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TTAAEE1100:: TTrraaiinniinngg aanndd EEdduuccaattiioonn TTrraaiinniinngg PPaacckkaaggee

LLeeaarrnniinngg GGuuiiddee

TAE40110 Certificate IV in Training and Assessment: Learning Guide

© Sandy Welton Table of Contents TAE40110-Learning-Guide-SAMPLE-V2

- i - December 2011

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- ii - December 2011



- iii - December 2011



- iv - December 2011



- v - December 2011


© Sandy Welton Section 1 TAE40110-Learning-Guide-SAMPLE-V2

Page 1 December 2011

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WWhhaatt yyoouu wwiillll lleeaarrnn

TAE40110 Certificate IV in Training and Assessment is a nationally recognised qualification, which requires you to complete 10 units of competency.

Seven of these units are “core” (mandatory). The other 3 units are “electives”. In this course, the electives have been selected for you, as the most relevant for most trainers and assessors working within an enterprise or organisation, or working within a registered training organisation.

The units covered in this course are:

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1. 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.

2. 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.

3. 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.

4. TAEASS402B: Assess competence This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate.

5. TAEASS403B: Participate in assessment validation This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.

6. 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.

7. 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.




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8. TAEDEL301A: Provide work skill instruction This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.

9. BSBLED401A Develop teams and individuals This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

10. BSBCMM401A: Make a presentation This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience.




SSeeccttiioonn 66:: DDeessiiggnniinngg LLeeaarrnniinngg PPrrooggrraammss

This section is based on TAEDES401A Design and develop learning programs.

WWhhaatt iiss aa LLeeaarrnniinngg PPrrooggrraamm??

The unit TAEDES401A Design and develop learning programs states in the Application of the Unit that:

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.

The process of designing a learning program involves:

Identifying the parameters of a learning program

Determining the design

Outlining the content

Reviewing its effectiveness

This is incorporated into Step 2 in the Process Flow Chart, as shown on the next page.

A Learning Program is the overall design of a learning and assessment pathway for an individual or target group of learners. Therefore, the Learning Program relates to the whole qualification to be undertaken, rather than unit-by-unit. The only exception is when a learner is undertaking a partial qualification.




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DESIGN: Unpack (analyse and document) the

qualifications Unpack (analyse and document) the units

DESIGN: (TAEDES401A / BSBLED401A) Training Needs Analysis

Develop Learning Programs

ASSESSMENT: Plan the assessment process and identify the assessment instruments and tools you

will need

ASSESSMENT: Design or source the assessment

instruments and tools (including RPL) and map them to the competency standards

ASSESSMENT: Validate (and trial if possible) the assessment

tools ensuring they meet the principles of assessment and rules of evidence

DELIVERY: Plan the delivery

DELIVERY: Design or source all resources you need for

the delivery

DELIVERY: Deliver the training

DELIVERY: Review the training - seeking and analysing feedback from trainee and employer where

relevant

ASSESSMENT: Assess competence using the assessment

instruments

ASSESSMENT: Validate the assessment through a process

of moderation with other assessors to ensure it was valid

CONTINUOUS IMPROVEMENT: Record lessons learnt and promote

improvements




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The Range Statement for TAEDES401A states:

Purpose may include:

Developing vocational competency or vocational skills

Developing language, literacy and numeracy skills

Developing general education

Meeting legislative, licensing and registration requirements, such as ohs requirements.

Developing general education is not usually a VET purpose, unless this is a requirement in order to improve the employability or effectiveness of an individual or group within their vocation.

The previous (superseded) unit TAADES402B Design and develop learning programs (in the TAA04 Training Package) has more detail in its Range Statement. It states:

Purpose of the learning program may include:

Developing vocational competency/vocational skills

Developing generic skills

Developing language, literacy, numeracy

Developing general education

Fleshing out and adding content to part of a learning strategy

Achieving organisational change

Supporting organisational skill development

For professional development purposes

Developing teams

Meeting new legislation, licensing or registration requirements

Meeting regulatory and occupational health and safety (ohs) requirements

Meeting funding body requirements

Clearly, the first step in developing any learning program is therefore to conduct a Training Needs Analysis. TNA was discussed previously in section 5.




LLeeaarrnniinngg pprrooggrraammss vveerrssuuss sseessssiioonn ppllaannss

It is important to know the difference between a learning program and a session plan. This will become clear if we consider an example such as a traineeship or apprenticeship leading to a full qualification.

The traineeship may take 2-4 years to complete. The learning program will identify the outcomes, sequence of learning and assessment, resources for learning and assessment, training delivery methods, assessment methods and a budget.

The delivery and assessment methods may include:

Learning through work (on the job)

Self-paced learning through being given learning materials, projects, workbooks and assignments

Attendance at workshops for specific learning.

Trainer/assessor visits to observe progress and provide support - including contact with supervisor.

Examinations, questioning, observation, practical activities and other relevant forms of assessment.

The learning program identifies all of these factors and documents them before the training commences.

Once the learning program has been developed (with input from all key stakeholders including clients) it is reviewed and agreed upon by the stakeholders. This includes the trainee and the employer (where relevant). In the case of a traineeship/apprenticeship, it is also agreed upon by the Australian Apprenticeship Centre (AAC) which oversees the process.

Session plans are tools for the trainer. Every time the trainer has contact with the trainee, whether in a workshop or a workplace visit, they should have a session plan. This acts as a checklist for the trainer. Session plans will be discussed in more detail later, in relation to Delivery.

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Achieve a qualification or partial qualification

Learning programs may be developed for an individual to achieve a qualification or partial qualification over a period of time. This is the major focus for RTOs.

The qualification or partial qualification may be privately or government funded, an apprenticeship, traineeship, professional development / career pathway or a prepare for work / return to work program.

Enterprise - develop teams and individuals

In an enterprise or organisation, learning programs are often developed by managers or HR personnel, in order to develop the skills and knowledge of teams and individuals. This will be discussed in detail in the section relating to BSBLED401A Develop teams and individuals, which is one of the elective units in your TAE40110 Certificate IV in Training and Assessment.




Comply with legislative requirements

There are also specific legislative requirements for organisations to provide training to their staff in occupational health and safety. Australian employers must provide a safety induction to all new employees by law. They should also ensure that their employees are aware of their rights and responsibilities under employment legislation and anti-discrimination legislation. Learning programs developed for this purpose are not usually intended to result in a qualification.

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When designing a learning program for an individual or target group, their LLN levels need to be evaluated at the outset.

It is necessary to determine whether they have sufficient skills and knowledge to undertake the training in the first place.

The VET Quality Framework requires that we provide client-focused, flexible learning. The principles of access and equity mean that we must not discriminate against a person on the grounds of their abilities, or for any other reason. If the LLN level will be sufficient to “do the job” then the training and assessment should be tailored to the same level.

Where the initial LLN level indicates that an individual will not succeed with the learning program, they should be referred for LLN training before commencing the learning program.

LLeeaarrnniinngg PPrriinncciipplleess

Learning principles have developed out of a body of research over many years. Much of the research relates to pedagogy (teaching children) but there is also research on andragogy (helping adults learn).

The term andragogy was first used by Malcolm Knowles in the 1960s. Knowles described adult learning as “a process of self-directed inquiry” and defined “Adult Learning Principles”.

There is a wealth of information on the Internet in relation to Adult Learning Principles. You may care to begin your research at Wikipedia. http://en.wikipedia.org/wiki/Andragogy

http://en.wikipedia.org/wiki/Andragogy




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1. Adults need to know the reason for learning something

2. Experience provides the basis for learning activities.

3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.

4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.

5. Adult learning is problem-centred rather than content-oriented.

6. Adults respond better to internal versus external motivators.

These principles are critical to the design of a learning program and to all aspects of training delivery.

In reality, you will find that children also benefit from application of the adult learning principles. All individuals build learning on their current experience. Children have less experience to build upon and are thus more likely to accept information without evaluation and judgement.

The adult learning principles have been expressed in many different ways, for instance:

Adults have a need to be self-directing

Adults have a range of life experience, so connecting learning to experience is meaningful

Adults have a need to know why they are learning something

Training needs to be learner-centred to engage learners

The learning process needs to support increasing learner independence

Emphasis on experimental and participative learning models

The learning process should reflect individual circumstances

When designing a learning program for adults, it is necessary to:

1. Negotiate and agree on the learning process, so that the adult is self-directed.

2. Relate the learning to the adult’s experience and situation, so that they can connect the learning to “something real”.

3. Ensure that the adult understands how the learning will benefit them, in order that they know why they are learning.

4. Make the learning program flexible and engaging.

5. Support the learner throughout the process and give them clear goals and opportunities to take control of their learning for themselves.

6. Provide activities and experiences to encourage learning by discovery.

7. Provide tasks that relate to the adult’s individual circumstances (client-focused, flexible).




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In 1956, a committee lead by Benjamin Bloom published what he termed the three domains of learning:

1. Cognitive (what one knows or thinks),

2. Psychomotor (what one does, physically) and

3. Affective (what one feels, or what attitudes one has).

The history of instructional design is described on Wikipedia at http://en.wikipedia.org/wiki/Instructional_design

When you are designing learning programs, all three domains of learning need to be incorporated.

ACTION: Discuss the following questions.

When you are told something, does that mean that you KNOW it?

When you KNOW how to do something, does that mean you have the SKILLS to do it?

If you KNOW how and have the SKILLS, does that mean you WILL do it?

