TAEDEL301 Observation Checklist (FCC) · Web viewTo the best of my knowledge and belief, and...
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Third Party Observations/Demonstrations Learner’s name Assessor’s name Alan Maguire Unit of Competence (Code and Title) TAEDEL301 Provide work skill instruction Assessment Third party Due date of assessment Third party’s name Third party’s position Third party’s relation to learner Name of workplace Fulham Correctional Centre Third party’s telephone and email Third party declaration To the best of my knowledge and belief, and after making diligent enquiries where relevant, I declare that I the contents of this Third Party Report are true, correct and complete and represent my views. I have not colluded with the learner and have not discussed my responses to the Third Party Report with the learner or anyone acting on behalf of the learner. Third party’s name: _______________________________________________________ Third party’s signature: _______________________________________________________
Transcript of TAEDEL301 Observation Checklist (FCC) · Web viewTo the best of my knowledge and belief, and...
Third Party Observations/Demonstrations
Learner’s name
Assessor’s name Alan Maguire
Unit of Competence
(Code and Title)
TAEDEL301 Provide work skill instruction
Assessment Third party
Due date of assessment
Third party’s name
Third party’s position
Third party’s relation to learner
Name of workplace Fulham Correctional Centre
Third party’s telephone and email
Third party declarationTo the best of my knowledge and belief, and after making diligent enquiries where relevant, I declare that I the contents of this Third Party Report are true, correct and complete and represent my views. I have not colluded with the learner and have not discussed my responses to the Third Party Report with the learner or anyone acting on behalf of the learner.
Third party’s name: _______________________________________________________
Third party’s signature: _______________________________________________________
Date: _______________________________________________________
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Part 1 – Preliminary questions for the third party
What is your relationship to the learner?
How long have you worked with the learner?
How closely do you work with the learner in the area being assessed?
What is your technical experience and/or qualification (s) in the area being assessed? (Include any assessment or training qualifications.)
In your opinion, does the learner:
Perform tasks to the industry standards?
Manage job tasks effectively?
Implement safe working practices?
Solve problems on the job?
Work well with others?
Adapt to new tasks?
Adapt to unusual or non-routine situations?
(Please circle yes or no)
Do you understand which evidence/tasks the learner has Yes Noprovided/performed that you are required to comment on?
Has the assessor explained the purpose of the learner’s Yes Noassessment?
Are you aware that the learner will see a copy of this form? Yes No
Are you willing to be contacted should further verification of this Yes Nostatement be required?
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Part 2 – Main questions for the third partyPlease indicate the type of evidence the learner has provided you with for each criteria:
Direct – such as an observation of workplace performance by an assessor
Indirect – such as a portfolio of evidence
Supplementary – such as supervisor reports.
Please indicate if your observations were real-time (in the workplace) or simulated (demonstrations in a simulated environment).
Please provide your response, based on your observation (direct/indirect/supplementary) in the area marked below – attach an additional sheet(s) if required. In responding, please make sure to specify the manner of observation and address the following, to the extent appropriate:
What did the learner do?
When did s/he do it?
When or over what period of time did s/he do it?
How did s/he do it?
What was the outcome?
Remember, as a third party, your information should be purely factual and not represent your opinion on the learner’s competency.
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Third party observation
Tasks Third party response based on observation (direct/indirect/supplementary – please indicate)
1. Gather information about learner characteristics and learning needs.
Learners may gather information from:
Enrolment forms
Manager or supervisor of the learner
Pre-session questionnaire
Interview with the learner prior to the session.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
2. Confirm a safe learning environment.
This may involve:
Checking the environment for hazards
Asking technical or industry experts
Using current knowledge and experience
Checking with WHS specialists
Checking with professional association and industry bodies
Asking colleagues.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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3. Gather and check instruction, demonstration objectives, and seek assistance if required.
Learners should check objectives are SMART:
Specific
Measurable
Attainable
Relevant
Time-bound.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
4. Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application.
Accessing learner resources – for example on the computer
Take part in a validation meeting to check materials.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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5. Organise access to necessary equipment or physical resources required for instruction and demonstration.
Booking equipment or resources
Contacting relevant people to gain clearance
Organising PPE
Filling in resource request forms.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
6. Notify learners of details regarding the implementation of the learning program and/or delivery plan.
Inform learners about the details such as:
o Date and time of training
o Place of training and how to get there, where to park etc.
o Content and how it will be organised
o Duration of sessions/length of course etc.
