(
Asse
ssment Workbook2
)
TAE40116 Certificate IV
in Training and Assessment
Delivery Cluster
Version 1.8 Produced 5November2018
Copyright © 2017Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date
Summary of modifications made
Version
7 February 2017
Version 1 final produced following assessment validation.
V1.1
10 July 2017
Version 1.2
· Added further instructions in
Projects 1, 2, 3, and 4
· Added observation checklists for video recording requirements
v1.2
10 August 2017
Version 1.3
· Added simulated scenarios in Projects 1, 2, 3, and 4
v1.3
15 August 2017
Version 1.4
Minor changes made to Project instructions
v1.4
9 September 2017
Version 1.5 produced following outcomes of internal validation
v1.5
16 September 2017
Version 1.6
· Minor changes made to Knowledge Assessments #32, 36, 39
v1.6
21 September 2018
fixed broken link in Project 2 Simulated Pathway, Observation Form
v1.7
5 November 2018
Rephrased a Simulated Pathway direction to be more consistent with other directions
V1.8
Table of Contents
This is an interactive table of contents.If you are viewing this document in Acrobat clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.
Introduction 5
What is competency based assessment 5
The basic principles of assessing nationally recognised training 6
The dimensions of competency 7
Reasonable Adjustment 8
The unit of competency 10
Assessment Requirements 11
Assessment Methods 12
Resources required for assessment 12
Instructions to Assessor Error! Bookmark not defined.
Instructions to Student 13
Assessment Workbook Cover Sheet 14
Knowledge Assessments 15
Project 1 – Plan, organise and deliver group-based learning 1 38
Simulated Pathway 40
Participant Feedback Form – Group delivery Error! Bookmark not defined.
Workplace Pathway 50
Participant Feedback Form – Group delivery Error! Bookmark not defined.
Project 1 – Evidence Submission Checklist 60
Project 2 – Plan, organise and deliver group-based learning 2 62
Simulated Pathway 65
Participant Feedback Form – Group delivery Error! Bookmark not defined.
Workplace Pathway 81
Participant Feedback Form – Group delivery Error! Bookmark not defined.
Project 2 – Evidence Submission Checklist 94
Project 3 – Plan, organise and facilitate workplace learning for an individual 1 96
Simulated Pathway 98
Participant Feedback Form – Workplace Training Error! Bookmark not defined.
Workplace Pathway 113
Participant Feedback Form – Workplace Training Error! Bookmark not defined.
Project 3 – Evidence Submission Checklist 123
Project 4 - Plan, organise and facilitate workplace learning for an individual 2 125
Simulated Pathway 128
Participant Feedback Form – Workplace Training Error! Bookmark not defined.
Workplace Pathway 144
Participant Feedback Form – Workplace Training Error! Bookmark not defined.
Project 4 – Evidence Submission Checklist 155
Workbook Checklist 157
Delivery Cluster – Assessment Workbook Results Form Error! Bookmark not defined.
Instructions
Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a painless process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.
What is competency based assessment
The features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in the workplace.
Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The basic principles of assessing nationally recognised training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
· Assessment must include the full range of skills and knowledge needed to demonstrate competency.
· Assessment must include the combination of knowledge and skills with their practical application.
· Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
· Assessors must be trained in national competency standards for assessors to ensure reliability.
Assessment must be flexible
· Assessment, where possible, must cover both the on and off-the-job components of training within a course.
· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
· Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
Assessment must be fair and equitable
· Assessment must be equitable to all groups of learners.
· Assessment procedures and criteria must be made clear to all learners before assessment.
· Assessment must be mutually developed and agreed upon between assessor and the assessed.
· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
Valid
· Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
· This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
Authentic
· When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
Current
· This relates to the recency of the evidence and whether the evidence relates to current abilities.