Instructional design principles are outcomes focused.

The first step in anything that you do is to determine a goal. An example is driving a car. Most people do so in order to reach a destination. The task is the driving, but you begin by focusing on the destination (or outcome).

One approach to instructional design is the ADDIE process:

A analyse learner characteristics and training needs (TNA)

D design learning objectives and choose a delivery approach (Learning Program)

D develop training materials (Plan Delivery)

I implement training delivery (Delivery)

E evaluate and review (Continuous improvement)

http://en.wikipedia.org/wiki/Instructional_design




If you look at the elements and performance criteria for TAEDES401A, you will notice a lot of similarities - particularly with the first 2 steps of the ADDIE process.

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Once you have analysed the learner characteristics and needs, and identified the learning objectives (outcomes), the next step is to choose a delivery approach (design options).

Design options include a choice of contexts and modes of delivery. for example: Context in the workplace

in a training room

in a community setting

at home Mode face to face (one-on-one)

face to face (group training)

on-line (individual learning)

self-paced (individual learning)

workplace coaching / mentoring

workplace activities and experience

group training / workshops / seminars

action learning groups

A learning program should include a blend of delivery modes and contexts. This applies the learning principles and ensures that all 3 domains of learning are addressed.

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Before training can be delivered, all the learning resources must be in place.

This will include:

Venue

Equipment

Facilities and amenities (tea, coffee, toilets etc)

Trainer / facilitator / instructor / coach / mentor

Learning materials (booklets, handouts, presentations, CD, on-line, samples, models)

You may need to research the availability and types of different relevant learning resources, learning materials and pre-developed learning activities.




““NNootteedd”” LLeeaarrnniinngg MMaatteerriiaallss

The TAE10 Training Package states (page 29):

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and government agencies.

Where such materials have been quality assured through a process of ‘noting’ by the NQC, they display the following official logo.

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

A word of warning: Just because training materials display the “noted” logo, it is your responsibility (or your RTO) to ensure that they “map” to the unit and/or qualification. In other words, you can buy them but you still need to validate them.

In fact, the best search engine for noted support materials is at www.training.com.au. Click on the Training Organisations link and you will see a graphic on the right of the screen that links to an index of noted support materials.

ACTION: The following actions may be performed by you individually or may be demonstrated by your trainer.

Go to www.training.com.au and locate the link to the noted support materials

Browse the materials and identify whether there are support materials that relate to your own area of expertise.

Another useful source of learning materials is found on the web site of TVET Australia Product Services - http://www.atpl.net.au/

http://www.training.com.au/

http://www.training.com.au/

http://www.atpl.net.au/




Remember that there is no requirement under VET Quality Framework to use noted support materials. The key is to use the best approach to achieve the learning outcome. You may use noted materials, materials from another supplier, or develop your own learning materials. Regardless, the materials must be validated. They must relate to the learning outcomes as stated in the competency standards.

DDeessiiggnniinngg tthhee LLeeaarrnniinngg PPrrooggrraamm

The process of designing a Learning Program can be summarised as:

1. Consult: Discuss the purpose and type of learning program with all stakeholders. This is part of the process of Training Needs Analysis. It is essential that the learners, employer, apprenticeship centre (AAC), any relevant funding bodies and all those who have a stake in the process or outcome of the training are involved in its development.

2. Analyse Training Needs: Complete the Training Needs Analysis by analysing skills and knowledge gaps. Where relevant you will need to access qualifications and/or competency standards and match them to the skills and knowledge requirements.

3. Draft the Learning Program Structure Develop a draft Learning Program and then present it to the stakeholders. If the training relates to a qualification or statement of attainment, you must ensure that you comply with all relevant VET policies and procedures. In any case you will need to comply with organisational policies and procedures.

4. Consult and modify: Once the stakeholders have given feedback, it may be necessary to change the draft learning program. This is why it is best to seek feedback throughout the process of development, so that effort is not wasted.

5. Finalise with details The learning program can then be finalised by identifying:

a. Target learner characteristics and special needs where relevant b. Learning outcome c. Learning materials needed d. Assessment materials needed e. Contextualisation of the learning and/or assessment materials f. Reasonable adjustments to learning and assessment strategy to allow for learner

special needs g. The structure and sequence of learning - including timeframe h. The delivery strategy for the program i. Resources required - including a budget j. Risk assessment and risk management plan




6. Consult and review The final documented learning program should then be presented to all key stakeholders for review. Any recommendations or feedback should be considered carefully and changes made where relevant.

A successful learning program is not “imposed”. It is “negotiated”. Remember the key aspect of VET is client-focused, flexible learning and assessment.




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This example Learning Program is based upon the Training Needs Analysis provided in Section 5.

In your assessment tasks you are required to design 2 Learning Programs. You may use the example format below or another format of your choice. Title of program / Qualification TAEDEL301A: Provide work skill instruction

Target group / Individual Target group are 20 leading hands and supervisors working for a manufacturing company. Their duties include induction of new process workers, monitoring and supervising process activities for their team, providing coaching, mentoring and one-on-one training for team members to build their skills.

Employment status / employer Leading hands / supervisors for ABC Manufacturing Corporation

Purpose of the Learning Program and pathways from the learning outcome

The target group have experience of training for work skills but no formal training. The purpose of the Learning Program is to increase their expertise in training of process operators. Outcome from the learning program is to achieve a Statement of Attainment in the unit TAEDEL301A: Provide work skill instruction (partial TAE40110 Certificate IV in Training and Assessment). Pathways from the learning outcome may include undertaking the full qualification TAE40110 Certificate IV in Training and Assessment

Target learners characteristics (Vocational experience)

Significant technical expertise in process operations in a high risk manufacturing environment. Experience in supervision, coaching and mentoring.

Special needs and management strategy

Target learner group have no special needs in terms of LLN, disability support. They are a multicultural group and 5 of them have English as their second language. All of them are able to communicate verbally and in writing in English, to the level required. No specific management strategy is required.

Training Package TAE10 Training and Education

Contextualisation Training and assessment should relate to the specific work context. Safe Learning Environment should relate to the high risk manufacturing context and use organisational policies and procedures. Learning resources to be used for activities during the course should incorporate learning materials used by the target group when they are conducting training in the workplace.

Learning Methods / Delivery Strategy including duration

Learning delivery strategy has been negotiated and agreed as 2 x one day workshops, to be held in the training room of ABC Manufacturing Corporation. Delivery strategy should focus on learner activities, role plays, discussion and facilitation.

Risk identification and control

Due to the high risk nature of the manufacturing work, no learning or assessment is permitted in the actual workplace (shop floor). A hazard analysis has been conducted of the training room location. The training room has adequate and safe facilities including appropriate furniture, equipment, amenities, tea and coffee making facilities. All electrical equipment has up-to-date test and tag. The trainees are all qualified in workplace health and safety issues and strongly committed to safe work practices. 6 of them have current first aid certificates. Emergency exits are clearly marked and assembly points identified.




Resources Required for Learning

Training room (has been checked and is furnished appropriately) Qualified Trainer PowerPoint for initial theory presentation Activity sheets for role plays Whiteboard and materials for brainstorming session Learning guide (for reference) Session plans (2) for trainer for each of the 2 days

Assessment methods and Resources Required for Assessment

Qualified Assessor (must have TAE40110 Certificate IV in Training and Assessment - TAEDEL301A: Provide work skill instruction must be one of the units held by the assessor) Assessment workbook containing questions, instructions and guidance for the candidate (trainee) Assessment tasks involving individual demonstration of work skills together with observation sheets for trainer/assessor. Third Party Verification forms for Manager to complete Assessor guide with benchmark answers and key criteria for assessment. Forms for signing off the summative assessment and reporting.

Estimate of Trainer Cost (expressed as number of trainer hours @ $100 per hour)

Trainer must attend for 2 x 8 hour sessions = $1,600 Trainer preparation time - add 6 hours for development of role plays, general research etc = $600 Total estimated at $2,200

Estimate of Assessor Cost (expressed as number of assessor hours @ $100 per hour)

Assessor in this case will also be the trainer. Observation portions of assessment will be conducted on the second day of the workshop and is included in trainer time. Summative assessment, checking questions, receiving and checking third party verification and final sign-off - allow 30 minutes per trainee. 20 trainees @ 30 minutes each = 10 hours Total estimated at $1,000




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1. What are the 6 steps in the process of designing a learning program?

2. What is the analysis that you need to complete in preparation for designing a learning program?

3. Other than trainers and assessors in an RTO, who else is likely to develop learning programs in an enterprise or organisation?

4. Where the initial LLN level indicates that an individual will not succeed with the learning program, what should you do?

5. Refer to the adult learning principles. Why do you think the definitions of pedagogy and andragogy are worded differently? pedagogy (teaching children) andragogy (helping adults learn)

6. What are the 3 domains of learning, as defined in Blooms Taxonomy?

7. What is the key aspect of instructional design principles?

8. Is it compulsory to use “Noted” Training Materials?

9. What is the key action that you must do, before using training materials, whether they are noted materials or otherwise.

Do you think you have mastered the method of designing a learning program? You are required to develop 2 Learning Programs as part of your assessment tasks.




SSeeccttiioonn 1111:: VVaalliiddaattiioonn aanndd MMooddeerraattiioonn

This section is based upon the unit TAEASS403B: Participate in assessment validation. It describes the performance outcomes, skills and knowledge required to participate in an assessment validation process.

