TAEDEL401A Plan, organise and deliver group-based learning
This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.
ELEMENTS
1. Interpret learning environment and delivery requirements
2. Prepare session plans
3. Prepare resources for delivery
4. Deliver and facilitate training sessions
5. Support and monitor learning
TAEDEL402A Plan, organise and facilitate learning in the workplace
This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace. This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning through work.
ELEMENTS
1. Establish effective work environment for learning
2. Develop a work-based learning pathway
3. Establish the learning-facilitation relationship
4. Implement work-based learning pathway
5. Maintain and develop the learning/facilitation relationship
6. Close and evaluate the learning/facilitation relationship
7. Monitor and review the effectiveness of the work-based learning pathway
TAEDEL403A Coordinate and facilitate distance-based learning
This unit describes the performance outcomes, skills and knowledge required to coordinate and facilitate a distance-based learning process. This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants.
ELEMENTS
1. Prepare for distance-based learning
2. Manage distance-based learners
3. Monitor learner progress
4. Review distance-based learning process
TAEDEL404A Mentor in the workplace
This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring.
This unit typically applies to workplace supervisors or other work colleague with responsibility for mentoring in the workplace.
ELEMENTS
1. Develop a mentoring plan
2. Facilitate mentoring relationship
3. Monitor mentoring relationship
4. Evaluate effectiveness of mentoring
TAEDEL501A Facilitate e-learning (Diploma Unit)
This unit describes the performance outcomes, skills and knowledge required to facilitate learning delivered via electronic media. This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants working in an e-learning environment.
ELEMENTS
1. Establish the e-learning environment
2. Introduce e-learning
3. Guide and facilitate e-learning
4. Monitor e-learning
5. Review e-learning processes
TAEDES401A Design and develop learning programs
This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.
This unit typically applies to a trainer or facilitator who designs or develops learning programs. A learning program can be discrete, providing a planned learning approach that relates to specific learning and training needs, or it may form part of the learning design for a qualification.
ELEMENTS
1. Define parameters of the learning program
2. Work within the vocational education and training (VET) policy framework
3. Develop program content
4. Design structure of the learning program
TAEDES402A Use training packages and accredited courses to meet client needs
This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs.
This unit typically applies to a person working in or with training and/or assessment organisations as an entry-level trainer, teacher, facilitator or assessor. It assumes that the person is working from a pre-defined training product, such as a training package or accredited course, and applying that product to meet client needs.
ELEMENTS
1. Select appropriate training package or accredited course
2. Analyse and interpret the qualifications framework
3. Analyse and interpret units of competency and accredited modules
4. Contextualise units and modules for client applications
5. Analyse and interpret assessment guidance
TAEASS401B Plan assessment activities and processes
This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.
This unit typically applies to assessors and workplace supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL
The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.
ELEMENTS
1. Determine assessment approach
2. Prepare the assessment plan
3. Develop assessment instruments
TAEASS402B Assess competence
This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate. This unit typically applies to assessors.
ELEMENTS
1. Prepare for assessment
2. Gather quality evidence
3. Support the candidate
4. Make the assessment decision
5. Record and report the assessment decision
6. Review the assessment process
TAEASS403B Participate in assessment validation
This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.
This unit typically applies to those participating in assessment validation. It does not address leading the validation process.
ELEMENTS
1. Prepare for validation
2. Contribute to validation process
3. Contribute to validation outcomes
TAEASS301B Contribute to assessment
This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.
This unit typically applies to a person with technical or vocational expertise who is in a supervisory or mentoring/coaching work role and for whom collecting evidence for assessment is an adjunct to principal work responsibilities.
ELEMENTS
1. Clarify role and responsibilities in the assessment process
2. Confirm organisational arrangements for evidence gathering
3. Collect evidence in accordance with the assessment plan
4. Record and report findings
TAEASS502B Design and develop assessment tools (Diploma Unit)
This unit describes the performance outcomes, skills and knowledge required to design and develop assessment tools, including tools used in formative, summative and recognition of prior learning (RPL) assessment.
An assessment tool is used to guide the collection of quality evidence in the assessment process. It includes the specific instruments for collecting evidence, as well as information about assessment methods and the procedures to be followed in conducting the assessment.
This unit typically applies to those involved in training and assessment or in the development of learning resources or products, assessors, learning resource or product developers, and training and assessment consultants.
ELEMENTS
1. Determine focus of the assessment tool
2. Design assessment tool
3. Develop assessment tool
4. Review and trial assessment tool
TAELLN401A Address adult language, literacy and numeracy skills
This unit describes the performance outcomes, skills and knowledge required to recognise the core language, literacy and numeracy (LLN) demands of training and assessment, and to tailor training and assessment to suit individual skill levels, including accessing relevant support resources.
This unit introduces trainers and assessors to core language, literacy and numeracy issues in training and assessment practice. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner.
ELEMENTS
1. Determine the core LLN requirements of the training
2. Access specialist learning support
3. Customise program to develop core LLN skills
TAETAS401A Maintain training and assessment information
This unit describes the performance outcomes, skills and knowledge required to maintain the training and assessment information requirements of the organisation and other relevant bodies, including the timely dissemination of accurate information to learners on training and assessment services and the recording and reporting of training and assessment service data.
In smaller training and/or assessment organisations, this unit will typically be used by trainers, facilitators, assessors, and training and assessment consultants. In larger training and/or assessment organisations, this unit will typically be used by personnel where this function is a major part of their work.
ELEMENTS
1. Provide initial and ongoing information and advice on training and assessment services
2. Complete training and assessment records
3. Complete reporting requirements
