Knowledge Question
gkdat513
TAE40116_DEL_Activitybook.pdf
TAE40116 TAEDEL401 Plan, organise and deliver group-based
learning
TAEDEL402 Plan, organise and facilitate learning in the
workplace
BSBCMM401 Make a presentation
Activity Workbook
Swinburne Professional
Education for Working Professionals
PO Box 218, H69
Hawthorn VIC 3122
P 1800 633 560
W www.swinburne.edu.au/professional/
Activity Workbook TAE40116 Delivery
SWINBURNE PROFESSIONAL ACTIVITY WORKBOOK •2
Copyright
© 2018 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development
consultancy and is used under license. It may only be reproduced or copied strictly in
accordance with the terms of that license.
PO Box 4253
Balgowlah Heights NSW 2093
Australia
p +(61) 409 910 002
w blackwaterprojects.com.au
These materials have been developed by Blackwater Projects learning and
development consultancy and is used under license by Swinburne University of
Technology.
The materials may not be duplicated without the written agreement of Swinburne
Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 –
Phone 1800 633 560 – Email [email protected]
Version 1 – 15/4/2018
© April 2018 – All Rights Reserved
Activity Workbook TAE40116 Delivery
SWINBURNE PROFESSIONAL ACTIVITY WORKBOOK • 3
Contents
Activity— Use learning theories to facilitate effective learning ........................... 4
Activity— Identify needs ..................................................................................... 5
Activity— Ensure healthy and safe learning ....................................................... 8
Activity— Rate your listening habits and skills .................................................... 9
Practice activity 1— Deliver a 10-minute 1:1 skill session ................................ 12
Activity— Develop a workplace-based learning pathway ................................. 20
Activity— Manage difficult behaviour ................................................................ 22
DEL Task 2— Participant observer checklist (optional use) ............................. 24
DEL Task 2— Self-reflection (optional use) ..................................................... 26
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Activity—
Use learning theories to facilitate effective
learning
Instructions
1. Assume that you will soon (select one scenario below):
a. teach a company receptionist how to receive and pass on incoming calls
b. help a call centre operator learn how to handle customer complaints
c. train a factory worker how to operate a particular piece of equipment
d. train a group of learners how to deliver a presentation
e. train another work skill relevant to your area of expertise
2. Using the scenario selected, identify one example of how can apply each adult
learning theory listed below, to promote effective learning
3. Note your ideas in the table below.
Theory How you could apply this theory to promote effective learning
Behaviourist
Cognitive
Humanist
21st Century
learning and skills
end of activity
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Activity—
Identify needs
Introduction
The aim of this activity is to determine the training and learning needs when training a
particular work task.
Instructions
1. Select one of the work tasks below. Assume that you will soon train:
a. a company receptionist how to take and pass on incoming messages
b. a call centre operator to handle customer complaints
c. a factory worker how to operate a particular piece of equipment
d. a group of learners how to deliver a presentation
e. another work skill that is relevant to your workplace.
2. Work as part of a small group to:
a. produce a task breakdown (or benchmark) for the work skill you will train
b. identify questions you could ask your learner to determine their training and
learning needs.
continued
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Activity: Identify needs, cont’d
a. Produce a task breakdown (the benchmark)
Use the space below to analyse the work task selected as the basis for this activity
(e.g. receive and pass on incoming calls; handle customer complaints, etc.)
Workplace task
What steps does a ‘competent’ person take, to complete this task?
Foundation skills Knowledge
What foundation skills do people need to perform
the task as required, in the workplace?
What must people know to be able to perform the
task as required, in the workplace?
Reading
Writing
Oral Communication
Numeracy
Digital literacy
Other—e.g. organisational skills, initiative, ability
to work with others, etc.
continued
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Activity: Identify needs, cont’d
Part 2—Questions to ask the learner to identify training and
learning needs
Use the space below to list the questions you could ask a learner before training, to
help you identify:
1. Training needs—what they already know vs what they need to learn
2. Learning needs—how they prefer to learn, support needs, etc.
end of activity
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Activity—
Ensure healthy and safe learning
This activity reflects one of the assigned assessment tasks for this program A
Instructions
Identify a training scenario relevant to your workplace or area of expertise. Identify
what you will do to ensure healthy and safe learning in this situation. Use the space
below to note your ideas.