Use an appropriate method of communication e.g. email, letter, text message/alerts etc.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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7. Use interpersonal skills with learners to establish a safe and comfortable learning environment.
Interpersonal skills include:
Perception skills
Non-verbal communication
listening skills
Ability to build rapport
Asking questions.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
8. Follow the learning program and/or delivery plan to cover all learning. objectives.
Checks planning/training regularly against objectives
Dealing with unexpected issues appropriately.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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9. Brief learners on any workplace health and safety (WHS) procedures and requirements prior to, and during, training.
Advising learners of WHS procedures before course commences e.g. general safety precautions
Advising learners of special precautions e.g. when using certain equipment.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
10. Use delivery techniques to structure, pace and enhance learning.
Delivery techniques may include:
Lectures
Field trips
Case studies
Discussions, brainstorming sessions, presentations
Role plays and games
Demonstrations
Assignments and work-based projects.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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11. Apply coaching techniques to assist learning.
Coaching techniques can include:
One to one instruction
Demonstrations
Assistance in completing work as required
General advice when required
Explanation of the processes involved
A sounding board for issues that come up
Expert advice when necessary
Feedback on progress and tasks
Work shadowing.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
12. Use communication skills to provide information, instruct learners and demonstrate relevant work skills.
Communication skills may include:
Articulating to inform and instruct
Active listening
Checking understanding.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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13. Provide opportunities for practice during instruction and through work activities.
Providing opportunities for practice could include:
Work-based activities/tasks
Simulated work based activities/tasks in the classroom
Shadowing staff.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
14. Provide and discuss feedback on learner performance to support learning.
Feedback can include:
A look at results of assessments
Discussing comments from managers/supervisors
Informal discussions/answers to questions regarding performance.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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15. Use measures to ensure learners are acquiring, and can use, new technical and generic skills and knowledge.
Measures may include:
Generalised assessments
Short question and answer sessions – formal or informal
Reports from managers or supervisors on the learners progress in the workplace
Observations including role plays, demonstrations, group discussions.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
16. Monitor learner progress and outcomes in consultation with the learner.
Undertakes comparisons of tests to track progress
Participates in meetings with learner
Participates in meetings with learner’s manager/supervisor.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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17. Review relationship between the trainer/coach and the learner, and adjust to suit learner needs.
Carries out a review of relationship and asks if it is one with shared:
Respect
Empathy
Understanding
Open communication.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
18. Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement.
Ask self what worked and what could be improved
Filling out self-reflection form
Asking for feedback from learners, colleagues etc.
Sets new personal targets.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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19. Maintain, store and secure learner records, according to organisational and legal requirements.
Keep records of appropriate information – for example:
o Attendance
o Learner profiles and grades
o Assessment tools
Store information appropriately – for example:
o Computerised system
o Filing system
o For the correct amount of time
o In the correct location
Secure learner records – for example:
o Password protected computer or files
o Locked cabinets.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
20. Carrying out a minimum of three training sessions, involving demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing:
o Different learning objectiveso A range of delivery techniques and
effective communication skills appropriate to the audience.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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21. Learning:
Asks self what worked well and what could be improved
Sets new personal learning goals.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
22. Reading:
Access and reads sources of information relevant to providing work instruction and delivery
Interprets sources to gain an understanding of work instruction and delivery.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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23. Writing:
Accurately maintains learner records and documentation appropriate to the learning context and audience. For example:
o Assessment tools
o Learning pathway
o Attendance.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
24. Oral Communication:
Uses appropriate communication strategies to:
Engage
Build rapport
Provide instruction
Monitor progress
Provide feedback to individuals or groups.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
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25. Interact with others:
Collaborate to confirm strategy and achieve required outcomes
Use consultation and negotiation skills
Ask questions in order to clarify understanding, and to provide and seek feedback
Build rapport to establish effective working relationships and to achieve effective outcomes.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
26. Get the work done:
Organises and completes work according to defined requirements
Takes responsibility for some decisions Sequences tasks to achieve efficient outcomes
Identifies and responds to potential risks, problems and opportunities for improvement
Considers options for different approaches.
Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
End of checklist
