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TAE40116 Certificate IV

in Training and Assessment

Delivery Cluster

Version 1.10 Produced 03 February 2020

Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of

the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources

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Version control & document history

Date Summary of modifications made Version

7 February 2017

Version 1 final produced following assessment validation. V1.1

10 July 2017

Version 1.2

 Added further instructions in Projects 1, 2, 3, and 4

 Added observation checklists for video recording requirements

v1.2

10 August 2017 Version 1.3

 Added simulated scenarios in Projects 1, 2, 3, and 4

v1.3

15 August 2017 Version 1.4

 Minor changes made to Project instructions v1.4

9 September 2017

Version 1.5 produced following outcomes of internal validation v1.5

16 September 2017

Version 1.6

 Minor changes made to Knowledge Assessments #32, 36, 39

v1.6

21 September 2018

fixed broken link in Project 2 Simulated Pathway, Observation Form v1.7

5 November 2018

Rephrased a Simulated Pathway direction to be more consistent

with other directions V1.8

21 March 2019 New changes to qualifications

based on Standards for RTOs 2015, Schedule 1 Clauses 1.13 to 1.16.

V1.9

03 February 2020

Changes in the font style and color in the grey form boxes V1.10

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TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in Acrobat clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.

TABLE OF CONTENTS ......................................................................................... 3 INSTRUCTIONS ................................................................................................. 4 WHAT IS COMPETENCY BASED ASSESSMENT .......................................................... 4 THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING ................ 5 THE DIMENSIONS OF COMPETENCY ...................................................................... 6 REASONABLE ADJUSTMENT ............................................................................... 7 THE UNITS OF COMPETENCY .............................................................................. 9 ASSESSMENT REQUIREMENTS .......................................................................... 10 ASSESSMENT METHODS ................................................................................... 11 RESOURCES REQUIRED FOR ASSESSMENT ............................................................ 11 INSTRUCTIONS TO STUDENT ............................................................................. 12 ASSESSMENT WORKBOOK COVER SHEET ........................................................... 13 KNOWLEDGE ASSESSMENTS ............................................................................. 14 PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1 .................. 37

Simulated Pathway .......................................................................................................... 39 Workplace Pathway ......................................................................................................... 49 Project 1 – Evidence Submission Checklist .................................................................... 59

PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2 ................. 61 Simulated Pathway .......................................................................................................... 64 Workplace Pathway ......................................................................................................... 80 Project 2 – Evidence Submission Checklist .................................................................... 93

PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN INDIVIDUAL 1 ................................................................................................. 95

Additional information and specific project requirements ......................................... 96 Simulated Pathway .......................................................................................................... 97 Workplace Pathway ........................................................................................................ 112 Project 3 – Evidence Submission Checklist ................................................................... 122

PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN INDIVIDUAL 2 .............................................................................................. 124

Additional information and specific project requirements ........................................ 126 Simulated Pathway ......................................................................................................... 127 Workplace Pathway ........................................................................................................ 143 Project 4 – Evidence Submission Checklist ................................................................... 154 Workbook Checklist ....................................................................................................... 156

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INSTRUCTIONS

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a painless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

 It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

 Assessment should mirror the environment the learner will encounter in the workplace.

 Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

 Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.

 In competency assessment a learner receives one of only two outcomes – competent or not yet competent.

 The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

 The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

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Definition of competency

Assessment in this context can be defined as:

 The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

 Assessment must be valid o Assessment must include the full range of skills and knowledge needed to

demonstrate competency. o Assessment must include the combination of knowledge and skills with

their practical application. o Assessment, where possible, must include judgements based on evidence

drawn from a number of occasions and across a number of contexts.  Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for assessors to ensure reliability.

 Assessment must be flexible o Assessment, where possible, must cover both the on and off-the-job

components of training within a course. o Assessment must provide for the recognition of knowledge, skills and

attitudes regardless of how they have been acquired. o Assessment must be made accessible to learners though a variety of

delivery modes, so they can proceed through modularised training packages to gain competencies.

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 Assessment must be fair and equitable o Assessment must be equitable to all groups of learners. o Assessment procedures and criteria must be made clear to all learners

before assessment. o Assessment must be mutually developed and agreed upon between

assessor and the assessed. o Assessment must be able to be challenged. Appropriate mechanisms

must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

 Valid o Evidence gathered should meet the requirements of the unit of

competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

 Sufficient o This rule relates to the amount of evidence gathered It is imperative that

enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

 Authentic o When evidence is gathered the assessor must be satisfied that evidence is

the learner’s own work.  Current

o This relates to the recency of the evidence and whether the evidence relates to current abilities.

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

 Task skills  Task management skills  Contingency management skills  Job role and environment skills

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REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

 the same learning opportunities as learners without a disability

 the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

 customising resources and assessment activities within the training package or accredited course

 modifying the presentation medium learner support

 use of assistive / adaptive technologies

 making information accessible both prior to enrolment and during the course

 monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

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IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

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THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit of competency from TAE40116 Certificate IV in Training and Assessment: TAEDEL401 Plan, organise and deliver group-based learning

1. Interpret learning environment and delivery requirements 2. Prepare session plans 3. Prepare resources for delivery 4. Deliver and facilitate training sessions 5. Support and monitor learning

TAEDEL402 Plan, organise and facilitate learning in the workplace

1. Establish effective work environment for learning 2. Develop a work-based learning pathway 3. Establish the learning-facilitation relationship 4. Implement the work-based learning pathway 5. Maintain and develop the learning-facilitation relationship 6. Close and evaluate the learning-facilitation relationship

BSBCMM401 Make a presentation

1. Prepare a presentation 2. Deliver a presentation 3. Review the presentation

This subject also partially addresses the requirements of - TAELLN411 Address adult language, literacy and numeracy skills

1. Analyse LLN requirements. 2. Select and use resources and strategies to address LLN skill requirements. 3. Use specialist support where required. 4. Evaluate effectiveness of learning support and assessment strategies in

addressing LLN requirements.

For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au

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ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

1. Performance Evidence

- describes the subtasks that make up the element of the unit

2. Knowledge Evidence

- describes the knowledge that must be applied in understanding the tasks described in the elements

3. Assessment Condition

- describes the environment and conditions that assessments must be conducted under

The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

Units of Competency

Assessment Activities

B S

B C

M M

4 0

T A

E D

E L

4 0

T A

E D

E L

4 0

T A

E L

L N

4 11

Knowledge Assessments    Project 1 – Group based learning 1  Project 2 – Group based learning 2    Project 3 – Individual work based learning 1  Project 4 – Individual work based learning 2 

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ASSESSMENT METHODS

1. Written questions

- Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject

2. Projects

- A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units

RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:  Information about work activities, as necessary

The student to provide:  Computer with:

o Internet access through Google chrome o MS Word, MS PowerPoint or equivalent applications o Adobe Acrobat Reader

 Workplace-specific tools, equipment, materials and industry software packages (where applicable)

 Access to: o office equipment and resources o support personnel o learning resources, training and assessment strategies and assessment tools o At least eight students to deliver the group based training to

o They will be required to participate in three (3) different training sessions

o At least two (2) different learners who will participate in an individual work based training

 Video recording equipment (e.g. mobile phone, video recorder)

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INSTRUCTIONS TO STUDENT

The questions in this workbook are divided into two categories.

These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However, you may reference your learner guide to complete this assessment.

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ASSESSMENT WORKBOOK COVER SHEET

WORKBOOK: WORKBOOK 2

TITLE: Delivery Cluster

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space

provided. By submitting this work, I declare that:

 I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

 I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook.

