TAADEL401B: Plan and organise group‑based delivery

Descriptor: This unit specifies the competency required to plan and organise training for individuals within a group.

Employability Skills: This unit contains Employability Skills

Application: This competency involves developing a delivery plan that is used by the trainer/facilitator to guide and manage delivery to a group. It encompasses interpreting the learning environment and delivery requirements for the identified group of learners, developing session plans, and preparing and organising the resources required.
The delivery plan is based on a documented learning program and provides a context specific plan for implementation.
The competency of designing and developing learning programs is separately addressed in TAADES402B Design and develop learning programs.
In somesituations the learning program and delivery plan may be developed concurrently while in other circumstances the delivery plan is developed separately. Where the application is concurrent co‑learning and/or co‑assessment of these two units is recommended.
The planning and organising of group delivery is essential to the effective conduct of group delivery/facilitation which is also addressed as a unit of competency in TAADEL402B Facilitate group‑based learning. While these two units are discrete, co‑learning and assessment are strongly recommended. Both units are written from the perspective of a face‑to‑face delivery mode in a learning context such as a training room, classroom, meeting room, community setting or any location a group can access which is safe, relevant and conducive to learning. Other units in the Delivery and Facilitation Field of the TAA04 Training and Assessment Training Package address other modes of delivery and learning contexts.
Throughout this unit the ‘learner’ refers to the individuals in the group being trained/participating in a learning process; not the candidate undertaking this unit.
The competency specified in this unit is typically required by trainers/facilitators, vocational education and training teachers and training consultants

Competency Field: Delivery and Facilitation

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Interpret the learning environment and delivery requirements	1.1 The *learning context* is established and the *organisational arrangements* for delivery are confirmed 1.2 The *learning program* documentation is accessed, read and interpreted to determine delivery requirements 1.3 Group and individual learning needs and *learner characteristics* are identified using available *information and documentation* 1.4 *Processes* to identify *learner support requirements* are undertaken 1.5 *Constraints* and risks to delivery are identified and assessed 1.6 *Personal role and responsibilities* in the planning, delivery and review of training are confirmed with relevant personnel
2. Prepare session plans	2.1 Specific *learning objectives* and assessment activities (where required) are refined in accordance with learning program requirements and specific needs of individual learners 2.2 Ideas for managing the delivery are generated using knowledge of *learning principles and* *learning theories* and reflect the learning needs and characteristics of the group 2.3 Existing *learning resources, learning materials* and documented *learning activities* identified in the learning program are evaluated and selected for use in the specific delivery context 2.4 Session plans are developed and documented for each segment of the learning program to be addressed
3. Prepare resources needed for delivery	3.1 Selected existing learning resources, learning materials and learning activities are modified and contextualised for the particular group 3.2 Additional new, relevant and engaging learning activities and associated learning materials are developed and documented to meet specific session requirements based on the application of learning principles and *learner styles* of individuals and the group 3.3 All learning materials required by learners are finalised and organised in time for delivery 3.4 *Specific* *facility, technology and equipment needs* for each session are identified and organised in time for delivery 3.5 *Additional resourcing to meet identified learner support needs* is identified and organised, where required, in time for delivery 3.6 The overall *delivery plan* is confirmed with relevant personnel

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

a sound knowledge of learning principles, including:
- learning needs to be learner‑centred
- the learning process needs to support increasing learner independence
- emphasis is on experimental and participative learning
- use of modelling
- the learning process needs to reflect individual circumstances and needs
- adults have a range of life experience which they can connect to learning
- adults have a need to know why they are learning something and its benefits
- adults have a need to be self‑directing
a sound knowledge of learner styles, for example:
- auditory
- visual
- kinaesthetic
- left/right brain
- global/analytical
- theoretical
- activist
- pragmatist
- reflective
an introductory knowledge level of learning theories, for example:
- cognitive learning theory
- andragogy
- pedagogy
- information processing
- behavioural learning theory
learner profile including characteristics and needs of learner group/learner target group
learning program design and structure and content
how to structure and develop session plans
the availability, types and content of relevant existing learning resources and learning materials
different delivery methods and techniques appropriate to face‑to‑face delivery
the availability and sources of specific resources, equipment and support services for learners with specific needs
organisational records management system and reporting requirements which may include Australian Quality Training Framework (AQTF) and AVETMISS requirements
relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including:
- competency standards
- licensing
- industry/workplace requirements
- duty of care under common law
- OHS
- recording information and confidentiality requirements
- anti‑discrimination including equal opportunity, racial vilification and disability discrimination
- workplace relations
- industrial awards/enterprise agreements
- National Reporting System
OHS relating to the work role, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
OHS relating to the work role, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
- sources of OHS information