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The AQTF2010 Essential Standards for Continuing Registration states:

1.1 The RTO collects, analyses and acts on relevant data for continuous improvement of training and assessment

1.5 Assessment including Recognition of Prior Learning (RPL):

(a) meets the requirements of the relevant Training Package or accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated.

2.2 The RTO continuously improves client services by collecting, analysing and acting on relevant data.

3.2 The RTO uses a systematic and continuous improvement approach to the management of operations.

3.3 The RTO monitors training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the AQTF Essential Conditions and Standards for Continuing Registration.

The Users Guide to the Standards states:

Processes for collecting data include assessment validation and/or moderation

Validation will be systematic if the RTO implements a comprehensive plan for assessment validation and/or moderation.

Assessment validation should be integrated with the RTO’s continuous improvement cycle so that improvements made to assessment tools and outcomes as a result of validation and/or moderation are subject to review in order to maintain quality.

The Users Guide defines moderation as:

The process of bringing assessment judgements and standards into alignment. It is a process that ensures the same standards are applied to all assessment results within the same Unit(s) of Competency. It is an active process in the sense that adjustments to assessor judgements are made to overcome differences in the difficulty of the tool and/or the severity of judgements.




The Users Guide explains the requirements for validation as follows:

Validation involves focussing on assessment tools and evidence to review and make recommendations for future improvements to the assessment tool, process and/or outcomes.

Validation will be systematic if the RTO implements a comprehensive plan for assessment validation and/or moderation. The plan for assessment validation and moderation should identify representative samples of tools and judgements to be considered so that conclusions can confidently be made about quality assurance and quality control of assessment. The plan should include:

When assessment validation and/or moderation will occur

Which units of competency/modules will be the focus of the activity in proportion to associated risk

Who will lead and participate in validation and/or moderation activities

How the outcomes of these activities will be documented

How lessons learnt from assessment validation and/or moderation will be acted upon.

Assessment validation should be integrated with the RTO’s continuous improvement cycle so that improvements made to assessment tools and outcomes as a result of validation and/or moderation are subject to review in order to maintain quality.

The Users Guide defines validation as follows:

Validation is a quality review process.

It involves checking that the assessment tool produced

valid

reliable

sufficient

current and

authentic evidence to enable reasonable judgements to be made as to whether the requirements of the relevant aspects of the Training Package or accredited course have been met. It includes reviewing and making recommendations for future improvements to the assessment tool process and/or outcomes.

Every RTO must have clear policies and procedures for assessment validation and moderation. At an audit, the RTO must be able to prove that they are implementing the procedures. This means they need documentary evidence that qualified assessors (internally and/or in partnership with other RTOs) are meeting on a regular basis for the purpose of validating assessment tools and decisions.

As a qualified assessor, you will be required to actively participate in validation and moderation.




WWhhaatt iiss tthhee ddiiffffeerreennccee bbeettwweeeenn vvaalliiddaattiioonn aanndd mmooddeerraattiioonn??

You will see from the definitions quoted above that:

Validation is looking at the assessment tools and instruments

Moderation is looking at the assessment decisions made by assessors

When you refer to the definition in the Range Statement for TAEASS403B, it states:

Validation activities may include:

analysing and reviewing:

o assessment tools

o collected evidence

o assessment decisions and records of assessment outcomes

o other aspects of assessment policies, processes and outcomes

recording evidence of validation processes and outcomes.

In other words, the unit of competency TAEASS403B: Participate in assessment validation relates to both validation and moderation.

VVaalliiddaattiinngg aasssseessssmmeenntt ttoooollss

Every assessment tool should be validated. This applies whether the tool is designed “in-house” or whether it is purchased.

An effective validation meeting has a clear structure and criteria for validation. The criteria for validation of assessment tools are:

Is it designed to meet the rules of evidence?

Is it designed to meet the principles of assessment?

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Valid Valid evidence must relate directly to the requirements of the competency standard. This means that the assessment tool needs to be mapped to the competency standard.

Validation will require checking the activities in the assessment tool against a copy of the competency standard to ensure that they match the requirements of the:

Performance Criteria




Required Knowledge

Required Skills

Critical aspects of evidence

Employability skills

Valid evidence must encapsulate the breadth and depth of the competency standard. This will necessitate using a number of different assessment methods. Validation needs to confirm a range of assessment methods are used and are appropriate to the competency standard.

Therefore you can see that a validation meeting is an opportunity to document and record the mapping in the process of checking it.

Sufficient Sufficiency relates to the amount of evidence collected.

The process of mapping the assessment tool to the competency standard should identify any areas where evidence is insufficient.

Mapping checks validity (the tasks are appropriate for demonstrating the performance criteria etc) and sufficiency (are all the performance criteria etc covered in the assessment tool)

However, the tool also needs to be checked that it gives sufficient evidence of competency by:

Using a range of assessment methods

Meeting the characteristics and distinguishing features of learning outcomes for the relevant AQF level.

Current Competency requires demonstration of current performance.

The assessment tool should be designed to gather evidence that the candidate can do the task yesterday, today and tomorrow.

Authentic Authenticity relates to ensuring the evidence is from the candidate and not another person.

The assessment tool should be designed to gather evidence that can be authenticated as the candidate’s own work. This is more difficult than it sounds, since much of the candidate’s evidence may be created when the assessor is not present.

VVaalliiddaattiinngg aaggaaiinnsstt tthhee pprriinncciipplleess ooff aasssseessssmmeenntt

Fair Assessment is fair when the assessment process is clearly understood by candidates and agreed by both assessors and candidates and when candidates' needs and characteristics are addressed.

Assessment tools need to:

Have clear instructions and guidance for the candidate

Have a way for the candidate to confirm that they understand and agree upon the assessment process and that the appeals process has been




explained to them.

Be designed to meet the needs of the candidates in the target group

Have a way for the assessor to give feedback to the candidate

Identify any resources required for assessment

Have a way for the assessment decision to be recorded and reported

Not include extra performance criteria that are over and above the competency standard.

Flexible Flexibility in assessment involves consideration of the various needs of the parties involved in the assessment process. It applies to the assessment process - which relates more to the actions of the assessor than the actual content of the assessment tool.

However, it is important to validate that assessment tools permit flexibility in terms of:

timing of the assessment activities

recognition of current competencies

using a range of assessment methods that can be contextualised for the environment

Reliable Reliability refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes.

Reliability can only be achieved when assessors share a common interpretation of the unit(s) being assessed.

The assessment tool must provide guidance for the assessor and that guidance must be clear, concise and readily accessible to the assessor.

For short answer questions, the assessor needs to be given a benchmark answer.

For projects, the assessor needs to be given specific criteria to look for.

For observation, the assessor needs a checklist with instructions on exactly how the task should be performed and what needs to be observed

Valid Assessment is valid when the process assesses what it claims to assess.

When assessment tools are being validated, if all of the previous criteria (Rules of Evidence and Principles of Assessment) are addressed, this principle should follow.

However, it is a good idea at this stage of the validation to consider whether the assessment tool has incorporated a holistic assessment of the Dimensions of Competency:

Task skills - were they able to do the task?

Task management skills - were they able to plan the task?

Contingency management skills - did they deal with problems effectively?

Job/Role environment skills - did they do the task in a way that is appropriate for the relevant job role?




ACTION: The following actions may be performed by you individually, or in a group led by your trainer.

Refer to the Rules of Evidence listed above, and think about how you would validate an assessment tool to confirm its compliance with the Rules.

Draft a list of questions that you could ask, in order to confirm that an assessment tool complies with the Rules of Evidence

Refer to the Principles of Assessment listed above, and think about how you would validate an assessment tool to confirm its compliance with the Principles.

Draft a list of questions that you could ask, in order to confirm that an assessment tool complies with the Principles of Assessment.

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Moderation is the process of bringing assessment judgements and standards into alignment.

It is a process that ensures the same standards are applied to all assessment results within the same Unit(s) of Competency.

It is an active process in the sense that adjustments to assessor judgements are made to overcome differences in the difficulty of the tool and/or the severity (or otherwise) of judgements.

TThhee mmooddeerraattiioonn mmeeeettiinngg

There are two approaches to moderation. The first is where an assessor requests the assistance of other assessors in conducting or finalising an assessment. This can occur when the assessor is “new to the business” or the assessment tool is unfamiliar to them. It can also occur when the candidate is “borderline” competent.

This informal approach to moderation is an essential aspect of the assessment process because it promotes consistency.

The formal moderation is a regular meeting of assessors (either entirely within the organisation or in collaboration with external assessors or subject matter experts) for the purpose of reviewing assessment judgements.

A random selection of assessment judgements is tabled and discussed at the meeting. The outcome of the meeting should be agreement that all of the assessors would have come to the same conclusion. If there is not unanimous agreement, then the reasons for the discrepancy need to be explored and resolved.

If the assessment decision has been finalised and reported, and the certificate or statement of attainment has been issued, the candidate must not be disadvantaged by withdrawing their qualification.




The purpose of moderation is continuous improvement in assessment practices. For this reason, as well as looking at the decision made, the meeting should consider whether the assessment process complied with the Principles of Assessment.

Where there are discrepancies or inconsistencies, it may be the fault of the assessment tool. At this point a full validation of the assessment tool should be undertaken.

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All validations and moderations should be documented. This includes any informal moderation activities prior to final assessment.