 I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

 This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

 I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

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KNOWLEDGE ASSESSMENTS

1. Briefly describe the following adult learning theories. Guidance: Each response must no more than 100 words.

a) Andragogy vs. Pedagogy

b) Behaviourist Learning Theory

c) Cognitive Learning Theory

d) Information Processing Theory

2. List three (3) principles of adult learning.

ii.

iii.

3. List the three (3) sensory learning styles.

ii.

iii.

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4. Honey and Mumford Learning Styles: Identify which learning style corresponds to the learning experience below.

Learning Styles

a. Activists

b. Reflectors

c. Theorists

d. Pragmatists

Write the letter of your responses in the spaces provided.

Learning Experience

i. These learners need to practice the concepts learned. They may get impatient with long ‘theory’ sessions.

ii. These learners need time to reflect on the material being learned.

They may appreciate receiving the learning material before the training begins to give them time to review it and think about it.

iii. These learners need logic; information provided must make sense—

it must be logical and consistent. They enjoy analysing and synthesising information to understand how the ‘action’ works.

iv. These learners need social interaction and thrive in social learning

environments. They enjoy activities in which they can process the learning externally (socially) and ‘bounce ideas off of others.’

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5. Identify one (1) strategy to best encourage learning for each of the following learning styles.

a) Activists

b) Reflectors

c) Theorists

d) Pragmatists

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6. List two (2) resources that can be used to identify the different learning styles of individuals.

Guidance: You may provide link/s to the assessment tool.

ii.

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7. List three (3) examples of delivery methods that can be used in a face-to-face group delivery.

ii.

iii.

8. From the options below, select the two (2) techniques that a trainer can use to recognise inappropriate behaviours among learners.

☐ a) Conduct a self-assessment

☐ b) Implement disciplinary measures

☐ c) Observe the behaviour of the learner

☐ d) Obtain feedback from other learners

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9. List three (3) ways to address inappropriate behaviours among learners.

ii.

iii.

10. Briefly explain the purpose of record management systems for training records in your organisation.

Guidance: Your response must be no more than 100 words.

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11. Briefly explain the purpose of the reporting requirements for training in your organisation.

Guidance: Each response must be no more than 100 words and must discuss reporting requirements in the context of training.

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12. List three (3) characteristics of learners that must be considered when creating a learner group profile.

ii.

iii.

13. List two (2) possible needs of learners that must be considered when creating a learner group profile.

ii.

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14. From the options below, select the three (3) techniques that are appropriate for an effective face-to-face delivery training.

☐ a) Make sure that you break learning content into achievable ‘chunks’

within each training session. Provide opportunities for revision and reflection at appropriate points throughout your delivery.

☐ b) Only have breaks as per identified break times in the session plan, and do not deviate from the session plan at all.

☐ c) Consolidate and review what you have covered at the end of each session and at the beginning of the next session.

☐ d) Discuss a learner’s learning difficulties in front of the entire group.

☐ e) Prepare handouts that summarise the topic and assist the participants with their recall of the information you delivered.

15. Which of the following behaviours may indicate learner difficulties? Select three (3) responses.

☐ a) Clarifying concepts

☐ b) Consistently failing at assessment activities

☐ c) Looking too attentive

☐ d) Resisting or challenging the trainer’s direction

☐ e) Showing a blank stare on face

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16. Which of the following are effective methods to address learner difficulties? Select two (2) responses.

☐ a) Present materials in small units to allow those with learning difficulties to process and follow small chunks of information.

☐ b) Give the learner difficult and challenging assessments.

☐ c) Provide the learner with supplementary learning materials.

☐ d) Put the learner on the spot to discuss the topic of difficulty.

17. Which of the following describe effective evaluation and revision techniques to improve session plans? Select two (2) responses.

☐ a) Having other trainers review the session plans and provide recommendations for improvement

☐ b) Having the participants review and revise the plans

☐ c) Revising the plan daily to ensure content relevance and currency

☐ d) Using feedback forms to gather and collect participant feedback to help improve the plans

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18. List two (2) equipment that a learner who has a hearing impairment can use to assist while in the learning program.

ii.

19. List two (2) examples of resources for students with special needs in a learning program.

ii.

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20. List two (2) examples of support services for students who are language learners.

ii.

21. Which of the following risk assessment measures should you do as part of your inspection prior to the facilitation of group-based learning sessions?

Select the two best answers.

☐ a) ensure that all electrical cords are not trip hazards

☐ b) set off the emergency evacuation alarm to ensure it is working

☐ c) read and understand the emergency evacuation plan

☐ d) store empty boxes of resources in the emergency exit

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22. James is a surf lifesaving trainer/assessor. He is conducting a risk assessment for his Bronze Medallion training group.

Match the following hazards/risks to the most appropriate risk control measures relating to his training. Write the corresponding letters in the space provided.

a. Students: medical conditions, special needs, high-risk behaviours b. Physical exertion: strains, sprains, fatigue and exhaustion c. Infection control: Hygiene d. Environmental: Sun safety, weather conditions, site hazards

a) Continuously monitor students for signs of hypothermia

b) Use an enrolment form to identify whether students have any special needs or allergies

c) Ensure that students use gloves when practising first aid

d) Monitor the wind, water and weather conditions during training, and cease the activity if the water becomes dangerous

23. List two (2) policies and procedures relevant to the learning environment.

ii.

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24. The following statements refer to systems, processes and practices of work-based learning within the organisation. Write T if the statement is true and F if the statement is false.

a) An organisation will generally undertake a work-based learning program based on a strategic objective.

b) Developing and implementing a work-based learning pathway will be

much more complex if it aligns with the organisation’s strategic direction and key performance indicators.

c) Workplace routines must be analysed to ensure that the work-based

learning program will be integrated with the work duties, practices and processes of the workplace.

d) Work-based learning incorporates an integrated approach to employee development, in which learning is linked to the work role of the individual.

e) Workplace learning is a cost-effective process, as learning can take place

without having to incur the costs of leaving the workplace and investing in off-site training.

25. Select the industry of your practice (or write it in the space provided), and list two (2) examples of hazards that are often found in your workplace and industry of practice.

Select your industry of practice from the list below and write the corresponding letter in the space provided. If you select ‘others’, indicate your industry of practice in the space provided:

☐ a) Child Care

☐ b) Individual Support (Community Services)

☐ c) Training and Education

☐ d) Financial Services

☐ e) Others (Please specify):

List two (2) examples of hazards that are often found in your workplace and industry of practice:

ii.

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26. Which of the following are standard reporting requirements for hazards and incidents? Select the two best answers.

☐ a) Reporting must be conducted by a qualified person, or at least in

consultation with a qualified person, such as a technical expert or a safety specialist.

☐

b) Anyone in the workplace must report any damage, accidents or incidents that occur and in a learning environment, this includes learners, management, ancillary staff, trainers and assessors and workers at all levels.

☐ c) Anyone in the learning environment must be trained on how to correctly fill

out the report form or must be assisted in filling it out if training has not yet been completed.

☐ d) A hazard or incident report form must be filled out as soon as possible after noticing the hazard or the accident or incident occurring.

27. List three (3) safe work procedures that trainers in face-to-face training should follow.

ii.

iii.

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28. Select the industry relevant to your Vocational Education Training practice (or write it in the space provided). List two (2) examples of WHS responsibilities related to the safe use and maintenance of relevant equipment used in the learning environment.