The dimensions of competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
· the same learning opportunities as learners without a disability
· the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
· customising resources and assessment activities within the training package or accredited course
· modifying the presentation medium learner support
· use of assistive / adaptive technologies
· making information accessible both prior to enrolment and during the course
· monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
The Units of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency from TAE40116 Certificate IV in Training and Assessment:
TAEDEL401 Plan, organise and deliver group-based learning
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
TAEDEL402 Plan, organise and facilitate learning in the workplace
1. Establish effective work environment for learning
2. Develop a work-based learning pathway
3. Establish the learning-facilitation relationship
4. Implement the work-based learning pathway
5. Maintain and develop the learning-facilitation relationship
6. Close and evaluate the learning-facilitation relationship
BSBCMM401 Make a presentation
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
This subject also partially addresses the requirements of -
TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
Assessment Requirements
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
1. Performance Evidence
· describes the subtasks that make up the element of the unit
2. Knowledge Evidence
· describes the knowledge that must be applied in understanding the tasks described in the elements
3. Assessment Condition
· describes the environment and conditions that assessments must be conducted under
The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:
Units of Competency
Assessment Activities
BSBCMM401
TAEDEL401
TAEDEL402
TAELLN411
Knowledge Assessments
Project 1 – Group based learning 1
Project 2 – Group based learning 2
Project 3 – Individual work based learning 1
Project 4 – Individual work based learning 2
5.
Assessment Methods
1. Written questions
· Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject
2. Projects
· A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units
Resources required for assessment
Assessor to provide:
· Information about work activities, as necessary
The student to provide:
· Computer with:
· Internet access through Google chrome
· MS Word, MS PowerPoint or equivalent applications
· Adobe Acrobat Reader
· Workplace-specific tools, equipment, materials and industry software packages (where applicable)
· Access to:
· office equipment and resources
· support personnel
· learning resources, training and assessment strategies and assessment tools
· At least eight students to deliver the group based training to
· They will be required to participate in three (3) different training sessions
· At least two (2) different learners who will participate in an individual work based training
· Video recording equipment (e.g. mobile phone, video recorder)
Instructions to Student
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However, you may reference your learner guide to complete this assessment.
Assessment Workbook CoverSheet
WORKBOOK:
WORKBOOK 2
TITLE:
Delivery Cluster
FIRST AND SURNAME:
Marko Podrascanin
PHONE:
0432433956
EMAIL:
[email protected] Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
· I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook.
· I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :Marko Podrascanin
Signature:Markop
Date: 18/05/2020
Knowledge Assessments
1. Briefly describe the following adult learning theories.
Guidance: Each response must no more than 100 words.
a) Andragogy vs. Pedagogy
Andragogy = The method and practice of teaching adult learners; adult education.
Pedagogy = the method and practice of teaching, especially as an academic subject or theoretical concept.
b) Behaviourist Learning Theory
is a theory of learning based on the idea that all behaviors are acquired through conditioning.
c) Cognitive Learning Theory
a broad theory that explains thinking and differing mental processes and how they are influenced by internal and external factors in order to produce learning in individuals.
d) Information Processing Theory
Developmental psychologists who adopt the information-processing perspective account for mental development in terms of maturational changes in basic components of a child's mind.
2. List three (3) principles of adult learning.
i.
Alertness
ii.
Personal Involvement
iii.
Success
3. List the three (3) sensory learning styles.
i.
Visual
ii.
Auditory
iii.
Kinesthetic
4. Honey and Mumford Learning Styles: Identify which learning style corresponds to the learning experience below.
Learning Styles
a. Activists
b. Reflectors
c. Theorists
d. Pragmatists
Write the letter of your responses in the spaces provided.
Learning Experience
D
i. These learners need to practice the concepts learned. They may get impatient with long ‘theory’ sessions.
B
ii. These learners need time to reflect on the material being learned. They may appreciate receiving the learning material before the training begins to give them time to review it and think about it.
C
iii. These learners need logic; information provided must make sense—it must be logical and consistent. They enjoy analysing and synthesising information to understand how the ‘action’ works.
A
iv. These learners need social interaction and thrive in social learning environments. They enjoy activities in which they can process the learning externally (socially) and ‘bounce ideas off of others.’
5. Identify one (1) strategy to best encourage learning for each of the following learning styles.
a) Activists
Brainstorming
b) Reflectors
Observing activates
c) Theorists
Background information
d) Pragmatists
Time to think about how to apply learning in reality
6. List two (2) resources that can be used to identify the different learning styles of individuals.
Guidance: You may provide link/s to the assessment tool.
i.
VARK Questionnaire
ii.
Honey and Mumford Learning Styles
7. List three (3) examples of delivery methods that can be used in a face-to-face group delivery.
i.