The usual form of recording is to draft minutes of the meeting. Recommendations for improvement should be discussed and agreed upon. The minutes need to incorporate an action plan for implementing the recommendations. This should be followed up at the following meeting to confirm that all actions have been completed.

Moderation and validation are opportunities for reflection and professional development. The process of collaboration and sharing ideas will enable you to continuously improve your own assessment practices.




SSeeccttiioonn 1122:: TTrraaiinniinngg DDeelliivveerryy

PPrroocceessss FFllooww DDiiaaggrraamm

DESIGN: Unpack (analyse and document) the

qualifications Unpack (analyse and document) the units

DESIGN: Training Needs Analysis

Develop Learning Programs

ASSESSMENT: Plan the assessment process and identify the assessment instruments and tools you

will need

ASSESSMENT: Design or source the assessment

instruments and tools (including RPL) and map them to the competency standards

ASSESSMENT: Validate (and trial if possible) the assessment

tools ensuring they meet the principles of assessment and rules of evidence

DELIVERY: (TAEDEL401A, 402A, 301A) Plan the delivery

DELIVERY: (TAEDEL401A, 402A, 301A) Design or source all resources you need for

the delivery

DELIVERY: (TAEDEL401A, 402A, 301A) Deliver the training

DELIVERY: (TAEDEL401A, 402A, 301A) Review the training - seeking and analysing feedback from trainee and employer where

relevant

ASSESSMENT: Assess competence using the assessment

instruments

ASSESSMENT: Validate the assessment through a process

of moderation with other assessors to ensure it was valid

CONTINUOUS IMPROVEMENT: Record lessons learnt and promote

improvements




There are 2 core units of competency and one elective in the Learning Delivery Sector for your course.

The core units are:

TAEDEL401A Plan, organise and deliver group-based learning

TAEDEL402A Plan, organise and facilitate learning in the workplace

The elective is:

TAEDEL301A Provide work skill instruction This unit has been selected because it is an essential competency for enterprise trainers.

This section covers the key underpinning knowledge requirements for the above 3 units. The following sections will discuss the each of the individual units in more detail.

LLeeaarrnniinngg pprriinncciipplleess

Learning principles have been explained in Section 6 in relation to designing learning programs. They are revisited here in relation to training delivery.

TThhee AAdduulltt LLeeaarrnniinngg PPrriinncciipplleess

1. Adults need to know the reason for learning something

As a trainer, you need to know the characteristics and needs of your learners. This is critical so that you understand their motivation for learning. In most cases, an adult will have personally made the decision to attend training and will already be motivated to learn.

There are situations where this is not the case. Training is often funded by government or other organisations, or by the employer. The adult may be required to attend the training, rather than make their own decision to do so.

In order to motivate an adult learner, the trainer must identify and communicate the advantages of the learning to the individual. This requires the trainer to discover the characteristics and needs of the individual.

2. Experience provides the basis for learning activities.

Adults already have significant life experience which has formed their opinions, beliefs and knowledge. Each adult is an individual with different life experience. The knowledge and skills developed during training needs to build upon each individual’s life experience, opinion, beliefs and knowledge.

This means that the trainer must observe the reactions of the adult and give them opportunities to express their thoughts, so that they can relate the new learning to their experience.

There is another facet to “experience” that must also be taken into account when training adults (or children). People do not learn by being “told”. They learn through “doing”. Training delivery must be engaging, relevant and give the learner opportunities for participation.




3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.

Unlike children, adults expect to be in command of their own destiny. As a trainer, you are in a position of authority. This position must be used ethically so that the learner is empowered.

Consider a situation where you have a group of parents in training. As the trainer, you require them to switch off their mobile phones so that the group is not distracted. A parent can be uncomfortable with this, because they cannot be contacted if their child has a problem, accident or falls ill.

Where an adult has been “sent” to training, rather than making their own decision to attend, they are less likely to be motivated to learn.

Alternatively, where an adult has been involved in planning the method of their training (the learning program) they will be strongly motivated to learn.

Adults have a tendency to “judge” and this can be positive and negative for both the learner and the trainer, depending upon the trainer’s approach.

This judgement is more likely to be positive when the trainer actively seeks feedback. This does not mean that all judgement will be in the form of praise. Positive feedback can also be suggestions for improvement or presenting a different point of view.

Judgement is more likely to be negative when the trainer avoids feedback. The adult learner will feel that their opinion is not valued and their judgements are more likely to be criticism and resistance to accepting the guidance of the trainer.

Trainers therefore need to actively seek feedback from the learner and to reflect on the feedback for self-evaluation. Over a period of time, the collective feedback from adult learners will enable the trainer to identify their own strengths and weaknesses and improve their training practices.

A good trainer learns from their trainees.

4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.

The challenge for the trainer is to find out what has immediate relevance for individual learners and then incorporate this into the training delivery.

All learners (adults and children) will be more interested in learning when the subject has relevance to them. The difference is the word “immediate”. Children are more likely to accept that a subject has future relevance. Adults will want to apply their learning in their work or personal lives immediately.




ACTION: The following actions may be performed by you individually or may be conducted as a group discussion.

Discuss the following situation and how you would handle it if you were the trainer.

The group is being trained in spreadsheets. Spreadsheet software has many different features, appropriate for different situations and applications. The software can be used to manage data (sorting, filtering etc) and it can be used for complex calculations (functions and formulae).

The group recognise that data management is immediately relevant to their work role. They understand that complex calculations may be useful in the future but really can’t see how they will be applied in their work.

Your brief as the trainer is to enable the group to learn both types of feature.

5. Adult learning is problem-centred rather than content-oriented.

A lecture is an example of content-oriented training. The learner has no input into the learning. They are “spoken at” by the lecturer. In other words, a lecture is a way of imparting information (as opposed to knowledge).

This method is used by universities because university students are required to undertake research and take control of their own learning. A university lecturer is responsible for delivery only. They are not responsible for the learning outcome.

In the VET environment, the trainer and trainee have equal responsibility for the learning outcome. Further, VET training incorporates skills as well as knowledge.

Clearly, some information needs to be imparted by the trainer. However, the main role of a VET trainer is to give the adult learner opportunities to learn through a process of discovery.

Setting problems for the learner to resolve is one of the best ways to achieve a learning outcome.




6. Adults respond better to internal versus external motivators.

In simple terms, adults learn because they want to. Conversely, if the adult is not internally motivated, they will not achieve the required learning outcome.

A good trainer will have the empathy (as opposed to sympathy) to actively listen to their trainees and make the effort to understand their internal motivators. The trainer can then relate the learning to the individual’s internal motivators.

LLeeaarrnniinngg ssttyylleess

The classical intelligence and learning styles model is known as the Visual-Auditory-Kinaesthetic learning styles model, usually abbreviated to VAK.

The VAK concept, theories and methods were first developed by psychologists and teaching specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, beginning in the 1920's.

Visual Learners

Seeing

This learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films.

Auditory Learners

Hearing

This learning style involves learning through listening: to the spoken word, of self or others, of sounds and noises.

Kinaesthetic (Physical) Learners

Doing

This learning style involves physical experience - touching, feeling, holding, doing, practical hands-on experiences




ACTION: Determine your own learning style. If possible, compare your style with others who have completed the test.

Visual Learners:

need to see it to know it.

often have a strong sense of colour.

often have difficulty with spoken directions.

often have trouble listening to people talking for a long time.

Effective learning methods

put information into diagrams, tables and maps

use different colours

add drawings and illustrations

use video resources and PowerPoint

provide handouts

provide checklists

allow time to take notes

Visual Learners need to write or draw, as well as look

Auditory Learners

prefer to get information by listening; needs to hear it to know it.

may have difficulty following written instructions

find reading long texts boring


talking, with verbal emphasis of key points

promote discussion

promote speaking

use sounds (such as music)

Auditory Learners need to speak as well as hear

Kinaesthetic Learners:

prefer hands-on learning.

often can assemble parts without reading directions.

have difficulty sitting still.

learn better when physical activity is involved.


do activities which involve moving around

role plays

challenges

learning by discovery

use models and “props”

Kinaesthetic Learners need to do something involving movement and / or touching




LLeeaarrnniinngg tthheeoorriieess




SSeeccttiioonn 1133:: GGrroouupp BBaasseedd LLeeaarrnniinngg

This section is based on the unit of competency TAEDEL401A Plan, organise and deliver group-based learning.




SSeeccttiioonn 1144:: WWoorrkk BBaasseedd LLeeaarrnniinngg

This section incorporates the requirements of the following 3 units:

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.

TAEDEL301A: Provide work skill instruction

This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.

This unit supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.

BSBLED401A: Develop teams and individuals

This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

This unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

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From the above information you can see that all 3 units relate to training that occurs in the workplace.

The skills and knowledge identified in TAEDEL402A: Plan, organise and facilitate learning in the workplace are important for human resource managers and frontline managers, as well as trainers working in an RTO.

The skills and knowledge identified in TAEDEL301A: Provide work skill instruction are important for an experienced worker whose job role incorporates training new workers or up-skilling existing workers. The unit focuses upon delivering training through instruction and demonstration of work skills.

The skills and knowledge identified in BSBLED401A: Develop teams and individuals are important for human resource managers and frontline managers. This unit is also an elective in the qualification BSB40807: Certificate IV in Frontline Management.




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This section addresses Required Knowledge for the 3 units:

TAEDEL402A: Plan, organise and facilitate learning in the workplace

TAEDEL301A: Provide work skill instruction


Most of the knowledge requirements for the above 3 units have already been addressed in this course. The focus of this section is upon relating your knowledge to work-based learning.