Select your industry of practice from the list below and write the corresponding letter in the space provided. If you select ‘others’, indicate your industry of practice in the space provided:

☐ a) Child Care

☐ b) Individual Support (Community Services)

☐ c) Training and Education

☐ d) Financial Services

☐ e) Others: (Please specify):

List two examples of WHS responsibilities related to the safe use and maintenance of relevant equipment used in the learning environment:

ii.

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29. If you are training learners in a training room and the emergency evacuation alarm is heard, what should you do? Select the two (2) best responses.

☐ a) Continue training and wait for the announcement indicating that it is not a drill.

☐ b) Advise learners to leave their belongings and follow the emergency exits as previously advised.

☐ c) Grab the attendance sheet if handy for a roll call at the designated gathering point.

☐ d) Advise the learners to pack up all their computers and workbooks before they leave.

30. List three (3) typical sources of WHS information in the workplace.

ii.

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31. Which of the following options must be included in the learning program? Select the three (3) best answers.

☐ a) WHS issues to be addressed in the delivery

☐ b) Emergency and evacuation plan

☐ c) Learning resources, learning materials and activities

☐ d) Associated fees

☐ e) Duration of training sessions

32. Which of the following must be included in the session plan? Select the three (3) best answers.

☐ a) The outline of the content to be addressed

☐ b) The resources required

☐ c) The records management policies and procedures

☐ d) The entry requirements for trainers and assessors

☐ e) The delivery methods for each part of the session

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33. Which of the following describes the requirements of the learning program? Select the two (2) best answers.

☐ a) The individual learner’s needs are considered in the assessment process.

☐ b) The specific learning outcomes for the program are clearly outlined.

☐ c) Assessment against the unit(s) of competency and the associated

assessment requirements, as the minimum requirement, must cover the skills that are essential to competent performance

☐ d) The assessment must facilitate gathering assessment evidence that is from the present or the very recent past no more than 5 years.

☐ e) The units of competency and other benchmarks to be achieved must be

specified.

34. List two (2) information collection methods that will support the review and feedback of presentations.

ii.

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35. Read the following scenario: Company X, a mining company, has just implemented a new attendance policy across the organisation. Julia was assigned to develop and deliver a presentation that explains the details of this new policy. She will be sent to all Company X offices and mining locations to deliver this presentation to all the employees. You are travelling with Julia to observe her presentations.

Briefly explain the relevant regulatory and organisational obligations and requirements that must be observed relevant to the following scenarios you observed during Julia’s presentation.

Guidance: Each response must be no more than 100 words.

a) Julia prefers to wear corporate attire instead of the prescribed clothing when visiting mining sites.

b) You noticed that Julia is using her personal laptop during the presentations. Her personal laptop has not been tested and tagged.

c) Julia included names of employees who were terminated from work because of excessive tardiness and absences.

d) Julia included graphs and figures from other sources but did not cite the sources in her presentation.

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36. Briefly explain the implications of the following principles of effective communication for trainers.

a) It is impossible not to communicate.

b) Communication is a two- way process

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37. List three examples of presentation aids and materials used to support face- to-face presentations and briefly describe each.

Examples of presentation

aids and materials

Brief description of each example of presentation aids and materials provided

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38. List two (2) systems for identifying skill needs in the workplace.

ii.

39. From the options below choose three (3) purposes of the learning program.

☐ i. To develop vocational competencies or skills

☐ ii. To meet industry standards, legislation, licensing, or registration

requirements, or the requirements of a funding body

☐ iii. To impress the department supervisor

☐ iv. To show off

☐ v. To address gaps between a learner’s knowledge and skills, and

competency standards

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PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1

Project Overview

This project requires you to complete the following tasks:

 Prepare a detailed session plan

 Facilitate and review the session you have prepared.

This project can be completed through a real workplace or simulated scenario. Choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.

Before proceeding, select the pathway you will be completing this project through:

☐ Workplace

☐ Simulated

Note: You must select only one (1).

Please read the instructions carefully.

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Project Requirements

To complete this project, you will need the following resources:

 At least eight (8) adult learners (volunteers or from your own workplace)

 Video recording device (e.g. mobile phone with camera, handheld video recorder, etc.) OR observation by a qualified observer – for candidates completing the project through the simulated scenario.

Note: if you are completing the projects with the help of a qualified observer you must request and submit a copy of their qualifications to your assessor.

 Learning program documentation Guidance: This refers to documentation that contains the delivery requirements of the program. If you are completing this project through the simulated pathway, this will be provided for you.

 Templates enclosed in this workbook

Additional Information

 This project can be completed through two (2) pathways:

Workplace

Where you can conduct the training in your current workplace or gain access to a training organisation. For this pathway, you can deliver the training of your choice. Note that you must hold qualifications in your field of choice to conduct training in your workplace.

Simulated

Where you will be provided with a simulated scenario to complete the project. If you choose to complete Project 1 through this pathway, you must conduct the training specified by the Learning Program documentation provided to you.

 The training session must:

o address a workplace need o be delivered to a group of at least eight (8) adult learners

(volunteers if simulated, and real students if conducted in your workplace)

 The session must be at least 20 minutes long.

 The session must be observed by a qualified observer OR if no qualified observer available to observe must be video recorded.

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Simulated Pathway

Overview To complete this project, you will need access to the following resources:

☐ Video Recording equipment (camera, mobile phone, etc.) OR one (1) qualified observer ☐ Eight (8) volunteers to play the part of your learners ☐ Templates included in this project

You must develop your Session Plan using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the session does not go beyond 20 minutes. You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.

Cascade Peak Performance Training Institute (CPPTI) You are a trainer for Cascade Peak Performance Training Institute (CPPTI), a Registered Training Organisation offering vocational training services for a range of clients with different training needs. CPPTI was contacted by a manager from Adventure Events Marketing (AEM) to develop a learning program for the unit:

BSBCMM401 Make a presentation

They want to ensure that their staff take a standard approach to preparing presentations for their clients. They ask CPPTI to conduct 2 sessions for them, you will conduct the first one. You have been tasked with delivering a 20-minute session for a group of eight (8) learners. To complete this project, you will need access to the Learning Program documentation you completed for Project 5 of the Design Cluster Workbook. Learning Program documentation includes the following: Learning Program, Learning Program Schedule, and Competency Mapping. You will be asked to submit these for assessment purposes. Before conducting the training, brief your volunteers about the content of your training and the roles that they will be playing. You are free to assign roles to your volunteers using the learner group description in the learning program documentation provided.

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Steps to take

1. Read and access the learning program documentation for the session. Submit a copy of the relevant Learning Program Documentation (the Learning Program, Learning Program Schedule and Competency Mapping) as:

LearningProgram1

2. Prepare the Session Plan

Identify the learners’ characteristics and any learning support needs they might have.

Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.

Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.

Utilise your knowledge of learning principles and theories to determine the appropriate delivery method for the session. Also, consider at least one (1) learning support and assessment strategy you can implement to address the LLN needs of this learner group.

The Session Plan template can be accessed here:

Session Plan Template

(Username: learner Password: studyhard)

Once complete, save the Session Plan template using the filename:

[your last name, your first name] – Delivery – SessionPlan1

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Learning Principle:

Learning Theory:

3. Prepare the resources required for the session

Determine and access the learning materials that you will need during the session. You must ensure that these meet the needs (LLN or others) of your learner group and the LLN requirements of the training by contextualising them. Alternatively, you can also develop learning materials.

Save and submit these learning materials using the filename:

[your last name, your first name] – LPMaterials1.final

In the spaces provided on the following page explain how you ensured that the learning materials were adjusted or created to suit the needs of your learners. Be as specific and detailed as possible.

