacy skills to:

read and interpret organisational documents, legal documents and contracts

complete and maintain documentation

organisational skills to provide guidance and feedback to individuals

communication skills, including:

using effective verbal and non-verbal language

using critical listening and questioning techniques

giving constructive and supportive feedback

assisting learners to paraphrase advice or instructions back to the trainer/facilitator

providing clear and concrete options and advice

using appropriate industry/profession terminology and language

ensuring language, literacy and numeracy used is appropriate to learners

Required knowledge

systems, processes and practices within the organisation where work-based learning is taking place

operational demands of the work and impact of changes on work roles

organisational work culture, including industrial relations environment

systems for identifying skill needs

introductory knowledge of different learning styles and how to encourage learning in each, for example:

visual learners

audio learners

kinaesthetic learners

theoretical learners

relevant policy, legislation, codes of practice and national standards that may affect training and assessment in the vocational education and training sector

OHS 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 OHS information

Range Statement

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.

OHS implications may include:

OHS obligations

workplace OHS policies and procedures

ensuring work practices, routines and proposed changes do not pose a risk to learners and others.

Contractual requirements may include:

training plans under apprenticeships/traineeships

requirements of government-funded training programs, such as Workplace English Language and Literacy (WELL).

Work-based learning pathway may include:

identifying specific goals for work-based learning

identifying job tasks or activities to be included in learning process

appropriate sequencing of job tasks/activities to reflect learner incremental development

direct guidance and modelling from experienced co-workers and experts

opportunities for practice.

Individualised learning plan may include:

information about individual's learning style, learner characteristics, and the context for learning

clear boundaries and expectations of the learning/facilitation relationship

documented equity or additional support needs for the learner

performance benchmarks to be achieved

activities and processes which together will achieve the benchmarks.

Ethical behaviour includes:

trust

integrity

privacy and confidentiality of the session

following organisational policies

knowing own limitations

having a range of other intervention referrals ready when needed

honesty

fairness to others.

Impact may be:

successful achievement, rate of achievement, or lack of achievement of identified goals

achievement of other outcomes as a result of the relationship

development of new goals

new or increased motivation to learn

greater capacity to learn

increase in learner's self-confidence.

Self-evaluation and reflection may include:

asking critical questions about:

own ability

what worked or didn't work

how the relationship building process could be improved

reviewing records and journals on sessions and critically evaluating own performance

reviewing feedback from learner and identifying critical aspects and areas for improvement.