· lectures/presentations,
ii.
instructions
iii.
activities
8. From the options below, select the two (2) techniques thata trainer can use to recognise inappropriate behaviours among learners.
|_|
a) Conduct a self-assessment
|_|
b) Implement disciplinary measures
|X|
c) Observe the behaviour of the learner
|X|
d) Obtain feedback from other learners
9. List three (3) ways to address inappropriate behaviours among learners.
i.
Take time to think about the situation clearly
ii.
Ask when it happened
iii.
And how they felt about the behaviour
10. Briefly explain the purpose of record management systemsfor training records in yourorganisation.
Guidance: Your response must be no more than 100 words.
Mapping: TAEDEL401 KE9 (p)
The management of records for an organization throughout the records-life cycle. The activities in this managementinclude the systematic and efficient control of the creation, maintenance, and destruction of the records along with the business transactions associated with them.
11. Briefly explain the purpose of the reporting requirements for training in your organisation.
Guidance: Each response must be no more than 100 words and must discuss reporting requirements in the context of training.
Reporting requirements for RTOs. collecting and reporting data on all nationally recognised training is now mandatory. data must be collected and reported into the national VET provider collection, with existing reporting arrangements with the department or directly to the national centre for vocational education research or a combination of both.
12. List three (3)characteristics of learners that must be considered when creating a learner group profile.
i.
Level of breadth of work experience
ii.
Level of formal education and/or training
iii.
Age
13. List two (2) possible needs of learners that must be considered when creating a learner group profile.
i.
· Positive or negative attitude to learning and training.
ii.
Level of English
14. From the options below, select the three (3)techniques thatare appropriate for an effective face-to-face delivery training.
|X|
a) Make sure that you break learning content into achievable ‘chunks’ within each training session. Provide opportunities for revision and reflection at appropriate points throughout your delivery.
|_|
b) Only have breaks as per identified break times in the session plan, and do not deviate from the session plan at all.
|X|
c) Consolidate and review what you have covered at the end of each session and at the beginning of the next session.
|_|
d) Discuss a learner’s learning difficulties in front of the entire group.
|X|
e) Prepare handouts that summarise the topic and assist the participants with their recall of the information you delivered.
15. Which of the following behaviours may indicate learner difficulties? Select three (3) responses.
|_|
a) Clarifying concepts
|X|
b) Consistently failing at assessment activities
|_|
c) Looking too attentive
|X|
d) Resisting or challenging the trainer’s direction
|X|
e) Showing a blank stare on face
16. Which of the following are effective methods to address learner difficulties? Select two (2) responses.
|X|
a) Present materials in small units to allow those with learning difficulties to process and follow small chunks of information.
|_|
b) Give the learner difficult and challenging assessments.
|X|
c) Provide the learner with supplementary learning materials.
|_|
d) Put the learner on the spot to discuss the topic of difficulty.
17. Which of the following describe effective evaluation and revision techniques to improve session plans? Select two (2) responses.
|X|
a) Having other trainers review the session plans and provide recommendations for improvement
|_|
b) Having the participants review and revise the plans
|_|
c) Revising the plan daily to ensure content relevance and currency
|X|
d) Using feedback forms to gather and collect participant feedback to help improve the plans
18. List two (2) equipment that a learner who has a hearing impairment can use to assist while in the learning program.
i.
Hearing Aids
ii.
Magnification aids
19. List two (2) examples of resources for students with special needs in a learning program.
i.
Modified assessment material
ii.
Computers, tablets, and other electronic devices with specialised applications
20. List two (2) examples of support services for students who are language learners.
i.
Language translators
ii.
Language courses
21. Which of the following risk assessment measures should you do as part of your inspection prior to thefacilitation of group-based learning sessions?
Select the two best answers.
|_|
a) ensure that all electrical cords are not trip hazards
|X|
b) set off the emergency evacuation alarm to ensure it is working
|X|
c) read and understand the emergency evacuation plan
|_|
d) store empty boxes of resources in the emergency exit
22. James is a surf lifesaving trainer/assessor. He is conducting a risk assessment for his Bronze Medallion training group.