You must also organise for any facilities, technology, support personnel or equipment you will need for the session. Draft an email to your supervisor requesting the resources you will need using the form below.

Learning Materials

Did you contextualise existing learning materials or develop new learning materials for your learner group?

Guidance: If you contextualised existing learning materials for your candidates, submit both the original and final version, and label each accordingly.

How did you ensure that the learning materials met the identified needs of the learners?

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Resource Request

To: Declan Etheridge

From:

Date: Guidance: The date of your draft email must come before your delivery date.

After sending your email, you receive this response from your supervisor.

Hi,

Thanks for your email. I’ll have everything ready. Give me a shout if you need anything else.

Cheers, Declan Etheridge Training Coordinator

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4. Confirm your role and responsibilities in planning and delivering training. Draft an email to Cynthia Fontaine, the manager of Adventure Events Marketing (AEM), confirming your role and responsibilities in planning and delivering training their employees. Briefly describe the coverage of your 20-minute training session you planned for the learner group and your role and responsibilities in planning and delivering training to your learners. Guidance: For a satisfactory result, you must confirm two (2) you’re your responsibilities in planning and two (2) responsibilities in delivering training.

Resource Request

To: Cynthia Fontaine

From:

After sending your email, you receive this response from Cynthia.

Hi,

That sounds great! Thanks for confirming these with me. I think we can proceed with the training as planned.

Kind Regards, Cynthia Fontaine

Manager

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5. Deliver the training

You must submit a video recording of the training session for assessment, using the filename:

[your last name, your first name] - DeliverySession1

Alternatively, if you have access to a qualified observer you can have them complete and sign the Observation Form for this project. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard) If a qualified observer completes your Observation Form you must provide them with a copy of the Learning Program documentation provided to you and your completed Session Plan beforehand. You must also request and submit a copy of their qualification to your assessor using the filename:

Project1 – QAQual

Once complete, collect the form from your observer and submit the file as:

[your last name, your first name] – ObservationForm1

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Note that during your delivery, you must demonstrate the following:

 maintaining an appropriate learning environment throughout the session

 apply at least one (1) learning support and assessment strategy appropriate for the learner group

 using the diversity of your learners to support their learning

 using facilitation skills to ensure active learner participation

 using facilitation skills to ensure effective learner group management

 recognising and managing inappropriate behaviour

 using communication techniques that are appropriate for the learners and help you build rapport with them

Did you adjust the delivery session to reflect the learners’ needs and specific circumstances that came up during the session?

Yes No

If yes, what adjustments did you make to your session? Briefly describe and explain each specific learners’ needs and circumstances and how these were addressed during the session.

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6. Monitor and document learner progress

Have the learners evaluate the session using this form.

Participant Feedback Form

(Username: learner Password: studyhard) Once complete, compile the completed Feedback Forms and save them using the filename:

[your last name, your first name] – FeedbackForms1

Write a brief description of the learners’ (volunteers’) progress or performance in the table below. As you complete the table, note if the learner outcomes for the session, and the learners’ needs were or were not met.

Learner Progress Report

Training Session Date:

Name Notes

Henry Lock

Joanne Bontley

Sei Leong

Jerry Hiva

Tom Crockett

Abigail Ciscar

Minh Liu

Sam Yang

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Were the learners’ outcomes achieved during the session?

Yes

If no, what was done to ensure that the learners’ outcomes were still achieved?

Guidance: Your responses can include making recommendations for the learner to undergo further training, consult the situation with supervisor or colleagues, and so on.

Was the instructional strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

Was the assessment strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

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Below, you will find CPPTI’s organisational policies and procedures on the maintenance and storage of learner records. Submit the learning materials, including activities and evaluation forms completed by the candidates according to CPPTI’s requirements.

Maintaining and Storing Learner Records

1. Learner records must be securely maintained for a period of six months.

2. Learner records include:  Learning Activities completed by the learner during the training session  Completed Assessment Tools  Evaluation Forms completed by the learner  Learner Progress Report notes recorded by the trainer  Learning Materials developed by the trainer for learners enrolled with Cascade Peak

Performance Training Institute

3. Upload requirements and naming conventions.  Learning Activities completed by the learner group must be complied in a .zip folder and

saved with the filename: [Trainer’s Last Name, Trainer’s First Name]‐LearningActivities1

 Assessment Tools completed by the learner group must be compiled in a .zip folder and saved with the filename:

[Trainer’s Last Name, Trainer’s First Name]‐AssessmentTools1  Evaluation Forms completed by the learner group must be compiled in a .zip folder and

saved with the filename: [Trainer’s Last Name, Trainer’s First Name]‐FeedbackForms1

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Workplace Pathway

Overview To complete this project, you will need access to the following resources:

☐ Learning Program documentation ☐ Eight (8) learners ☐ One (1) qualified assessor from your workplace ☐ Templates included in this project

You must develop your Session Plan and deliver training for a group of eight (8) learners in your workplace. This training session can cover any learning outcomes of your choosing, as long as it meets a workplace need, and is at least 20 minutes in length.

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Steps to take

1. Read and access the learning program documentation for the session. Submit these documents as:

[your last name, your first name] – LPDocumentation1

2. Prepare the Session Plan

Identify the learners’ characteristics and any learning support needs they might have.

Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.

Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.

Utilise your knowledge of learning principles and theories to determine the appropriate delivery method for the session. Also consider at least one (1) learning support and assessment strategy you can implement to address the LLN needs of this learner group.

The Session Plan template can be accessed here:

Session Plan Template

(Username: learner Password: studyhard)

Once complete, save the Session Plan template using the filename:

[your last name, your first name] – Delivery – SessionPlan1

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Learning Principle:

Learning Theory:

3. Prepare the resources required for the session

Save and submit these learning materials using the filename:

[your last name, your first name] – Project1 – Materials1

In the spaces provided on the following page explain how you ensured that the learning materials were adjusted or created to suit the needs of your learners. Be as specific and detailed as possible.

You must also organise for any facilities, technology, or equipment you will need for the session. This can include support personnel, if necessary. Submit evidence that this has been done, your evidence can include emails, meeting minutes or request forms. In the spaces provided on the following page identify the type of evidence, you submitted for the facilities, technology, or equipment you organised.

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Learning Materials

Did you contextualise existing learning materials or develop new learning materials for your learner group?

Guidance: If you contextualised existing learning materials for your candidates, submit both the original and final version, and label each accordingly.

How did you ensure that the learning materials met the identified needs of the learners?

Evidence

Types of evidence

Facilities

Technology

Equipment

Support personnel

If necessary

Note that your evidence must be have dated before your training session. Compile all evidence in a folder and submit using the filename:

[your last name, your first name]-Evidence1

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4. Confirm your role and responsibilities in planning and delivering training, and the overall delivery arrangements with relevant personnel. Send an email to your supervisor confirming your role and responsibilities in planning and delivering training. Briefly describe the coverage of the 20-minute training session you planned for the learner group in your email. Your email and your supervisor’s response must be dated before your training session. Submit a .pdf copy of your email, including your supervisor’s response, using the filename:

[your last name, your first name] - Confirmation1.pdf

Guidance: For a satisfactory result, you must confirm two (2) of your responsibilities in planning and two (2) responsibilities in delivering training.