Training environment & delivery mode
WHS information you will give learners What else you’ll do
BEFORE training
AT THE START of training, before the session gets under way
THROUGHOUT training
AT THE END of training
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end of activity
Activity—
Rate your listening habits and skills
Instructions
Evaluate your listening skills by completing the Listening Assessment on the next
page. No-one else will see your scores unless you choose to show them to others.
How to complete the Listening Assessment
Each of the 20 statements on the next page describes a desirable listening habit. You
are asked to rate the degree to which your current listening habits match each
statement.
For each statement, rate yourself based on the following scale:
1 = never
2 = rarely
3 = sometimes
4 = often
5 = always.
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Listening Assessment
To what extent do the following statements describe the person being evaluated? 1 2 3 4 5
1. Give the impression that he or she is fully listening.
2. Make the speaker feel as if he or she is the centre of the conversation.
3. Give the speaker plenty of time to talk.
4. Refrain from interrupting the speaker.
5. Look at the speaker with encouraging eye contact.
6. Not fidget with objects or otherwise act distracted.
7. Help keep the speaker on track with paraphrasing.
8. Probe for deeper understanding.
9. Not finish the speaker’s sentences.
10. Convey an attitude of openness and sincerity.
11. Put the speaker at ease, encouraging deeper sharing.
12. Ask questions that open up the discussion.
13. Asks questions to direct more discussion to a particular point, when helpful.
14. Ask questions to draw out emotion as much as fact.
15. Not insert humorous remarks when the speaker is serious.
16. Refrain from ‘sneaking a peek’ at his or her watch.
17. Smile at the speaker and leans forward to convey interest.
18. Not give the impression of ‘listening just for show.’
19. Create an atmosphere of trust and connection through listening.
20. Demonstrate empathy through listening.
When finished the Listening Assessment, go to the next page
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Look back on the Listening Assessment
1. Reflect on:
● listening habits in which you scored yourself the highest
● listening habits in which you scored yourself the lowest.
2. Summarise what you learned about your listening skills by completing the table
below:
A listening habit that I’m
particularly good at…
A listening habit that I will
focus on improving…
A thought—
To get a wider perspective, give copies of this assessment to co-workers, friends,
family, and clients to learn their opinions of your listening practices.
Adaptation of Battell, Effective Listening, 2005, p.15
Permission to copy the Listening Assessment ‘at will’ granted by publishers.
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Practice activity 1—
Deliver a 10-minute 1:1 skill session
Introduction
Your TAE trainer will guide you through this activity. You may find out who your learner
is prior to the session, or you may not.
Likely, you’ll complete this activity in groups of 3. In this case, each group member will
take on one of the following roles:
● Trainer—person who conducts the session
● Learner—person being trained
● Observer—observes and evaluates session by completing an observation
checklist.
Three rounds will be conducted, so that everyone has a chance to play every role.
Alternatively (time permitting), this activity will be conducted with the entire learner
group. In this case, your TAE trainer will observe you conduct your session and will
complete the observation checklist. Other program participants will observe as well.
Selecting a skill to train
For the purposes of this activity, you may contrive the training need (i.e. you may select
a skill to train and assume that this person needs to be able to perform this skill).
The skill you select may be workplace-based, but does not need to be (i.e. you could
train a hobby or something of personal interest).
Select a skill to train that:
● is a ‘pure’ skill—a pure skill is one that could conceivably be trained by
demonstration only, without speaking
● takes between 30 and 60 seconds to perform in real time (maximum of 60
seconds)
● ideally, requires a series of 5-7 steps to perform.
Plan, conduct and review a 10-minute skill-based training session
for an individual.
Another TAE participant will act as your learner.
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Practice activity 1: Deliver a 10-minute 1:1 skill session, cont’d
Some examples include how to:
● tie a tie; a knot
● pot a plant
● fold a paper napkin; a bird or other origami shape
● wrap a present
● set a table
● a sporting move (discuss with your TAE trainer to ensure an appropriate choice).