Match the following hazards/risks to the most appropriate risk control measures relating to his training. Write the corresponding letters in the space provided.
a. Students: medical conditions, special needs, high-risk behaviours
b. Physical exertion: strains, sprains, fatigue and exhaustion
c. Infection control: Hygiene
d. Environmental: Sun safety, weather conditions, site hazards
c
a) Continuously monitor students for signs of hypothermia
a
b) Use an enrolment form to identify whether students have any special needs or allergies
c
c) Ensure that students use gloves when practising first aid
d
d) Monitor the wind, water and weather conditions during training, and cease the activity if the water becomes dangerous
23. List two (2) policies and procedures relevant to the learning environment.
i.
Work health and safety policies
ii.
Training and assessment and procedures
24. The following statements refer to systems, processes and practices of work-based learning within the organisation. Write T if the statement is true and F if the statement is false.
F
a) An organisation will generally undertake a work-based learning program based on a strategic objective.
T
b) Developing and implementing a work-based learning pathway will be much more complex if it aligns with the organisation’s strategic direction and key performance indicators.
T
c) Workplace routines must be analysed to ensure that the work-based learning program will be integrated with the work duties, practices and processes of the workplace.
T
d) Work-based learning incorporates an integrated approach to employee development, in which learning is linked to the work role of the individual.
T
e) Workplace learning is a cost-effective process, as learning can take place without having to incur the costs of leaving the workplace and investing in off-site training.
25. Select the industry of your practice (or write it in the space provided), and list two (2) examples of hazards that are often found in your workplace and industry of practice.
Select your industry of practice from the list below and write the corresponding letter in the space provided. If you select ‘others’, indicate your industry of practice in the space provided:
|X|
a) Child Care
|_|
b) Individual Support (Community Services)
|_|
c) Training and Education
|_|
d) Financial Services
|_|
e) Others (Please specify):
List two (2) examples of hazards that are often found in your workplace and industry of practice:
i.
lifting, carrying and moving children and objects
ii.
slips, trips and falls, for example on the floor or children's furniture
26. Which of the following are standard reporting requirements for hazards and incidents? Select the two best answers.
|_|
a) Reporting must be conducted by a qualified person, or at least in consultation with a qualified person, such as a technical expert or a safety specialist.
|X|
b) Anyone in the workplace must report any damage, accidents or incidents that occur and in a learning environment, this includes learners, management, ancillary staff, trainers and assessors and workers at all levels.
|_|
c) Anyone in the learning environment must be trained on how to correctly fill out the report form or must be assisted in filling it out if training has not yet been completed.
|X|
d) A hazard or incident report form must be filled out as soon as possible after noticing the hazard or the accident or incident occurring.
27. List three (3) safe work procedures that trainers in face-to-face training should follow.
i.
Identify and ensure emergency exits are available and working
ii.
Explain emergency procedures to the class
iii.
Ensure PPE is available and in proper order
28. Select the industry relevant to your Vocational Education Training practice (or write it in the space provided). List two (2) examples of WHS responsibilities related to the safe use and maintenance of relevant equipment used in the learning environment.
Select your industry of practice from the list below and write the corresponding letter in the space provided. If you select ‘others’, indicate your industry of practice in the space provided:
|X|
a) Child Care
|_|
b) Individual Support (Community Services)
|_|
c) Training and Education
|_|
d) Financial Services
|_|
e) Others: (Please specify):
List two examples of WHS responsibilities related to the safe use and maintenance of relevant equipment used in the learning environment:
i.
provide a safe and healthy workenvironment.
ii.
protect the health and safety of workers and anyone else affected by workplace activities including children, families, contractors and visitors
29. If you are training learners in a training room and the emergency evacuation alarm is heard, what should you do? Select the two (2) best responses.
|_|
a) Continue training and wait for the announcement indicating that it is not a drill.
|X|
b) Advise learners to leave their belongings and follow the emergency exits as previously advised.
|X|
c) Grab the attendance sheet if handy for a roll call at the designated gathering point.
|_|
d) Advise the learners to pack up all their computers and workbooks before they leave.
30. List three (3) typical sources of WHS information in the workplace.
i.
First aid in the workplace
ii.
How to manage
ii.