5. Deliver the training

Conduct the training session according to the Session Plan. Note that you must modify your delivery to suit learner group’s needs and/or changes in circumstances during the session. Complete the table on the following page that asks you to identify how you modified your delivery. You must have a qualified observer at your workplace complete, sign and date the Observation Form linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

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If a qualified assessor completes your Observation Form, you must provide them with a copy of the Learning Program documentation provided to you and your completed Session Plan beforehand. You must also request and submit a copy of their qualification to your assessor using the filename:

Project1 – QAQual

Once complete, collect the form from your observer and submit the file as:

[your last name, your first name] – ObservationForm1

Note that during your delivery, you must demonstrate the following:

 maintaining an appropriate learning environment throughout the session

 apply at least one (1) learning support and assessment strategy appropriate for the learner group

 using the diversity of your learners to support their learning

 using facilitation skills to ensure active learner participation

 using facilitation skills to ensure effective learner group management

 recognising and managing inappropriate behaviour

 using communication techniques that are appropriate for the learners and help you build rapport with them

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Did you adjust the delivery session to reflect the learners’ needs and specific circumstances that came up during the session?

Yes No

If yes, what adjustments did you make to your session? Briefly describe and explain each specific learners’ needs and circumstances and how these were addressed during the session.

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6. Monitor and document learner progress

Have the learners evaluate the session using this form.

Participant Feedback Form

(Username: learner Password: studyhard)

Once complete, compile the completed Feedback Forms and save them using the filename:

[your last name, your first name] – FeedbackForms1

Write a brief description of the learners’ progress or performance for each session in the tables that follow. As you complete the table, note if the learner outcomes for the session and the learners’ needs were met. You can also consider any changes you could implement for the next session. You must also submit the learning activities and assessment tools completed by the learners during the sessions, use the filenames:

[your last name, your first name] – LearningActivities1 and

[your last name, your first name] – AssessmentTools1 Write a brief description of the learners’ progress or performance in the table below. As you complete the table, note if the learner outcomes for the session and the learners’ needs were met.

Learner Progress Report

Training Session Date:

Name Notes

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Were the learners’ outcomes achieved during the session?

Yes

If no, what was done to ensure that the learners’ outcomes were still achieved?

Guidance: Your responses can include making recommendations for the learner to undergo further training, consult the situation with supervisor or colleagues, and so on.

Was the instructional strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

Was the assessment strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

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7. Access your organisation’s policies and procedures on the maintenance and storage of learner records. Submit the necessary documents relevant to the training according to their requirements. Once this has been completed, have your supervisor sign and date the declaration below.

Supervisor’s Declaration Form

By affixing my signature below, I declare that the candidate has accessed our organisation’s policies and procedures on the maintenance and storage of learner

records and have followed these in submitting the required documentation. Supervisor’s Name:

Supervisor’s Signature:

Date:

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Project 1 – Evidence Submission Checklist

Simulated Pathway

# Evidence document Completed

1 Learning Program Documentation

LearningProgram1 ☐

2 Session Plans

[your last name, your first name] – SessionPlan1 ☐

Learning and Presentation Materials

Guidance: These are the learning and presentation materials developed by the candidate for each session. [your last name, your first name] – Materials1

☐

Training Session

Video Submission:

[your last name, your first name] – DeliverySession1

Project1-QAQual

Observer:

[your last name, your first name] – ObservationForm1

Project1-QAQual

☐

Learning Activities

Guidance: These are the learning activities answered and completed by the learners for each session. [your last name, your first name] – LearningActivities1

☐

Assessment Tools

Guidance: These are the assessment tools answered and completed by the learners for each session. [your last name, your first name] – AssessmentTools1

☐

Feedback Forms

Guidance: These are the feedback forms completed by the learners at the end of each session. [your last name, your first name] – FeedbackForms1

☐

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Workplace Pathway

# Evidence document Completed

1 Learning Program Documentation

[your last name, your first name] – LPDocumentation1 ☐

2 Session Plans

[your last name, your first name] – SessionPlan1 ☐

Learning and Presentation Materials

Guidance: These are the learning and presentation materials developed by the candidate for each session. [your last name, your first name] – Materials1

☐

4 Evidence

[your last name, your first name] – Evidence1 ☐

5 Confirmation of Roles and Responsibilities

[your last name, your first name] – Confirmation1 ☐

Delivering Training

[your last name, your first name] – ObservationForm1

Project1-QAQual

☐

7 Feedback Forms

[your last name, your first name] – FeedbackForms1 ☐

8 Learning Activities

[your last name, your first name] – LearningActivities1 ☐

9 Assessment Tools

[your last name, your first name] – AssessmentTools1 ☐

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PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2

Project Overview

This project requires you to complete the following tasks:

 Prepare a detailed session plan

 Facilitate and review the session you have prepared.

You must also have access to the following as you prepare for and facilitate the training sessions:

 A computer with presentation software

(like PowerPoint, Keynote, Google Slides, etc.)

 Presentation equipment

(this can include projectors or computer monitors, speakers, microphones, video players, etc.)

 And other materials and/or technology relevant to the presentations you will create for this project.

This project can be completed through a real workplace or simulated scenario. Choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.

Before proceeding, select the pathway you will be completing this project through:

☐ Workplace

☐ Simulated

Note: You must select only one (1).

Please read the instructions carefully.

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Project Requirements

To complete this project, you need access to the following resources:

 At least eight (8) adult learners (volunteers or from your own workplace)

 Video recording device (e.g. mobile phone with camera, handheld video recorder, etc.) – for candidates completing the project through the simulated scenario OR observation by a qualified observer.

Note: if you are completing the projects with the help of a qualified observer you must request and submit a copy of their qualifications to your assessor.

 Learning program documentation Guidance: This can refer to the documents you completed in Subject 1 – Design Cluster (e.g. training needs analysis), if using a simulated scenario. You can also use the documents from your organisation as long as it contains the delivery requirements for the delivery program.

 Templates enclosed in this workbook

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Additional information and specific requirements of this project:

 This project can be completed through two (2) pathways:

Workplace

Simulated

Where you will be provided a simulated scenario to complete the project. If you choose to complete Project 1 through this pathway, you must conduct the training specified by the Learning Program documentation provided to you.

 The training sessions must:

o address a workplace need o be delivered to a group of at least eight (8) adult learners

(volunteers if simulated, and real students if conducted in your workplace)

o utilise at least two (2) different delivery methods in each training session. The delivery methods you use in the second training session must differ from the delivery methods you use in the first training session.

o must be delivered as consecutive sessions and must be part of a learning program

(e.g. if the learning program has five (5) sessions, you could deliver sessions 1 and 2, or sessions 3 and 4)

Each session must be at least 40 minutes long.

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Simulated Pathway

Overview To complete this project, you will need access to the following resources:

☐ Video Recording equipment (camera, mobile phone, etc.) OR one (1) qualified observer ☐ Eight (8) volunteers to play the part of your learners ☐ Templates included in this project

You must develop your Session Plan using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the training is for two (2) consecutive, 40-minute sessions. You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer you can ask them to complete the Observation Form provided in the instructions that follow.

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Man Power Training Services (MPTS)

You are a trainer for Man Power Training Services (MPTS), a Registered Training Organisation offering vocational training services for a range of clients with different training needs. Best Jobs Incorporated (BJI) is a not for profit organisation that helps people gain employment in the Retail and Hospitality industries at entry level. BJI approached MPTS to develop training that will help their participants qualify for employment in various hospitality settings. They asked MPTS to conduct a series of sessions for these learners, you will be conducting Session 4 and 5. You have been tasked with delivering two (2) consecutive 40-minute sessions for a group of eight (8) learners training to be catering assistants. The training session must cover a topic that relates to the unit:

BSBWOR203 Work effectively with others

To complete this project, you will need access to the Learning Program documentation you completed for Project 2 of the Design Cluster Workbook. Learning Program documentation includes the following: Learning Program, Learning Program Schedule, and Competency Mapping. You will be asked to submit these for assessment purposes. You must develop your Session Plans using the information provided in the learning program documentation provided. The training you deliver to your learners (volunteers) can cover learning outcomes of your choosing as long as the training is for two (2) consecutive, 40-minute sessions. You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.