Essential skills:

planning and organisational skills to:
- reflect the group and individual learning needs and learner characteristics within session plans
- incorporate relevant/modified learning objectives and assessment methods (where required) in session plans
- determine the structure and time requirements for each session
- identify specific facility, technology and equipment needs for each session
literacy skills to:
- document the delivery plan, prepare or customise learning activities
- prepare or customise learning materials such as handouts and information sheets
- read and interpret learner information
- technology skills to:
- use computers to produce documents, prepare presentations e.g. PowerPoint and communicate through email and the web
time management skills to:
- determine time allocations for each part of the session plan
- determine overall session time
- determine how many sessions may be required
- schedule training sessions
reflection skills to:
- identify areas for improvement
- maintain own skill development
- recognising and being sensitive to individual difference and diversity, for example:
- being sensitive to and valuing culture
- acting without bias/discrimination
- responding to individuals with particular needs
- recognising the importance of religion
ensure the correct industrial relations climate of the learning environment

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. Add any 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.

Learning context includes:	where the learning will occur, for example: in the workplace in a simulated work environment in the training room/classroom in specialist environments – e.g. laboratory/ computer room in an external venue in an internal venue in a community setting
Organisational arrangements may include:	finalising specific location/s or venue/s for delivery coordinating locations enrolment procedures scheduling requirements size of group special equipment or technology needs providing for specific needs of the learners investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to work practice environment
A learning program* may include:*	a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship a short‑term development plan developed by a coach a short‑term induction program
A learning program provides a documented guide to support a cohesive and integrated learning process for the learner and includes:	the competencies or other benchmarks to be achieved the specific learning outcomes for each chunk or segment of the learning program an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each chunk/segment of the learning program number and duration of training sessions/ classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required
Learning needs may be:	a competency or group of competencies aspects of competency such as skills, knowledge or technical applications skills in operating specific equipment generic skills development personal development and growth English language, literacy and numeracy underpinning skills
Learner/s refers to:	existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed people learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements
Learner characteristics may include:	language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia
Information and documentation may include:	enrolment information employee/personnel records (confidentiality protected) results of organisational training needs analyses outcomes of RCC/RPL assessments communication with individual learners
Processes may be formal or informal, and may include:	analysing learner information on enrolment forms discussions with learners to identify learning support needs observation of the learners
Learner support requirements may include:	support arrangements for meeting disability needs support arrangements for meeting cultural needs support arrangements for meeting language, literacy and numeracy needs
Constraints may include:	access to industry experts access to workplace access to practice opportunities cost of training time required/available for delivery scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs/characteristics
Risks may include:	OHS considerations inappropriate location inadequate equipment/technology/resources capacity to meet learner needs and characteristics
Personal role and responsibilities may include:	responsibility for planning and organising provision of parts of the relevant learning strategy, or learning program or parts of the learning program responsibility for planning and organising provision of a specific number of sessions planning and organising the availability of relevant learning materials relationships with other trainers/facilitators arrangements for assessment reporting arrangements
Relevant personnel may include:	own supervisor other trainers/facilitators other workplace supervisors workplace management industry personnel OHS representatives English language, literacy and numeracy specialists
Learning objectives may relate to:	competencies to be achieved by learners learning outcomes individual/group objectives generic and/or technical skills
Learning principles include:	adults have a need to be self‑directing adults have a range of life experience, and connecting learning to experience is meaningful adults have a need to know why they are learning training needs to be learner‑centred to engage learners the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling reflecting individual circumstances
Learning theories may include:	behavioural learning theory information processing theory cognitive learning theory constructivist situational problem‑based andragogy pedagogy
Existing learning resources may include:	Training Packages noted support materials, such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to learner group and workplace
Learning materials may include:	handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks
Learning activities may include:	discussions role-plays written activities/tasks case studies simulation audio or visual activities demonstration practice, e.g. practicum or supervised teaching/facilitation individual activities/projects/assignments group activities/projects/assignments workplace tasks research problem‑based tasks thinking skills exercises question and answer working through self‑paced materials games
Session plans may include:	introductions outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up
Learner styles may include:	auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective
Specific facility, technology and equipment needs may include:	specific location/room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video equipment audio equipment technical machinery/equipment working tools scientific laboratory and equipment
Additional resourcing to meet identified learner support needs includes:	providing referrals to internal services such as language, literacy and numeracy support unit or individual learning unit providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc. incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, peer support, and repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and/or knowledge building required knowledge and skills using support materials
A delivery plan may include:	individual/group learning objectives or outcomes for the segment of the learning program to be addressed number of learners and their specific support requirements content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.