Managing the risk of falls in the workplace
31. Which of the following options must be included in the learning program? Select the three (3) best answers.
|X|
a) WHS issues to be addressed in the delivery
|X|
b) Emergency and evacuation plan
|X|
c) Learning resources, learning materials and activities
|_|
d) Associated fees
|_|
e) Duration of training sessions
32. Which of the following must be included in the session plan? Select the three (3) best answers.
Mapping: TAEDEL401 KE5(p)
|X|
a) The outline of the content to be addressed
|X|
b) The resources required
|_|
c) The records management policies and procedures
|_|
d) The entry requirements for trainers and assessors
|X|
e) The delivery methods for each part of the session
33. Which of the following describes the requirements of the learning program? Select the two (2) best answers.
|_|
a) The individual learner’s needs are considered in the assessment process.
|_|
b) The specific learning outcomes for the program are clearly outlined.
|X|
c) Assessment against the unit(s) of competency and the associated assessment requirements, as the minimum requirement, must cover the skills that are essential to competent performance
|X|
d) The assessment must facilitate gathering assessment evidence that is from the present or the very recent past no more than 5 years.
|_|
e) The units of competency and other benchmarks to be achieved must be specified.
34. List two (2) information collection methods that will support the review and feedback of presentations.
i.
Critical friends
ii.
Focus group interviews
35. Read the following scenario:
Company X, a mining company, has just implemented a new attendance policy across the organisation. Julia was assigned to develop and deliver a presentation that explains the details of this new policy. She will be sent to all Company X offices and mining locations to deliver this presentation to all the employees.You are travelling with Julia to observe her presentations.
Briefly explain the relevant regulatory and organisational obligations and requirements that must be observed relevant to the following scenarios you observed during Julia’s presentation.
Guidance: Each response must be no more than 100 words.
a) Julia prefers to wear corporate attire instead of the prescribed clothing when visiting mining sites.
I will inform Julia that as she’s is visiting a mining site she must wear the assigned clothing and PPE when visiting
b) You noticed that Julia is using her personal laptop during the presentations. Her personal laptop has not been tested and tagged.
Julia will be informed that she must use the work laptop which has been tested and tagged
c) Julia included names of employees who were terminated from work because of excessive tardiness and absences.
Must fact check all names of employees and stay on point
d) Julia included graphs and figures from other sources but did not cite the sources in her presentation.
Julia will be asked to prepare her graphs and figures from the correct sources before commencing her next presentation
36. Briefly explain the implications of the following principles of effective communication for trainers.
a) It is impossible not to communicate.
We must be mindful of the fact that we are always sending messages to our learners, clients, and colleagues and take steps to ensure that we are sending the messages we want to send.
b) Communication is a two-way process
Two-way communication is especially significant in that it enables feedback to improve a situation. Two-way communication involves feedback from the receiver to the sender. The other person is the receiver, which means they are the one getting the senders message.
37. List three examples of presentation aids and materials used to support face-to-face presentations and briefly describe each.
Examples of presentation aids and materials
Brief description of each example of presentation aids and materials provided
Classroom- based lecture
Make sure that you break down content into achievable ‘chunks’ for the lecture
Demonstrations
Provide opportunities for revision and reflection at appropriate points throughout your delivery
Seminars
Consolidate and review what you have covered at the end of each session and at the beginning of the next
38. List two (2) systems for identifying skill needs in the workplace.
i.
Organisational Analysis
ii.
TaskAnalysis
39. From the options below choose three (3) purposes of the learning program.
|X|
i. To develop vocational competencies or skills
|X|
ii. To meet industry standards, legislation, licensing, or registration requirements, or the requirements of a funding body
|_|
iii. To impress the department supervisor
|_|
iv. To show off
|X|
v. To address gaps between a learner’s knowledge and skills, and competency standards
Project 1 – Plan, organise and deliver group-based learning 1
Project Overview
This project requires you to complete the following tasks:
· Prepare a detailed session plan
· Facilitate and review the session you have prepared.
This project can be completed through a real workplace or simulated scenario. Choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be completing this project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
Project Requirements
To complete this project, you will need the following resources:
· At least eight (8) adult learners (volunteers or from your own workplace)
· Video recording device (e.g. mobile phone with camera, handheld video recorder, etc.) OR observation by a qualified observer– for candidates completing the project through the simulated scenario.
Note: if you are completing the projects with the help of a qualified observer you must request and submit a copy of their qualifications to your assessor.
· Learning program documentation
Guidance: This refers to documentation that contains the delivery requirements of the program.If you are completing this project through the simulated pathway, this will be provided for you.
· Templates enclosed in this workbook
Additional Information
· This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain access to a training organisation. For this pathway, you can deliver the training of your choice. Note that you must hold qualifications in your field of choice to conduct training in your workplace.