Before conducting the training, brief your volunteers about the content of your training and the roles that they will be playing. You are free to assign roles to your volunteers using the learner group description in the learning program documentation provided.

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Steps to take

1. Read and access the learning program documentation for the sessions. Submit a copy of the relevant Learning Program Documentation (the Learning Program, Learning Program Schedule and Competency Mapping) as:

LearningProgram2

2. Prepare the Session Plans

Identify the learners’ characteristics and any learning support needs they might have.

Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.

Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.

Utilise your knowledge of learning principles and theories to determine the appropriate delivery methods for each session. Note that you must determine at least two (2) different delivery methods for each training session. The delivery methods you select for the second session must be different from the delivery methods you select for the first session. Also consider at least one (1) learning support and assessment strategy you can implement for this particular learner group.

This Session Plan template will also ask you to plan the presentation/s for the session. Note that your chosen presentation strategies and format must meet the characteristics of the following:

 your target audience,  location of the training session,  resources required for the session, and  personnel required for the session.

You must also consider the format and purpose of the presentation when selecting the:

 presentation aids,  presentation materials, and  presentation techniques.

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List your chosen presentation strategies, selected presentation aids and techniques in the Session Plan Template. For example,

Activities Time

BODY

Explain

Using the POS system Demonstrating how to open and close the POS, how to process electronic transactions. Processing payments Handling cash and electronic transactions, clearing the POS terminal and transferring cash. Demonstration. Presentation: Video presentation on basic use of the POS system, followed by a live demonstration on how to complete cash and electronic transactions, clearing the POS terminal at the end of shift and transferring cash.

9:50 – 10: 50

Apply

Practical Activity Have the candidates use what they learned in the workplace setting, with real POS transactions from customers. Guided facilitation.

10: 50 – 11: 50

Assessment

Practical Assessments Assess candidates use of POS system using simulated transactions. Practical assessment.

12: 30 – 1:30

The Session Plan template can be accessed here:

Session Plan Template

(Username: learner Password: studyhard)

Once complete, save the Session Plan templates using the filenames:

[your last name, your first name] – Delivery – SessionPlan2 and

[your last name, your first name] – Delivery – SessionPlan3

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What learning principles and theories did you use to generate ideas for the training session delivery? List at least one (1) learning principle and one (1) learning theory and briefly describe how they helped you plan the training session. The learning principle and theory you list here must differ from the learning principle and theory you identified in Project 1.

Learning Principle:

Learning Theory:

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3. Prepare the resources required for the session

Determine and access the learning materials that you will need during the sessions. For this project, you must prepare and submit two (2) presentation aides and two (2) presentation materials that you will use to support your training session. These must support the key concepts and ideas of the session, and help keep your learner group engaged. Compile these materials in a .zip folder with the following filenames:

[your last name, your first name] – Project2 - Materials2

and

[your last name, your first name] – Project2 – Materials3

If you choose to use materials that are pre-developed, you must ensure that these meet the needs of your learner group by contextualising them.

In the spaces provided on the following page explain how you ensured that the learning and presentation materials were adjusted or created to suit the needs of your learners. Be as specific and detailed as possible.

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Learning Materials

Did you contextualise existing learning materials or develop new learning materials for your learner group?

Guidance: If you contextualised existing learning materials for your candidates, submit both the original and final version, and label each accordingly.

How did you ensure that the learning materials met the identified needs of the learners?

Resource Request

To: Claire Geiger

From:

Date: Guidance: The date of your draft email must come before your delivery date.

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After sending your email, you receive this response from your supervisor.

Hi,

Thanks for your email. I’ll have everything ready. Give me a shout if you need anything else.

Cheers, Claire Geiger Training Coordinator

4. Confirm your role and responsibilities in planning and delivering training. Draft an email to Sebastian Lockington, the training coordinator of Best Jobs Incorporated (BJI), confirming your role as the trainer for their employees. Briefly describe the coverage of your two (2) consecutive 40-minute training sessions you planned for the learner group and your responsibilities during the sessions.

Resource Request

To: Sebastian Lockington

From:

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After sending your email you receive this response from Sebastian.

Hi,

That sounds great! Thanks for confirming these with me. I think we can proceed with the training as planned.

Kind Regards, Sebastian Lockington

Training Coordinator

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5. Deliver the training

Conduct the training session according to the Session Plans. Note that you must modify your delivery to suit learner group’s needs and/or changes in circumstances during the session. Complete the table that asks you to identify how you modified your delivery. Remember to brief your learners about their role and responsibilities during the session and/or your presentation.

You must submit a video recording of the training session for assessment, using the filename:

[your last name, your first name] – DeliverySession2

and

[your last name, your first name] – DeliverySession3

Alternatively, if you have access to a qualified observer you can have them complete, sign and date two copies of the Observation Form, one for each session you conduct, linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard) You must provide your qualified observer with a copy of the Learning Program documentation and your completed Session Plan beforehand. You must also request and submit a copy of their qualification to your assessor using the filename:

Project2 – QAQual

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Once complete, collect the forms from your observer and submit them using the filenames:

[your last name, your first name] – ObservationForm2

and

[your last name, your first name] – ObservationForm3

Note that during your delivery, you must:

 apply at least one (1) learning support and assessment strategy appropriate for the learner group

 explain and discuss the desired outcomes of each session with the learners, and brief them on what is expected of them during the session

 maintain an appropriate learning environment throughout the session

 use the diversity of your learners to support their learning

 use facilitation skills to ensure active learner participation

 use facilitation skills to ensure effective learner group management

 recognise and manage inappropriate behaviour

 monitor both verbal and non-verbal communication from the learners

 provide opportunities for the learners to ask questions and seek clarification

 use communication techniques that are appropriate for the learners and help you build rapport with them

 summarise key concepts and ideas at strategic points in the session

 discuss reactions to the presentation with the learners

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Did you adjust the delivery session to reflect the learners’ needs and specific circumstances that came up during the session?

Yes No

If yes, what adjustments did you make to your session? Briefly describe and explain each specific learners’ needs and circumstances and how these were addressed during the session.

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6. Monitor and document learner progress

At the end of each session, have the learners (volunteers) complete a feedback form, which can be accessed below:

Participant Feedback Form

(Username: learner Password: studyhard) Once complete, compile the completed Feedback Forms and save them using the filename:

[your last name, your first name] – FeedbackForms2

Write a brief description of the learners’ (volunteers’) progress or performance for each session in the tables that follow. As you complete the table, note if the learner outcomes for the session, and the learners’ needs were met. You can also consider any changes you could implement for the next session.

Learner Progress Report

Session Number:

Training Session Date:

Name Notes

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Learner Progress Report

Session Number:

Training Session Date:

Name Notes

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Were the learners’ outcomes achieved during the sessions?

Yes

If no, what was done to ensure that the learners’ outcomes were still achieved?

Guidance: Your responses can include making recommendations for the learner to undergo further training, consult the situation with supervisor or colleagues, and so on.

Was the instructional strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

Was the assessment strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

Were the learners’ outcomes achieved during the session/s?

Yes

If no, what was done to ensure that the learners’ outcomes were still achieved?

