This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group.

1.1. Access, read and interpret learning program documentation to determine delivery requirements
1.2. Use available information and documentation to identify group and individual learner needs and learner characteristics
1.3. Identify and assess constraints and risks to delivery
1.4. Confirm personal role and responsibilities in planning and delivering training with relevant personnel

2.1. Refine existing learning objectives according to program requirements and specific needs of individual learners
2.2. Develop session plans and document these for each segment of the learning program
2.3. Use knowledge of learning principles and theories to generate ideas for managing session delivery

3.1. Contextualise existing learning materials to meet the needs of the specific learner group
3.2. Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions
3.3. Confirm overall delivery arrangements with relevant personnel

4.1. Conduct each session according to session plan, modified where appropriate to meet learner needs
4.2. Use the diversity of the group as another resource to support learning
4.3. Employ a range of delivery methods as training aids to optimise learner experiences
4.4. Demonstrate effective facilitation skills to ensure effective participation and group management

5.1. Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met
5.2. Make adjustments to the delivery sessions to reflect specific needs and circumstances
5.3. Manage inappropriate behaviour to ensure learning can take place
5.4. Maintain and store learner records according to organisational requirements

Evidence of the ability to:

• facilitate group-based learning by preparing and delivering a series of training sessions, including:
• at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs
• at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed
• identify and respond to diversity and individual needs
• access and use documented resources and support personnel to guide inclusive practices.

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:

• training products, such as training packages and accredited course documentation.

The Assessment Guidelines set out the following requirements:

• Assessment only conducted by those with competency, including vocational currency with training and assessment determined by the NSSC;


• Benchmarks for assessment are the endorsed units of competency and industry practice;


• The principles of assessment must be complied with;


• The rules of evidence must be complied with;


• Assessors should comply with the Code of Conduct for Assessors;


• Integrated assessment pursued where possible.