Another file I created for the TAADEL403A.2 element

A Sale of the century type powerpoint show, have some fun with it

Use it & abuse it as you see fit ;-)

Ian

Cert 4 TAA

A follow of the previous BLOG TAADEL403A.2

Ian





2. Establish the learning/ facilitation relationship

2.1
The individual's learning style, learner characteristics and the context for learning are identified

auditory
visual
kinaesthetic
tactile
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective

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

determined by the area of learning
determined by the trainer/facilitator and the learner
defined by the work/learning activities
in a classroom, tutorial room, meeting room, office, work in situ, any agreed meeting place
in a workplace, training and/or assessment organisation, college, community, university or school
defined by the time requirements for individual facilitation and how these will be built into learning activities
impacted by the health, safety or welfare of the learner

2.2
The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner/s

where the trainer/facilitator has the capacity to independently determine which technique/process will be most appropriate

where the trainer/facilitator is operating in circumstances where the technique/process is part of an existing delivery system

2.3
The boundaries and expectations of the learning facilitation relationship are clarified and agreed using effective communications and interpersonal skills

the roles and responsibilities of the trainer/facilitator
the roles and responsibilities of the learner
extent/limits of the relationship
the techniques/processes to be used
confidentiality
the range of expertise of the trainer/facilitator
the involvement of others
organisational expectations
reporting requirements

using icebreakers as appropriate
building rapport with the learner
using effective verbal and body language
demonstrating a capacity to communicate clearly to facilitate the learning
using critical listening and questioning techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
assisting learners to paraphrase advice/instructions to the trainer/facilitator
providing clear and concrete options/advice
using appropriate terminology and language of the industry/profession
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner

showing respect for the expertise and background of the learner
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non verbal messages

2.4
Any equity or additional support needs are clarified

English language, literacy and numeracy support
disability support
Aboriginal and Torres Straight Islander support
ethnic support services
interpreting services
counselling services
community support

2.5
An individualised learning plan is developed, documented and discussed with the learner

the goals to be achieved
contingency plans
the logistics of the learning relationship, for example:
- period of relationship
- frequency of meetings/length of sessions
- location of meetings/contact
the structure of the learning relationship, for example:
- activities to be undertaken
- monitoring processes
- tools/equipment needed
- shadowing
occupational health and safety (OHS) considerations

Cert IV TAA

Hi again

I have attached a document for the TAADEL403A unit of competence that I am studying. This is an outline of the requirements for the first element, he second to follow . This is just a collection of the elements, performance criteria & the sections of the range statement the links to these. I have highlighted the reange staements in BLUE, the esential areas of the range statement in RED, other firm areas in VIOLET, the rest in black are MAY be included statements.


I will post a few more details in a day or 2

Regards
Ian


The elements and performance criteria covered by this unit are:


Element
1. Identify individual learning facilitation requirements

Performance criteria
1.1
The need for individual learning facilitation in the learning area is identified

proposed by the learner, a manager/department in the organisation, or the trainer/facilitator
· a requirement of management
· part of the delivery strategy of a Training Package qualification, course or learning program
· a request for additional support to enhance learning
based on observation

organisational/individual
a new/changed job role
new or changed work procedures/work skills
technical skills
life skills
generic skills
management skills
units of competency in Training Packages
curriculums

1.2
The goals for learning for individual learning facilitation are identified and discussed with relevant persons

learning a new skill/area of knowledge or competency
defined through learning outcomes or objectives of a learning program
increasing productivity
career advancement or redirection
changes in life direction
setting personal directions/achievements
relationship development

the learner
the workplace supervisor/coordinator/manager
other team members
other trainers/facilitators/teachers/lecturers

1.3
Appropriate individual learning facilitation techniques and processes are identified to support individual learning needs and goals, and documented

a formal or informal process
an ongoing or one off process
a specific circumstance or an integrated feature of the overall learning process
coaching techniques
mentoring techniques
tutoring techniques
peer relationships
matching experienced workers/learners
single or double loop learning approaches

1.4
Evaluation processes are developed and agreed

a formal evaluation tool
quantifiable measures such as increased productivity/achievement of new skills
level of attendance
critical feedback from learner and others

1.5
Organisational support for implementation is obtained, where relevant

agreement by organisation to provide additional assistance to individuals through identified techniques
venue and equipment support
additional time with learner


PS

If I can work out how to attach a file I'll put a pdf here

Hi again (about time)

After spending a lot of time with another site last year (flexibledelivery.net.au) then the powers to be decided to close the site (a great disappointment) I turn my attention back to this site as a focus for anyone teaching in a metals and engineering sector.

So I will post anything & everything that may be relevant & ask for anyone with something that could be helpful to send that to me also so if can be posted to all to use.

Regards to all
Ian