Guidance: Your responses can include making recommendations for the learner to undergo further training, consult the situation with supervisor or colleagues, and so on.

7. Consider the feedback you received from your learners (volunteers). In the space provided below determine what changes you can make to the presentation and the central ideas you presented.

8. On the following page, you will find MPTS’ organisational policies and procedures on the maintenance and storage of learner records. Submit the learning materials, including activities and evaluation forms completed by the candidates according to MPTS’ requirements.

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Maintaining and Storing Learner Records

1. Learner records must be securely maintained for a period of six months.

Performance Training Institute

3. Upload requirements and naming conventions.  Learning Activities completed by the learner group must be complied in a .zip folder and

saved with the filename: [Trainer’s Last Name, Trainer’s First Name]‐LearningActivities2

 Assessment Tools completed by the learner group must be compiled in a .zip folder and saved with the filename:

[Trainer’s Last Name, Trainer’s First Name]‐AssessmentTools2  Evaluation Forms completed by the learner group must be compiled in a .zip folder and

saved with the filename: [Trainer’s Last Name, Trainer’s First Name]‐FeedbackForms2

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Workplace Pathway

Overview To complete this project, you will need access to the following resources:

☐ Learning Program documentation ☐ Eight (8) learners ☐ One (1) qualified observer from your workplace ☐ Templates included in this project

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Steps to take

1. Read and access the learning program documentation for the sessions. Submit these documents as:

[your last name, your first name] – LPDocumentation2

2. Prepare the Session Plans

Identify the learners’ characteristics and any learning support needs they might have.

Determine the delivery requirements from the learning program documentation, including any risks and constraints to the delivery of the training.

Refine the learning objective/s in your Learning Program documentation to fit the program requirements and the needs of the learners.

This Session Plan template will also ask you to plan the presentation/s for the session. Note that your chosen presentation strategies and format must meet the characteristics of the following:

 your target audience,  location of the training session,  resources required for the session, and  personnel required for the session.

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You must also consider the format and purpose of the presentation when selecting the:

 presentation aids,  presentation materials, and  presentation techniques.

List your chosen presentation strategies, selected presentation aids and techniques in the Session Plan Template. For example,

Activities Time

BODY

Explain

9:50 – 10: 50

Apply

Practical Activity Have the candidates use what they learned in the workplace setting, with real POS transactions from customers. Guided facilitation.

10: 50 – 11: 50

Assessment

Practical Assessments Assess candidates use of POS system using simulated transactions. Practical assessment.

12: 30 – 1:30

The Session Plan template can be accessed here:

Session Plan Template

(Username: learner Password: studyhard) Once complete, save the Session Plan templates using the filename:

[your last name, your first name] – Delivery – SessionPlan2 and

[your last name, your first name] – Delivery – SessionPlan3

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Learning Principle:

Learning Theory:

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3. Prepare the resources required for the session

[your last name, your first name] – Project2 - Materials2

and

[your last name, your first name] – Project2 – Materials3

If you choose to use materials that are pre-developed, you must ensure that these meet the needs of your learner group by contextualising them.

You must also organise for any facilities, technology, or equipment you will need for the session. This can include support personnel, if necessary. Submit evidence that this has been done, your evidence can include emails, meeting minutes or request forms. In the spaces provided on the following page identify the type of evidence you submitted for the facilities, technology, or equipment you organised.

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Learning Materials

Did you contextualise existing learning materials or develop new learning materials for your learner group?

Guidance: If you contextualised existing learning materials for your candidates, submit both the original and final version, and label each accordingly.

How did you ensure that the learning materials met the identified needs of the learners?

Evidence

Types of evidence

Facilities

Technology

Equipment

Support personnel

If necessary

Note that your evidence must be have dated before your training session. Compile all evidence in a folder and submit using the filename:

[your last name, your first name]-Evidence2

4. Confirm your role and responsibilities in planning and delivering training, and the overall delivery arrangements with relevant personnel. Send an email to your supervisor confirming your role and responsibilities in planning and delivering training. Briefly describe the coverage of the two (2) 40- minute training sessions you planned for the learner group in your email. Your email and your supervisor’s response must be dated before your training session. Submit a .pdf copy of your email, including your supervisor’s response, using the filename:

[your last name, your first name] – Confirmation2.pdf

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5. Deliver the training

You must have a qualified observer complete and sign two (2) copies of the Observation Form for this project, one for each session you conduct. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

Project2 – QAQual

Once complete, collect the forms from your observer and submit them using the filenames:

[your last name, your first name] – ObservationForm2

and

[your last name, your first name] – ObservationForm3

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Note that during your delivery, you must:

 apply at least one (1) learning support and assessment strategy appropriate for the learner group

 explain and discuss the desired outcomes of each session with the learners, and brief them on what is expected of them during the session

 maintain an appropriate learning environment throughout the session

 use the diversity of your learners to support their learning

 use facilitation skills to ensure active learner participation

 use facilitation skills to ensure effective learner group management

 recognise and manage inappropriate behaviour

 monitor both verbal and non-verbal communication from the learners

 provide opportunities for the learners to ask questions and seek clarification

 use communication techniques that are appropriate for the learners and help you build rapport with them

 summarise key concepts and ideas at strategic points in the session

 discuss reactions to the presentation with the learners, or other key personnel involved in the presentation

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Did you adjust the delivery session to reflect the learners’ needs and specific circumstances that came up during the session?

Yes No

If yes, what adjustments did you make to your session? Briefly describe and explain each specific learners’ needs and circumstances and how these were addressed during the session.

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6. Monitor and document learner progress

At the end of each session, have the learners complete a feedback form, which can be accessed below:

Participant Feedback Form

(Username: learner Password: studyhard) Once complete, compile the completed Feedback Forms and save them using the filename:

[your last name, your first name] – FeedbackForms2

Write a brief description of the learners’ progress or performance for each session in the tables that follow. As you complete the table, note if the learner outcomes for the session, and the learners’ needs were met. You can also consider any changes you could implement for the next session. You must also submit the learning activities and assessment tools completed by the learners during the sessions, use the filenames:

[your last name, your first name] – LearningActivities2 and

[your last name, your first name] – AssessmentTools2

Learner Progress Report

Session Number:

Training Session Date:

Name Notes

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Learner Progress Report

Session Number:

Training Session Date:

Name Notes

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Were the learners’ outcomes achieved during the sessions?

Yes

If no, what was done to ensure that the learners’ outcomes were still achieved?

Guidance: Your responses can include making recommendations for the learner to undergo further training, consult the situation with supervisor or colleagues, and so on.

Was the instructional strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

Was the assessment strategy you used effective in addressing the LLN needs of your learners? Explain why or why not.

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7. Consider the feedback you received from your learners. In the space provided below determine what changes you can make to the presentation and the central ideas you presented.

8. Access your organisation’s policies and procedures on the maintenance and storage of learner records. Submit the necessary documents relevant to the training according to their requirements. Once this has been completed, have your supervisor sign and date the declaration below.