AApppplliiccaattiioonn ooff tthhee uunniittss

The unit TAEDEL402A: Plan, organise and facilitate learning in the workplace 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.

The unit TAEDEL301A: Provide work skill instruction supports a wide range of applications across any workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.

The unit BSBLED401A: Develop teams and individuals applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

As you can see from the above, all three of these units are relevant for various job roles - not just to trainer/assessors working in an RTO. The skills and knowledge are also relevant to:

Senior managers

Frontline managers, supervisors and team leaders

Human resources professionals

Workplace (enterprise) trainers

If you are a trainer/assessor working in an RTO, you may need to liaise with personnel in any of the above roles, in order to identify learning needs and implement work based learning.

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Although formal training is often required in order to achieve a qualification or work skills, most learning will take place in the workplace. This is the environment where a worker can put their theoretical knowledge into practice and learn from experience.

Learning programs will therefore often need to incorporate work-based learning. Apprenticeships and traineeships are a good example of learning through work, where the learning is supported by formal training delivered by an RTO.




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Learning needs in the context of these 3 units are broader than attaining a qualification.

The Range Statement for BSBLED401A Develop teams and individuals identifies Learning Needs as follows:

Career planning/development

Coaching, mentoring and/or supervision

Formal/informal learning programs

Internal/external training provision

Performance appraisals

Personal study

Recognition of current competence/skills

Work experience/exchange/opportunities

Workplace skills assessment

The need for work-based learning will need to be analysed and determined by conducting a Training Needs Analysis and then developing a Learning Program for the individual or target group.

This applies regardless of whether the proposed training is intended to lead to a qualification or intended to develop employees in other ways that benefit the organisation. Training Needs Analysis should also be incorporated into the process of change management and promoting innovative practices within the workplace.

TTrraaiinniinngg NNeeeeddss AAnnaallyyssiiss

You will remember that a TNA may be conducted:

Within the organisation: o A team leader or manager to develop their team and individuals o Human Resources personnel on an ongoing basis or in response to a specific

need o Change Management personnel to plan for implementing the change

External consultants and experts: o RTO staff and trainers acting as external consultants for an organisation to

identify training needs and make recommendations o RTO staff and trainers developing learning programs for individual trainees o RTO staff and trainers developing learning programs for target groups

You will also remember that TNA can have two approaches:

Enterprise based; and

Individual based

Enterprise based TNA looks at the skills and knowledge required by individuals and teams within the workforce in order to perform efficiently. This needs to take into account specific work skills for the job and also “generic” skills. When you are designing work-based learning programs, this is the first approach to take.




Once you know what is required, then you need to conduct TNA for each individual. This will identify their current skills, knowledge and attributes. It should also take into account the wishes of the individual in terms of their career progression and interests.

Once you have the two TNAs, you can then conduct a Gap Analysis. This is a comparison between the current situation and the desired situation. The Gap Analysis will give you the information required to investigate appropriate learning programs.

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Individuals in the workplace should be encouraged to self-evaluate their own performance and self-development needs. Many organisations have a formal procedure for performance appraisal on a yearly basis.

Performance appraisals are often linked to salary review. It is a sad fact that many employees dread the performance appraisal process. This is largely because they are misunderstood. They should be seen as opportunities for improvement and personal development - a chance for the manager to ask the employee how they can help them develop. Performance appraisal is one tool that can form part of a Training Needs Analysis.

When designing a learning program, the individual should always be consulted and involved in the planning process. Formal or informal performance appraisals are an opportunity for consultation, and developing Learning Programs.

Consultation is essential because adults need to feel that they are in control of their own learning in order for it to be effective. (Refer to the Adult Learning Principles).

The learning program outcome (purpose) should incorporate two aspects:

Requirements for the current job role; and

The individual’s wishes for future career development.

When a manager or trainer consults with the employee in the development of a learning program, this will facilitate change management and promote innovation, breaking down barriers to change. The employee is motivated (affective learning) to take control of their own learning.

DDeevveellooppiinngg aanndd mmaaiinnttaaiinniinngg tthhee lleeaarrnniinngg rreellaattiioonnsshhiipp

Client focused flexible learning is the keystone of VET training. The success of the work-based learning pathway that you develop will depend upon the relationship that you have developed with the learner.

This means that you need to:

Involve the learner in the development of their learning program.

Develop a learning program that is appropriate for the context of the work - so that the work tasks will achieve identified learning outcomes.

Develop a learning program that is tailored for the characteristics and needs of the learner and their learning style.




Explain the training delivery techniques to the learner and ensure that they fully understand what will happen.

Document the learning program and gain the learner’s consent prior to implementation.

Build a relationship with the learner that is based upon trust.

Apply the adult learning principles and give the learner encouragement to take control of their own learning.

Use active listening skills and pay attention to body language so that you can respond promptly to any “learner cues”.

Build a relationship of trust by demonstrating ethical behaviour at all times - fairness, lack of prejudice, respect and honesty.

Ensure that you maintain confidentiality, so that the learner feels they can confide any problems.

Be predictable - the learner must know what is expected of them and when. This means that you need to meet with the learner on a regular basis.

Give positive feedback that is honest, helpful and supportive.

Monitor and record the learner’s progress.

Identify key points in the learner’s progress for closure and “moving on”.

In order to monitor the effectiveness of the learning/facilitation relationship, you need to meet with the trainee on a regular basis.

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Once the training needs have been analysed and the gaps identified, the learning program should be documented, in just the same way that you would do so in a formal training pathway leading to a qualification.

Workplace learning can take place in many ways. In practice, much of the learning is not planned. It is the result of performing day to day duties.

Other ways that workplace related learning can take place may include:

Conferences, seminars and involvement in professional networks

Induction

On-the-job coaching or mentoring

In-house presentations/demonstrations




Problem-solving (such as action learning)

Some or all of the methods bulleted above may be appropriate for specific learning needs or circumstances.

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When developing a work-based learning program, the first step is to clarify the learning objectives. Once the learning objectives have been identified, the work environment needs to be evaluated in order to determine whether it will be appropriate for the work-based learning pathway.

Work environment incorporates:

The location and/or equipment

The personnel

The tasks

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Using work as a basis for learning can have OHS implications. A learner may need to be supervised in order to ensure their own safety and the safety of other personnel. This is particularly relevant in a high risk work environment.

An example would be learning to drive an excavator. This is a high risk occupation which requires a combination of formal training and a specified number of hours driving the excavator, under the direct supervision of an experienced and qualified excavator operator. Most of the learning takes place while performing work tasks.

Another example of high risk work associated with the work location is the occupation of rigger. A rigger works on construction sites, working at heights using scaffolding equipment. Again, although there is an element of theory learning, most of the learning takes place at work.

TThhee PPeerrssoonnnneell

When designing learning through work, there is usually an element of mentoring and coaching required. This will involve other members of the team.

It is often necessary to establish systems (such as job sharing or job rotation) in order to promote the learning outcome.

The characteristics, strengths, weaknesses and communication skills of all personnel who may be involved in mentoring the learner must be evaluated. Mentoring is a skill in its own right, and may require formal and informal training of the mentor.

It is also necessary to consider how the learning program will impact upon other personnel in the team. Time will need to be devoted to the learning activities. If the learner is a key member of a team with a heavy workload, some of their usual tasks may need to be re-allocated. This can impact on the workload of other team members.




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The learning program will need to identify those tasks which will promote the learning outcome. For example, if an individual is undertaking a learning program to achieve a qualification in management, they will need to perform tasks that require management skills and knowledge.

The individual may be currently working as a member of a team with no supervisory responsibilities. In this case, they will have few opportunities to learn management skills through a work-based learning pathway.

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IInndduuccttiioonn

It is a requirement under the Occupational Health and Safety legislation of most States in Australia for all new employees to be given a safety induction. At the very least this should include:

Emergency and evacuation procedures

Reporting requirements, relevant safety committees, officers and representatives

What to do in case of an accident and the location of the first aid box.

Safe work practices including manual handling.

If you are designing an induction program, it is necessary to confirm the learning outcome by incorporating an assessment. Records of induction must be retained. Workplace Health and Safety Inspectors can require an organisation to provide documentary evidence of inductions.

An induction program should include more than safety. It should be an introduction to the organisation, including:

Departments and their roles

Key personnel and their roles

Organisational mission, vision and values

The structure of the organisation, responsibilities and reporting

Organisational policies and procedures

How to access information

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The words “coaching” and “mentoring” are often used interchangeably. However, there is a difference between the two.

Thinking about sporting coaches helps to distinguish the meaning. A sporting coach has two roles:

Acting as a consultant to give advice to players on how they can improve their performance.

Acting as a “talent scout” by monitoring performance and giving opportunities for development and promotion.




A manager or trainer often performs a coaching role in the workplace.

A mentor is an experienced person who works together with the trainee. They may be a colleague performing the same or similar tasks. Their role is to observe, monitor, demonstrate, instruct and advise as the tasks are performed.

A coach acts in an advisory capacity. A mentor acts as a role model.

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Work skill training is the focus of unit TAEDEL301A Provide work skill instruction. Enterprise trainers often perform this role in the workplace. They may be acting as a mentor or may be training a small group in specific work related activities.

An example would be training in how to use Microsoft Excel to create spreadsheets. Regardless of whether you are training one-on-one or a small group, your first step must be to prepare for the training session. A session plan is still required.