Simulated
Where you will be provided with a simulated scenario to complete the project. If you choose to complete Project 1 through this pathway, you must conduct the training specified by the Learning Program documentation provided to you.
· The training session must:
· address a workplace need
· be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your workplace)
· The session must be at least 20 minutes long.
· The session must be observed by a qualified observer OR if no qualified observer available to observe must be video recorded.
Simulated Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
☐Eight (8) volunteers to play the part of your learners
☐ Templates included in this project
You must develop your Session Plan using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the session does not go beyond 20 minutes.
You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.
Cascade Peak Performance Training Institute (CPPTI)
You are a trainer for Cascade Peak Performance Training Institute (CPPTI), a Registered Training Organisation offering vocational training services for a range of clients with different training needs.
CPPTI was contacted by a manager from Adventure Events Marketing (AEM) to develop a learning program for the unit:
BSBCMM401 Make a presentation
They want to ensure that their staff take a standard approach to preparing presentations for their clients. They ask CPPTI to conduct 2 sessions for them, you will conduct the first one.
You have been tasked with delivering a 20-minute session for a group of eight (8) learners. To complete this project, you will need access to the Learning Program documentation you completed for Project 5 of the Design Cluster Workbook. Learning Program documentation includes the following: Learning Program, Learning Program Schedule, and Competency Mapping. You will be asked to submit these for assessment purposes.
Before conducting the training, brief your volunteers about the content of your training and the roles that they will be playing. You are free to assign roles to your volunteers using the learner group description in the learning program documentation provided.
Steps to take
1. Read and access the learning program documentation for the session. Submit a copy of the relevant Learning Program Documentation (the Learning Program, Learning Program Schedule and Competency Mapping) as:
LearningProgram1
2. Prepare the Session Plan
Identify the learners’ characteristics and any learning support needs they might have.
The learner need to have group competency skill such as knowledge or technical applications, skills in operating specific equipment, generic development skill, personal development and growth and English language proficiency.
The learner support that they might require is the support arrangements for meeting disability needs, to meet cultural needs and finally to meet LLN needs.
Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.
The risks and constraints that include in delivering the requirements are the access to the industry experts, the access to the workplace, the access to the practice opportunities, the cost of training involved, the time required for delivery, the difficulties faced during scheduling, consideration of appropriate grouping of learners and meeting the learner’s needs. The risk that may be involved are the WHS consideration along with the inappropriate location, the availability of adequate equipments, technology and the resources and finally the capacity to meet the learners needs and characteristics.
Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.
The objective of the learning program is to determine the existing skills and the abilities, the areas where the skills and the knowledge can be improved as to meet the organizational objective and finally the areas where the employees would like to grow their skills.
Utilise your knowledge of learning principles and theories to determine the appropriate delivery method for the session. Also, consider at least one (1) learning support and assessment strategy you can implement to address the LLN needs of this learner group.
The modes of the delivery will help to identify the manner in which the program is delivered to the student. The modes includes face-to-face method, technology based method, distance resource-based method and the blended method. The delivery methods need to be interactive and the session should be interactive, collaborative and participative. The facilitator-centred and learner-centred method may include the demonstration of the model, instruction, the presentation or lecture methods, the guided facilitation of an individual or group learning activities, the initiation and the facilitation of the group discussions, the brainstorming activities, practise opportunities, the project based and the tutoring method.
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan template using the filename:
[your last name, your first name] – Delivery – SessionPlan1
What learning principles and theories did you use to generate ideas for the training session delivery? List at least one (1) learning principle and one (1) learning theory and briefly describe how they helped you plan the training session.
Learning Principle: Alertness, personal involvement, success, goals, relevancy, and intrinsic motivation.
Learning Theory: Andragogy versus Pedagogy, Behaviourist Learning Theory, Cognitive Learning theory and Information Processing theory.
3. Prepare the resources required for the session
Determine and access the learning materials that you will need during the session. You must ensure that these meet the needs (LLN or others) of your learner group and the LLN requirements of the training by contextualising them. Alternatively, you can also develop learning materials.
The materials required for the learning session are specific rooms or location, the availability of the appropriate furniture, adequate lighting, comfortable seating and adequate temperature, computer hardware and software, audio and visual equipments, technical equipments, working tools, scientific laboratory and equipments and the guest presenter.