What to do
This activity has two parts:
1. Plan and prepare for the session
2. Conduct and review the session.
1. Plan and prepare for the session
Please prepare and bring the following with you on the day that you are to conduct your
1:1 session:
1. a completed task breakdown for the skill you will train—this may be hand-written
using the template provided on page 15 or typed in a separate document
2. a 10-minute skill-based session plan for an individual—this may be hand-written
using the template provided on page 16 or typed in a separate document
3. any resources/props needed to conduct the session—if training a skill using
consumable resources (e.g. you will train how to peel an apple), we recommend
bringing 7 apples with you to allow for demonstration, practice and assessment.
When preparing for your session, look through the observation
checklist your observer will complete when you conduct your session.
What steps can you take during your preparation to ensure that your
observer can tick ‘yes’ in every box?
You will get time during training to prepare for the session,
but you may also need to spend some time outside of training
to complete preparations.
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Practice activity 1: Deliver a 10-minute 1:1 skill session, cont’d
2. Conduct and review the session
At least one observer will observe your delivery and use the checklist on page 17 to
document feedback.
Following your delivery, conduct a short discussion in which you review the session
and share feedback. Set up the discussion as follows:
1. You (trainer) go first:
● shares one thing that stood out as a strength (strength must come first), then
● shares one thing that stood out as an opportunity for improvement
2. Observer goes second: same as above—don’t repeat if the trainer has already
said the same thing the observer was going to say
3. Learner goes third: same as above.
When receiving feedback, please:
● be open-minded and receptive—remember that this is an opportunity to gain
valuable input about your training delivery skills
● do not justify—just say ‘thank you’ when feedback is offered.
When giving feedback, please:
● be respectful and supportive
● be specific—focus on what you saw/heard
● keep it simple—limit feedback to one or two key points.
You will conduct and review your session during training time
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Practice activity 1: Deliver a 10-minute 1:1 skill session, cont’d
Task breakdown template
Complete the template below or type your task breakdown using a separate document.
Steps Key points
1.
2.
3.
4.
5.
6.
7.
8.
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Skill-based session plan template
Complete the template below or type your plan using a separate document.
Participant trainer ►
Session title Total time 10 min.
Outcome By the end of this session the learner should be able to:
Resources
Preparation
Time Activities
INTRODUCTION
1 min. I
N
T
R
O
S
BODY
3 min Demonstrate
3 min Practice
1 min Summarise
1 min Assess
CONCLUSION
1 min
O
F
F
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Observation checklist (participant observer or TAE trainer to observe and complete)
Participant trainer Observer Date observed
Key: Y=Yes S=Somewhat N=No Y S N Comments
Set-up – Did the candidate:
1 Set up a safe learning environment
2 Ensure that equipment and physical resources needed for the session are
prepared and ready for use
Introduction – Did the candidate:
3 Explain/clarify session objectives (learning outcomes)
4 Check and acknowledge learner needs and expectations
5 Give a preview of the session
6 Brief learner on relevant safety procedures and requirements
Body
Instruction and demonstration – Did the candidate:
7 Provide clear and complete information and instruction
8 Demonstrate relevant skills step-by-step, as per requirements for performance
Practice and feedback – Did the candidate:
9 Provide sufficient opportunities for practice
10 Give the learner feedback that promotes learning
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Key: Y=Yes S=Somewhat N=No Y S N Comments
Check and support learning – Did the candidate:
11
Use measures to ensure learner will be able to use new skills and knowledge
learned, on the job (e.g. ask questions about how they’ll use the skills or formally
assess the learner)
12 Monitor and adjust the training approach to suit learner needs
Conclusion – Did the candidate:
13 Discuss achievement of the objectives (learning outcomes) with the learner
14 Close the session, confirming next steps as appropriate
Throughout the session – Did the candidate:
15 Cover all learning objectives
16 Monitor safety and ensure a safe learning environment
17 Pace the session to enhance learning and address learner needs
18 Meet required time frames
General Comments
Observer signature Date signed
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Practice activity 1: Deliver a 10-minute 1:1 skill session, cont’d
Review the 10-minute skill-based 1:1 session
Instructions
Think back on the 10-minute 1:1 session you delivered. Consider the feedback you
received from your observer and your learner, as well as your own thoughts about how
the session went. Answer the following questions:
1. What were the two main strengths of your session?
2. What were the two main areas for improvement?
3. What will you take away from this session that will help you:
● successfully complete remaining assessment tasks for this program
● in your own workplace training role?