During the training session, you need to use a combination of demonstration, instruction and practice, as follows:

Give instructions about the underlying concepts, purpose and uses of Excel.

Use instruction and demonstration by pointing out the different buttons and other features and explaining their purpose.

Demonstrate using the buttons and other features.

Set tasks for the learner so that they can practice.

Observe and monitor practice, giving further instruction and explanation.

Set formative assessment tasks at appropriate times.

Effective work skill training will identify the learning outcome first, then

Show and tell (trainer point and explain but not perform the tasks)

Demonstrate (trainer perform the tasks with commentary)

Do (trainee perform the tasks with commentary)

Practice (trainee perform the tasks with supervision)

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For an enterprise trainer, demonstration is often a major component of their training practice.

Demonstrating an activity or performance of a task enables the trainee to observe the process in action, but it has drawbacks.

Demonstrating too quickly: The trainer is expert, and may therefore perform the actions too quickly for each step to be fully observed and absorbed by the trainee.

Trainee is only observing The trainee is not actually performing the task themselves, and may not be able to




stand or sit in a position that allows them to see every aspect of the task from an operator’s viewpoint.

Task focus Demonstration, by definition, is “task focused”. There is a danger that the trainee will not understand the underlying concepts or the goals of the task.

Demonstration is effective for visual learners.

Demonstration is a way of presenting information to build cognitive learning. It does not build skills.

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Instruction is the process of giving information verbally. The role of the learner is to listen. It is important to begin an instruction with a clear goal - explaining the purpose of the task to be performed.

The steps in performing the task are then stated in a logical progression, giving time for each step to be understood before moving to the next step.

Instruction should form a “picture” in the learner’s mind of the process - much like a process flow chart.

Instruction is effective for auditory learners. You will notice that a visual learner will be more likely to take notes.

Instruction is a way of presenting information to build cognitive learning. It does not build skills.

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Practice is where the learner performs tasks under the supervision of the trainer, coach or mentor. It builds skills through repetition. In fact, skills can only be built through practice and it is therefore an essential part of all VET training.

Repeated practice will lock a series of steps into the learner’s mind. It is also an opportunity to learn from mistakes.

Although practice is essential for building skills, it is task focused. It is a process of the mind and body learning “by rote” or memorising movements. It will not enable the learner to achieve cognitive learning of why they are performing the tasks.

Practice is the most effective learning method for kinaesthetic learners. However, every learner must practice in order to build skills.

Practice alone is unlikely to build cognitive learning.




TAEDEL301A lists the following elements for providing work skill instruction.

Organise instruction and demonstration (session plan)

Conduct instruction and demonstration (instruction, demonstration, practice)

Check training performance (formative assessment and feedback)

Review personal training performance and finalise documentation (feedback, final assessment and reporting)

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In-house presentations are a method of delivering information. An example may be a retail environment where the features and benefits of a new product are explained and/or demonstrated to the retail team.

In-house presentations can facilitate change management, for example where an organisation changes its strategic direction or implements a new procedure.

These methods are appropriate for explaining and giving information. However, they do not give the opportunity for development of cognitive learning or skills unless they are used in conjunction with other training delivery methods.

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Professor Reginald Revans is the originator of action learning. He developed this method in the United Kingdom in the 1940s, working in the Coal Board. He encouraged managers to meet together in small groups, to share their experiences.

The success of the action learning approach lies in the fact that it is based on learning through experience. Many training and educational organisations have taken an “action learning approach”, but the strict definition of action learning requires that learning should take place in the workplace, through meeting on a regular basis to share real work experiences and ideas.

ACTION: The following actions may be performed by you individually or may be demonstrated by your trainer.

Go to http://rapidbi.com/created/actionlearningregrevens.html. This web site has some very clear information about action learning.

Discuss how you think action learning can be used in your own workplace.

http://rapidbi.com/created/actionlearningregrevens.html




What is the difference between a coach and a mentor?

Demonstration is a training method that works best for what type of learning style?

Instruction is a training method that works best for what type of learning style?

Practice is the most effective learning method for what type of learning style?

What are the 4 steps in effective work skill training?

Presentation is a delivery method designed to ....

(finish the sentence)

Who was the originator of action learning?

What 3 things does the work environment incorporate?

Give 3 examples of government funded training arrangements that have contractual requirements

After a work based learning pathway is closed and finalised, what should you do?

Congratulations - there is only one more unit to go. This might be a good time to catch up on your assessment tasks before moving to the next section.




SSeeccttiioonn 1155:: MMaakkee aa pprreesseennttaattiioonn




SSeeccttiioonn 1144:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ......

See if you can answer the following questions.

What are the 2 main purposes for a presentation?

What are the 7 steps to planning a presentation (prior to preparing it)?

University studies have indicated a maximum concentration span. How many minutes was identified as the maximum?

List 3 presentation aids. (Select the 3 that you think would be most useful for your own presentations.)

Identify one type of “support person” that you may need when making a presentation.

When preparing your speech, how would you practice?

What type of document or documents would you use when making the speech in order to keep you on track?

What are the 3 most common mistakes when using PowerPoint?

What are 3 key benefits of using PowerPoint?




What is the advantage of using humour in a presentation?

What are the 2 advantages of making eye contact with the audience?

Responding to questions has 2 main benefits. What are they?

When reviewing your presentation, what are the 2 key questions to ask?

Action research is a cyclic process which alternates between 2 things. What are they?

Well done. You have reached the end of the course. Now complete the last of the assessment activities in your Assessment Workbook and submit your evidence to the RTO assessor.


© Sandy Welton Self-Check Solutions TAE40110-Learning-Guide-SAMPLE-V2


SSoolluuttiioonnss ttoo sseellff--cchheecckk qquueessttiioonnss

SSeeccttiioonn 22:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... VET Vocational Education and Training

AQF Australian Qualifications Framework

RTO Registered Training Organisation

ISC Industry Skills Council

ASQA Australian Skills Quality Authority

SCOTESE Standing Council on Tertiary Education, Skills and Employment

NSSC National Skills Standards Council

COAG Council of Australian Governments

SSeeccttiioonn 33:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... Write the codes of 3 different Training Packages TAE10, BSB07, RII09 etc

Write the code of a qualification at Cert I level BSB10107 etc

Write the code of a qualification at Cert II level BSB20107 etc

Write the code of a qualification at Cert III level BSB30107 etc

Write the code of a qualification at Cert IV level BSB40107 etc

Write the code of a qualification at Diploma level BSB50107 etc

Write the web address of the site where you access training packages, qualifications and units of competency

www.training.gov.au

What is the name of the organisation that endorses Training Packages? (Refer back to Section 2)

National Skills Standards Council (NSSC)

SSeeccttiioonn 44:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... In your own words, identify the difference between a Certificate IV and a Diploma AQF level.

Diploma is management or technical and advisory Cert IV is frontline manager or supervisor

What is the web address where you can see detailed information about the AQF

www.aqf.edu.au

What is the AQF level that is generally identified as “entry level”?

Cert II

What does RPL stand for? Recognition of Prior Learning

What are the 3 endorsed components of a Training Package?

qualifications framework assessment guidelines competency standards

The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as: (2 words)

packaging rules

Identify the 2 places where you will find Assessment Guidelines in a Training Package.

Assessment guidelines chapter at front section Evidence guide in units of competency

As a trainer / assessor, do you think you can do your job properly if you have not read the Assessment Guidelines?

No




SSeeccttiioonn 55:: AAccttiivviittyy

What is it? - A Training Package (TP), Qualification (Q) or a Unit of Competency (UC)

Code What is it? AQF level Released Version

RII09 TP 2009

RII10109 Q Cert I 2009

RII20409 Q Cert II 2009

RII30609 Q Cert III 2009

RII40709 Q Cert IV 2009

RII50509 Q Diploma 2009

RII60409 Q Adv Diploma 2009

RIIOHS201A UC Cert II A (first)

RIIBLA301A UC Cert III A (first)

RIIBLA401A UC Cert IV A (first)

SSeeccttiioonn 55:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... Section 5 has been based on a unit of competency from TAE40110. What is its name and code?

TAEDES402A Use training packages and accredited courses to meet client needs

What is an important key concept underpinning VET training and assessment?

client focused flexible learning and assessment

When a person is being trained, what do we call them?

trainee

When a person is being assessed, what do we call them?

candidate

Adults need input into their training. What must trainers, assessors and RTOs do to ensure clients have input?

actively seek feedback from their clients (and keep documentary records of having done so for audit purposes)

What are the 2 approaches to TNA? Enterprise based Individual based

Once you have completed the 2 approaches to TNA, you compare them. What is this called?

Gap analysis

What are the 4 dimensions of competency?

Task skills Task management skills Contingency management skills Job/role environment skills

Are dimensions of competency referred to directly in a unit of competency or are they implied?

Implied

What generic skills are referred to directly in units of competency since 2006?

Employability skills

What are the 3 Endorsed Components of a Training Package?

qualifications framework assessment guidelines competency standards

List the parts (headings) of a unit of competency that are MANDATORY to comply with for assessing competence.

All Performance Criteria All Required Knowledge All Required Skills All Employability Skills Critical aspects of evidence Range statement where MUST include




List the parts (headings) of a unit that are EXPLANATORY and assist you in assessing competence.