Save and submit these learning materials using the filename:
[your last name, your first name] – LPMaterials1.final
In the spaces provided on the following page explain how you ensured that the learning materials were adjusted or created to suit the needs of your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, support personnel or equipment you will need for the session. Draft an email to your supervisor requesting the resources you will need using the form below.
Learning Materials
Did you contextualise existing learning materials or develop new learning materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit both the original and final version, and label each accordingly.
How did you ensure that the learning materials met the identified needs of the learners?
With the help of contextualization the identification of the needed learning materials can be done. The contextualisation provides an opportunity to address the individuals needs of a learner. With the identification of the learning materials the learning will be more meaningful. This will help in motivating the learner. The learning will provide an opportunity for the trainer to address the needs of the industry for a workforce with a specific enterprise skills and knowledge. The learning materials contextualisation will further ensure that the support in the implementation of the training package qualifications.
Resource Request
To:
Declan Etheridge
From:
The trainer
Date:
Guidance: The date of your draft email must come before your delivery date.
Dear sir/ ma’am,
Requesting you to kindly arrange the materials required for conducting the training. The list of the required materials that will be needed for the training is attached with this mail. I am expecting that everything will be ready as that will help me to properly conduct the training.
Thank You
Regards
The Trainer
After sending your email, you receive this response from your supervisor.
Hi,
Thanks for your email. I’ll have everything ready.
Give me a shout if you need anything else.
Cheers,
Declan Etheridge
Training Coordinator
4. Confirm your role and responsibilities in planning and delivering training.
Draft an email to Cynthia Fontaine, the manager of Adventure Events Marketing (AEM), confirming your role and responsibilities in planning and delivering training their employees. Briefly describe the coverage of your 20-minute training session you planned for the learner group and your role and responsibilities in planning and delivering training to your learners.
Guidance: For a satisfactory result, you must confirm two (2) you’re your responsibilities in planning and two (2) responsibilities in delivering training.
Resource Request
To:
Cynthia Fontaine
From:
The Trainer
Dear Sir/ Ma’am,
For an effective delivery of the training session it is quite necessary as to properly plan and deliver the entire training session to the employees. The methodology that is being used for the proper training plan session is to at first confirming the content of the training session and the delivery requirements. The competencies are the industry determined specifications of the performance which set out the skills and knowledge and the attitude required for the employees to effectively operate the employment.
During the training session the identification of the performance, the condition and the standards that is required in the workforce requirement will be needed. This will help in the development of the generic skills and the technical skills required for the job.
During the training session at first the demonstration of how to use the POS system will be taught. Then in the practical session the trainers will be provided an opportunity to work on the system and judge the effectiveness of the system. After the practical assessment the summarisation and the feedback will be collected and based on that the further outcome of the session and the future need of the assessment in succeeding the purpose will be done.
Hope to participate in the initiative and make the training session successful event.
Thank You
Regards
After sending your email, you receive this response from Cynthia.
Hi,
That sounds great! Thanks for confirming these with me.
I think we can proceed with the training as planned.
Kind Regards,
Cynthia Fontaine
Manager
5. Deliver the training
Conduct the training session according to the Session Plan. Note that you must modify your delivery to suit learner group’s needs and/or changes in circumstances during the session. Complete the table on the following page that asks you to identify how you modified your delivery.
You must submit a video recording of the training session for assessment, using the filename:
[your last name, your first name] - DeliverySession1
Alternatively, if you have access to a qualified observer you can have them complete and sign the Observation Form for this project. A qualified observer must:
· hold the qualification equivalent to or above TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
· hold at least one of the following:
· TAE50111/TAE50116 Diploma of Vocational Education and Training
· TAE50211/TAE50216 Diploma of Training Design and Development, or
· a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
If a qualified observer completes your Observation Form you must provide them with a copy of the Learning Program documentation provided to you and your completed Session Plan beforehand. You must also request and submit a copy of their qualification to your assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the file as:
[your last name, your first name] – ObservationForm1
Note that during your delivery, you must demonstrate the following:
· maintaining an appropriate learning environment throughout the session
· apply at least one (1) learning support and assessment strategy appropriate for the learner group
· using the diversity of your learners to support their learning
· using facilitation skills to ensure active...