4. What have you learned about your abilities as a trainer as a result of completing
this activity?
end of practice activity 1
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Activity—
Develop a workplace-based learning pathway
Introduction
The aim of this activity is to develop a workplace-based learning pathway for an
individual that takes into account factors present in a working environment.
Instructions
1. Identify the context (the workplace) and the person to be trained (may be real or
fictional)
2. Identify the workplace task to be trained (see ideas below)
3. Consider issues associated with workplace learning (it will help if you base this
activity on a real workplace)
4. Develop a simple workplace learning pathway for your target learner. Document
your learning pathway using the space provided below.
Ideas for workplace tasks to be trained
● How to receive and pass on incoming messages—e.g. a receptionist
● How to serve customers or handle customer complaints—e.g. a retail sales person,
customer service person at a fast food restaurant, or call centre operator
● How to operate a particular piece of equipment—e.g. cash register or specialised
piece of production equipment
● How to perform certain functions using a particular computer software—e.g.
Microsoft Word, PowerPoint, Access or Excel
● How to deliver a presentation or sales pitch to a client
● How to produce a particular type of business document or how to fill in a form
● How to use social networking sites to market your organisation
● Any other task that is relevant to your area of expertise.
continued
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Activity: Determining learning requirements, cont’d
Workplace learning pathway
Type of workplace
(e.g. factory, corporation, etc.)
Learner
(position held and presumed
existing skills/knowledge)
Workplace Learning Pathway
Stage
Activities Location Personnel
What will happen?
1:1 coaching, self-paced learning, on-the-job
practice, etc.
Where will this stage of
learning take place?
Who will be
involved?
1
2
3
4
5
6
End of activity
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Activity—
Manage difficult behaviour
1. Consider some difficult learner behaviours you have experienced—or that you fear
you may experience—during face-to-face, group training. You may have been the
trainer or another learner.
Describe one example of difficult behaviour below:
2. With the above example in mind, assume that you are/were the trainer. Answer
the questions below:
1 Name two (2) possible
reasons for the behaviour
2
How did/could you find out
the true reason for the
behaviour?
3 How might you respond to
this behaviour?
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4
What might you do to
prevent this sort of
behaviour from happening
in the first place?
End of activity
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DEL Task 2—
Participant observer checklist (optional use)
This checklist is to be completed by a participant observer during DEL Task 2
This is not a validated assessment instrument
Candidate name
Participant observer name
Observation date
Session topic
Key: Y=Yes S=Somewhat N=No Y S N Comments
Preparation and set-up
1. Did the candidate set-up the environment,
equipment and other resources so that
access, equity and safety are ensured?
Structure
Did the candidate:
2. Introduce the session and give a clear idea
of what to expect in the session?
3. Present information in logical chunks?
4. Let the learners discuss or apply the
concepts learned in some way?
5. Conclude with a recap of what was
learned?
Delivery and facilitation skills
Throughout the session did the candidate:
6. Present information using ‘plain-English’?
7. Use visual aids (e.g. PowerPoints, posters,
photos, whiteboard, chart paper, etc.) to
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Key: Y=Yes S=Somewhat N=No Y S N Comments
help learners understand concepts being
learned?
8. Encourage all learners to participate?
9. Monitor safety throughout the session?
10. (if applicable) Deal effectively with
inappropriate learner behaviour through
application of conflict resolution and/or
negotiation strategies
Looking back on the session…
11. Do you think the training approach was
appropriate for the learners?
12. Did the candidate manage time effectively?
General observer comments
Observer signature Date signed
End of participant observer checklist
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DEL Task 2—
Self-reflection (optional use)
This activity reflects one of the assigned assessment tasks for this program A
Instructions
After you deliver your session for DEL Task 2, answer the questions below:
Part I: Summary of feedback received
Reflect on the training session you have just delivered, and on the feedback you
received from your assessor and from participants. Summarise the feedback by listing
at least two (2) items in each column below:
Things I did well Opportunities for improvement
Part II: Self-reflection and action plan
In the space below, list at least three (3) things you will focus on to further develop your
ability to plan, organise and deliver presentations and facilitate group-based learning.
1
2
3