Unit Code and Title Description Application of Unit Unit Sector Range Statement Portions of the Evidence Guide

How does the Range Statement of TAEDES402A define “contextualisation”?

linking the requirements of the competency standard to the work environment of a particular client or client group

SSeeccttiioonn 66:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... 1. What are the 6 steps in the process of designing a learning program?

1. Consult 2. Analyse Training Needs 3. Draft the Learning Program Structure 4. Consult and modify 5. Finalise with details 6. Consult and review

2. What is the analysis that you need to complete in preparation for designing a learning program?

Training needs analysis

3. Other than trainers and assessors in an RTO, who else is likely to develop learning programs in an enterprise or organisation?

Managers or HR personnel

4. Where the initial LLN level indicates that an individual will not succeed with the learning program, what should you do?

they should be referred for LLN training before commencing the learning program

5. Refer to the adult learning principles. Why do you think the definitions of pedagogy and andragogy are worded differently? pedagogy (teaching children) andragogy (helping adults learn)

Adults need to be in charge of (responsible for) their own learning. Trainer is a facilitator.

6. What are the 3 domains of learning, as defined in Blooms Taxonomy?

Cognitive Psychomotor Affective

7. What is the key aspect of instructional design principles?

outcomes focused

8. Is it compulsory to use “Noted” Training Materials?

No

9. What is the key action that you must do, before using training materials, whether they are noted materials or otherwise.

Validate

SSeeccttiioonn 77:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... 1. Name one Act that is fundamental to Australia’s VET system

National Vocational Education and Training Regulator Act 2011

2. Anti-discrimination laws protect people from discrimination and harassment. What is the name of the Commonwealth statutory body that has responsibilities for these laws?

Australian Human Rights Commission




3. Access and equity is a key element of the VET Quality Framework. You are required to foster and promote access and equity practices and a culture of [..................] What is the word? Hint: It begins with “I”

inclusivity

4. Occupational health and safety legislation can be divided into 3 main areas. What are they?

Common law rules Commonwealth, State and Territory laws State and territory worker's compensation legislation

5. What is the name of the independent statutory agency with primary responsibility to improve occupational health and safety and workers’ compensation arrangements across Australia?

Safe Work Australia

6. What is the name of the Act governing Health and Safety that applies in your State? (you will need to research this)

Answer will vary according to State Queensland - Work Health & Safety Act 2011

7. In your own words, what does item 14 of the Code of Practice for Assessors require?

Answer should summarise: Confidentiality is maintained regarding assessment decisions/outcomes and records of individual assessment outcomes which identify personal details and are only released with the written permission of the candidate/s.

8. Do you think that the spirit and intent of the Code of Practice for Assessors also applies when you are training?

Yes

9. There is one document that states how RTO’s must operate. What is it called?

Essential Standards for NVR Registered Training Organisations

SSeeccttiioonn 88:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... What are the 3 units in your TAE40110 qualification that qualify you as an assessor? (don’t forget to write the code as well as the name)

TAEASS401B: Plan assessment activities and processes TAEASS402B: Assess competence TAEASS403B: Participate in assessment validation

There are no grades in a VET assessment. What are the only 2 options and what do they mean?

C - competent NYC - not yet competent

Education is “norm-based”. What is assessment under VET?

Competency based

VET assessment is “criterion referenced”. What is the criterion?

Whether they are competent to do the job

The Code of Practice for Assessors is designed to do 2 things. What are they?

support professionally responsible and ethical assessment practice guide assessors in the responsibilities of their work

Can you, as the assessor, be held liable in law for damages caused by invalid or incorrect assessments?

Yes




List 3 things that you have a requirement to do as an assessor.

Answer - 3 of the following Provide objective, accurate and impartial advice and assessment Only conduct assessment where you have the skills and knowledge in the competency standard Not allow any personal or financial interest to affect the results of an assessment Ensure that clients (candidate and employer where relevant) understand the purpose, process and outcome of an assessment Not disclose information related to an assessment to parties other than the client or relevant regulatory and certifying authorities Comply with the RTO’s policies and procedures in conducting assessments Comply with occupational health and safety legislation, codes of practice and organisational procedures Maintain records of assessments conducted in accordance with organisational procedures.

What is the code of the Training Package that preceded TAE10?

TAA04

If you consider that the safety of any person is at risk during an assessment session, what must you do?

you MUST ABORT the assessment session immediately

What are the 4 Rules of Evidence? Valid Sufficient Current Authentic

In one sentence, define “Valid” as it relates to the Rules of Evidence

Valid evidence must relate directly to the requirements of the competency standard.

Evidence must ensure that the candidate can “do the job” - today, tomorrow and the next day. If you have a candidate for RPL what rule of evidence must you apply to ensure this is confirmed?

Current

List 2 ways that you can make sure that assessment is Fair.

Make sure the assessment process is clearly understood by the candidate The candidate should agree to the assessment process

What does flexibility in assessment involve?

consideration of the various needs of the parties involved in the assessment process

Give another word that explains “reliable” as it relates to the principles of assessment

consistency

Which one of the Principles of Assessment and Rules of Evidence is the same word, with a different meaning?

Valid

What section of a competency standard gives guidance on assessment?

Evidence guide




Give another word for the assessment “context”

Environment

SSeeccttiioonn 99:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... What are the 2 documents that are summarised in a Learning and Assessment Strategy?

Learning Program (which includes the TNA) Assessment Plan

What is the “assessment context”? The assessment context is the environment in which the assessment of competency will be carried out.

What are the 3 things that an RTO needs to do before they can create a Learning and Assessment Strategy?

Training needs analysis (consult) Learning Program (consult) Assessment Plan (consult)

A key feature of assessment under AQTF is “client-focused and flexible”. What does this mean in terms of training?

This means that you only train the “gaps”.

Give 3 names for an assessment only pathway

Recognition of current competence Recognition of prior learning’ Credit transfer

What type of document is issued for a full qualification?

Certificate

What type of document is issued for a partial qualification?

Statement of Attainment

What are the 2 options for an assessor in making a summative assessment judgement?

C or NYC

What is assessment called when it is establishing progress towards achievement of competence?

formative

When should you determine LLN requirements for a trainee/candidate?

Before training (training needs analysis)

What is the acronym for the national framework where RTOs report results of assessments?

AVETMISS

List 4 things that an assessment plan must identify (summarise in your own words)

The assessment plan is an overall planning document that describes: What is to be assessed When assessment is to take place Where assessment is to take place How assessment is to take place.

Are there any hard and fast rules about currency of evidence? What is the criterion for currency?

No Currency means that they can do the job today and tomorrow

Give an example of a situation where authenticity of evidence can be a problem?

RPL

What should you refer to, in order to determine the types of evidence to collect?

Rules of evidence (also the Assessment Guidelines and the Evidence Guide in the competency standard)

What must the assessment methods comply with?

Principles of assessment

Does a group of assessment tools make up an assessment instrument?

No - it’s the other way round




Does a group of assessment instruments make up an assessment tool?

Yes

Why is it important to have an assessor guide as well as a candidate guide? (Which principle of assessment does this relate to?)

Reliability - benchmarks for assessment enable consistency of assessment decisions

List 4 types of assessment instrument 1. Written questions 2. Projects 3. Observation 4. Oral questioning (may also include) 5. Third party verification 6. Self-assessment checklist (the last 2 are supplementary only

Could you assess a person as competent through third party verification only? Why? Why not?

No - You need a range of assessment methods Third party may not be a qualified assessor

“Mapping” is a process of matching the competency standard to each activity in the assessment instrument. What principle of assessment makes this essential? (You might put more than one, but there is one in particular)

Valid (may also state Sufficient)

SSeeccttiioonn 1100:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... If a candidate has the physical and mental ability to “do the job” but has a disability, language problem or other special needs, what are you required to make? Hint: 2 words

reasonable adjustments

Give one example of specialist support that you may need to arrange for an assessment

Answer - one of: Assistance by third party, such as carer or interpreter Support from specialist educator Provision of developed online assessment activities Support for remote or isolated candidates and assessors Support from subject matter or safety experts Advice from regulatory authorities Assessment teams and panels Support from lead assessors Advice from policy development experts.

What are the 3 key things that make an assessment fair (principle of assessment)?

Is clearly understood by candidates Is agreed by both assessors and candidates Addresses candidates' needs and characteristics




Give 3 examples of methods of assessment

Answer - 3 of: Direct observation Structured activities Oral or written questioning Portfolios of evidence Review of products Third-party feedback

As an assessor, you cannot only rely on the assessment instruments. What 3 other things should you know?

Read and analyse the benchmarks for assessment (the competency standards). Ensure you are familiar with the assessment guidelines. Ensure you have analysed the relevant AQF level for the competency and know its characteristics and distinguishing features.

What are the 4 Rules of Evidence? Valid Sufficient Current Authentic

List the 8 Employability Skills that you need to assess. Hint: You will need to go to a previous section or to a qualification on training.gov.au to find the list.

Communication Teamwork Problem solving Initiative and enterprise Planning and organising Self-management Learning Technology

List the 4 Dimensions of Competency that you need to assess.

Task skills Task Management skills Contingency Management skills Job/Role Environment skills

What is another word for assessment when you cluster the units together for assessment?

Integrated or holistic assessment

In an RPL assessment, who has the responsibility for gathering and providing the evidence?

The candidate

What are the 5 steps in an RPL assessment, leading to a qualification where the candidate does not require training?

Application Interview and document review Competency conversation Practical assessment Issue qualification

If your practice is to tape-record a competency conversation, what must you do first?

The candidate must agree to the recording (preferably then record their agreement)

Give 5 examples of action verbs perform plan research report repair NOTE: other action verbs are in the table in the Learning Guide - there are plenty more on the internet

There are 2 types of assessment, what are they?

Formative Summative




If you need to give negative feedback to a candidate, how should it be expressed?

Privately and supportively

What is the name (acronym) of the authority that RTOs report assessment decisions to?

AVETMISS Australian Vocational Education and Training Management Information Statistical Standard

SSeeccttiioonn 1111:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... Define moderation. The process of bringing assessment

judgements and standards into alignment.

What is the name of the quality review process that involves checking assessment tools?

Validation

How can you check that an assessment tool complies with the rule of evidence for validity. Hint: one word

Mapping

How can you check that an assessment tool complies with the rule of evidence for sufficiency? Hint: one word

Mapping

What are the other 2 Rules of Evidence that the assessment tool must comply with?

Current Authentic

Do the Principles of Assessment relate to the outcome of assessment or the process of assessment?

Process

What are the 4 Principles of Assessment? Fair Flexible Reliable Valid

In order for assessments to be consistent in their outcomes, what should always be incorporated into assessment tools?

guidance for the assessor

What else would you check when validating assessment tools - other than the principles of assessment and rules of evidence?

Dimensions of competency and Versioning

What 3 things does version control allow? One version to be distinguished from any previous and subsequent versions Identification of the most current version. Access to all versions and a complete “history” of the revisions

SSeeccttiioonn 1122:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... List 2 effective learning methods (training techniques) for Visual learners

Answer - 2 of put information into diagrams, tables and maps use different colours add drawings and illustrations use video resources and PowerPoint provide handouts provide checklists allow time to take notes




List 2 effective learning methods (training techniques) for auditory learners

Answer - 2 of talking, with verbal emphasis of key points promote discussion promote speaking use sounds (such as music)

List 2 effective learning methods (training techniques) for Kinaesthetic learners

Answer - 2 of do activities which involve moving around role plays challenges learning by discovery use models and “props”

The “multimedia learning principle” is a cognitive learning theory developed by Mayer. It states that information is processed in 3 key ways. What are they?

Sensory Working Long term

What are the 5 levels of Maslow’s Hierarchy of Needs?

Physiological Safety Belonging Esteem Self-Actualisation

What are the 4 stages in Kolb’s Learning Cycle?

concrete experience (CE) reflective observation (RO) abstract conceptualisation (AC) active experimentation (AE)

When you deliver a presentation to a group of learners, are you giving knowledge? If not, what are you giving?

information

After you have delivered a presentation, would you facilitate a group discussion?

yes

Can you achieve a skills outcome through presentation and group discussion?

no

What are the 4 stages to effective job instruction and demonstration?

Prepare Present Try out Follow up

The language that a trainer uses and the ways that they communicate must never ‘put down” the trainees. Give 3 words (beginning with D) that state what language must NOT do?

denote derogate devalue

Give 3 examples of a learning difficulty, or barrier to learning.

Answer - 3 of Attention deficit disorder Asperger’s syndrome and autism Medical conditions Vision and hearing Dyslexia Dysgraphia Dyspraxia Dyscalculia

SSeeccttiioonn 1133:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... What is the unit that section 13 is based upon? TAEDEL401A Plan, organise and

deliver group-based learning




A Learning Program will normally include 4 items in relation to each chunk or segment of a learning program. What are the 4 items?

specific learning outcomes derived from the benchmarks overview of content to be covered learning resources, learning materials and activities delivery methods

Where should you be able to find information that identifies the assessment methods and tools to collect evidence of competency?

assessment plan

What is the document that you will need to refer to, in order to identify the characteristics of the learners and any special needs for delivery?

Training Needs Analysis

What are the 5 key areas that need to be included in each session plan?

Outline of objectives and content to be addressed Plan of delivery methods and learning activities to be used within the session Timelines and duration for each learning activity Formative assessment points and opportunities Learning materials required.

What is the first step in designing a session plan? write the learning outcome in a clear statement, expressed using action verbs.

Give one reason why you should always include formative assessment activities in a training delivery session.

Answer - one of Confirming that the required knowledge and/or skills have been developed to the specified point. Identifying any areas where knowledge and/or skills were not attained, and correcting the problem with reinforcement, further explanation, further practice etc. Giving the trainee/s an opportunity for achievement. This builds self-esteem and confidence for the next step.

In a one-day training session, how much time would you allow for the introduction?

5-15 minutes.

If you are using learning materials sourced from a specialist developer, what must you do before you use them?

study the materials and confirm that they will meet the learning outcome

Define “andragogy” helping adults to learn

What are the 3 domains of learning? cognitive psychomotor affective

What are the 2 ways that you should actively seek feedback from trainees?

informally throughout the session formally (evaluation form) at the end of the session

Under the VET system, is it sufficient to seek and record feedback? If not, what else must an RTO do?

report it




What are the 4 Rules of Evidence? valid sufficient current authentic

SSeeccttiioonn 1144:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... This section covered the performance criteria for 3 units in your course. What are they? (don’t forget to write the code as well as the title)

TAEDEL402A: Plan, organise and facilitate learning in the workplace TAEDEL301A: Provide work skill instruction BSBLED401A: Develop teams and individuals

Which of the 3 units is most relevant for frontline managers?


If people have developed sufficient skills and knowledge through their work experience, what may they be eligible for?

Recognition of Prior Learning

List 3 types of legislation that may affect business operations.

Answer: 3 of Anti-discrimination legislation Ethical principles (such as duty of care) Codes of practice that relate to the business operation Privacy laws Occupational health and safety legislation and codes of practice. Organisational policies and procedures.

What are the 2 approaches to Training Needs Analysis?

Enterprise based Individual based

List 3 ways that workplace learning can take place.

Answer 3 of Conferences, seminars and involvement in professional networks Induction On-the-job coaching or mentoring In-house presentations/demonstrations Problem-solving (such as action learning)

All new employees are required by law to be given an induction. What type of induction is this? HINT: one word

Safety

What is the difference between a coach and a mentor?

A coach acts in an advisory capacity. A mentor acts as a role model.

Demonstration is a training method that works best for what type of learning style?

visual learners

Instruction is a training method that works best for what type of learning style?

auditory learners

Practice is the most effective learning method for what type of learning style?

kinaesthetic learners




What are the 4 steps in effective work skill training?

Show and tell (trainer point and explain but not perform the tasks) Demonstrate (trainer perform the tasks with commentary) Do (trainee perform the tasks with commentary) Practice (trainee perform the tasks with supervision)

Presentation is a delivery method designed to .... (finish the sentence)

deliver information

Who was the originator of action learning?

Professor Reginald Revans

What 3 things does the work environment incorporate?

The location and/or equipment The personnel The tasks

Give 3 examples of government funded training arrangements that have contractual requirements

Apprenticeships and Traineeships The Workplace English Language and Literacy (WELL) Program User Choice

After a work based learning pathway is closed and finalised, what should you do?

Review and continuous improvement

SSeeccttiioonn 1144:: SSeellff--CChheecckk yyoouurr kknnoowwlleeddggee ...... What are the 2 main purposes for a presentation?

To impart information. To present ideas and to persuade.

What are the 7 steps to planning a presentation (prior to preparing it)?

Step one - identifying the outcome Step two - identifying the information Step three - identifying the audience Step four - identifying the location Step five - Identifying the timing Step six - Identifying the personnel Step seven - Identifying the presentation aids

University studies have indicated a maximum concentration span. How many minutes was identified as the maximum?

45 minutes

List 3 presentation aids. (Select the 3 that you think would be most useful for your own presentations.)

Answer - 3 of PowerPoint Computer simulations and presentations Diagrams, charts and posters Models Overhead projector Paper-based materials Video and audio recordings Whiteboard

Identify one type of “support person” that you may need when making a presentation.

Answer - 1 of technical personnel administrative personnel presentation assistant

When preparing your speech, how would you practice?

standing and reading your notes aloud

What type of document or documents would you use when making the speech in

Answer - 1 of An A4 page with typed notes in a large font




order to keep you on track? (at least 14 point). A set of small cards and write or print the key points on the cards.

What are the 3 most common mistakes when using PowerPoint?

Reading from the PowerPoint slide without expanding upon the concepts presented. Too much information on a slide. The speaker standing in front of the slide projection or walking past it.

What are 3 key benefits of using PowerPoint?

Answer - 3 of It is a visual aid that can be used to emphasise key points. The PowerPoint slides can be printed as handouts, acting as a memory aid for the audience to take away with them. It can display pictures and graphical images. It can display charts It can be used instead of keyword notes, as a prompt to keep the speaker on track. The slides can be printed together with a Notes Page, for the speaker’s reference. The slide show can be enhanced with animation and movement. The slide show can be enhanced with sound.

What is the advantage of using humour in a presentation?

Humour can relax an audience and build rapport between the audience and speaker.

What are the 2 advantages of making eye contact with the audience?

The audience feels acknowledged and valued. The speaker can gauge audience reaction and respond quickly.

Responding to questions has 2 main benefits. What are they?

Your meaning is clarified for the audience. You are able to gauge audience reaction and modify your presentation if necessary

When reviewing your presentation, what are the 2 key questions to ask?

What were the strengths? What were the weaknesses?

Action research is a cyclic process which alternates between 2 things. What are they?

action critical reflection

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