Supervisor’s Declaration Form

By affixing my signature below, I declare that the candidate has accessed our organisation’s policies and procedures on the maintenance and storage of learner

records and have followed these in submitting the required documentation. Supervisor’s Name:

Supervisor’s Signature:

Date:

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Project 2 – Evidence Submission Checklist

Simulated Pathway

# Evidence document Completed

1 Learning Program Documentation

LearningProgram2 ☐

Session Plans

[your last name, your first name] – SessionPlan2

[your last name, your first name] – SessionPlan3

☐

Learning and Presentation Materials

Guidance: These are the learning and presentation materials developed by the candidate for each session. [your last name, your first name] – Materials2

[your last name, your first name] – Materials3

☐

Training Session

Video Submission:

[your last name, your first name] – DeliverySession2

[your last name, your first name] – DeliverySession3

Project2-QAQual

Observer:

[your last name, your first name] – ObservationForm2

[your last name, your first name] – ObservationForm3

Project2-QAQual

☐

Learning Activities

Guidance: These are the learning activities answered and completed by the learners for each session. [your last name, your first name] – LearningActivities2

☐

Assessment Tools

Guidance: These are the assessment tools answered and completed by the learners for each session. [your last name, your first name] – AssessmentTools2

☐

7 Feedback Forms ☐

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Guidance: These are the feedback forms completed by the learners at the end of each session. [your last name, your first name] – FeedbackForms2

Workplace Pathway

# Evidence document Completed

1 Learning Program Documentation

[your last name, your first name] – LPDocumentation2 ☐

Session Plans

[your last name, your first name] – SessionPlan2

[your last name, your first name] – SessionPlan3

☐

Learning and Presentation Materials

Guidance: These are the learning and presentation materials developed by the candidate for each session. [your last name, your first name] – Materials2

[your last name, your first name] – Materials3

☐

4 Evidence

[your last name, your first name] – Evidence2 ☐

5 Confirmation of Roles and Responsibilities

[your last name, your first name] – Confirmation2 ☐

Delivering Training

[your last name, your first name] – ObservationForm2

[your last name, your first name] – ObservationForm3

Project2-QAQual

☐

7 Feedback Forms

[your last name, your first name] – FeedbackForms2 ☐

8 Learning Activities

[your last name, your first name] – LearningActivities2 ☐

9 Assessment Tools

[your last name, your first name] – AssessmentTools2 ☐

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PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN INDIVIDUAL 1

Project Overview

This project requires you to complete the following tasks:

 Facilitate work-based learning

This project can be completed through a real workplace or simulated scenario. Choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.

Before proceeding, select the pathway you will be completing this project through:

☐ Workplace

☐ Simulated

Note: You must select only one (1).

Please read the instructions carefully.

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Project Requirement

This project can be completed through two (2) pathways:

Workplace

Simulated

To complete this project, you need:

 At least one (1) adult learner to participate in the learning program

o If conducting a simulation, your participant must be briefed about the simulated environment before you can conduct a pre-consultation with them.

 Access to relevant stakeholders in the workplace (e.g. supervisor, employer)

o If using a simulated scenario, indicate the job title/position of the required stakeholders in the templates, and conduct the consultation with your assessor.

 Video recording device (e.g. mobile phone with camera, handheld video recorder, etc.) OR a qualified assessor – for candidates completing this project through the simulated pathway

Note: if you are completing the projects with the help of a qualified observer you must request and submit a copy of their qualifications to your assessor.

 Templates enclosed in this workbook

Additional information and specific project requirements

The learning plan must:

 be tailored to the specific needs of the learner.

 be a real or simulated work-based need, o It must include on-the-job training and some off-the-job training. The

learning must be setup so that safety and workplace productivity are maintained.

 The minimum acceptable duration for this plan is a 30-minute session.

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Simulated Pathway

Simulated Pathway Overview To complete this project, you will need access to the following resources:

☐ Video Recording equipment (camera, mobile phone, etc.) OR one (1) qualified observer ☐ One (1) volunteer to play the part of your learner ☐ Templates included in this project

You must develop your Work Based Learning Plan using the information provided in the scenario below. You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer you can ask them to complete the Observation Form provided in the instructions that follow.

Man Power Training Services

You are a trainer for Man Power Training Services and have been put in charge of training the new administrative team member, Katarina Yeltzin. Your task is to develop and implement, a Work Based Learning Plan for Katarina. You consult with Katarina’s supervisor, Sheila Larsson, and she tells you that Katarina is having trouble sending, recalling, and forwarding emails. Sheila tells you that Katarina can undergo training in the morning in the first hour of her 9AM – 5PM shift. You visit their workspace one day and briefly observe the administrative team as they complete their tasks. The administrative team use Gmail to send and receive emails about a range of client enquiries. Katarina is in charge of sending acknowledgement emails for general enquiries and sending them off to the correct contact person. The team does not have their own set of procedures for sending and recalling emails, however, you can access these procedures from Gmail Help to guide your training.

Send or unsend Gmail messages

On the following page, you will find the administrative team’s procedures on forwarding emails.

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Administrative Team – General Enquiries

1. When a general enquiry is received, send this response to the client:

‘Dear [Client’s Name],

Thank you for contacting Man Power Training Services.

Your enquiry is important to us. Your email has been forwarded to the appropriate resource personnel, and they will get back to you shortly.

Kind Regards,

[Administrative Team Member’s Name]’

2. Forward the email to the Administrative Staff member in charge of the area of enquiry, see the list below.

Admin Tasks Email

Max Sani Enrolments [email protected]

Darcy Denham Course transfers [email protected]

Caitlyn Troup Refunds [email protected]

Aaron Austral Sales [email protected]

On the following page, you will find an excerpt from the contract signed by both departments, outlining your requirements and responsibilities as a trainer.

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Contract [Excerpt]

Article 4 – Responsibilities and Requirements for training at work The trainer must submit any and all documentation related to the training of the learner, including learning materials, assessments completed, and learner records, for storage using the relevant templates provided for each. The trainer is expected to handle the personal information of the learner according to the Privacy Act 1988, where they are to collect only necessary information that are relevant to the training being commenced by the learner. The learner can access their files upon request. The training must primarily take place within MPTS premises, any training or additional support accessed outside must be approved by the supervisor of the employee being trained. Article 7 – WHS in the workplace The training activities must be carried out according to the laws and regulations, including any relevant Codes of Practice, enforced in the state the training is being delivered. MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that the training personnel, employees, other persons and students are not exposed to health and safety risks arising from the training. The trainer is responsible for managing and minimising risks associated with the training to be delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with company policies and procedures relating to health and safety in the workplace.

You can also find Katarina Yeltzin’s pre-employment LLN assessment results and her overview below.

Katarina moved to Australia from Russia in 1999. In the early 2000s she worked in administration, but stopped in 2007 to take care of her grandchildren. Her role as administrative assistant with Man Power Training Services is her first job since then. Katarina is enjoying her work and has previous experience with computers. However, she is having trouble sending, receiving and forwarding emails using Gmail. Katarina is diabetic, and self-administers her medication 15 minutes before her breaks. Her pre-employment LLN evaluation results can be found below.

Learning Reading Writing OralCommunication Numeracy

Katarina Yeltzin 3 3 3 4 3

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Steps to take

1. Access and complete the Work Based Learning Plan using the information provided in the scenario and details provided in later instructions. Remember to structure the learning activities in a way that will help her best retain information. The template can be accessed below.

Work Based Learning Plan

(Username: learner Password: studyhard)

2. Arrange a consultation session with your learner (volunteer).

Before beginning your consultation session with your volunteer, brief them on the details of the scenario and Katarina’s profile.

You must submit a video recording of your consultation session with your learner, using the filename:

[your last name, your first name] – WorkPlaceConsulatation1

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

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You must provide your qualified observer with a copy of the Work Based Learning Program beforehand. You must also request and submit a copy of their qualification to your assessor using the filename:

Project3 – QAQual1

Once completed, submit the Observation Form using the filename:

WorkplaceConsultation-ObservationForm-1

During your consultation session, run through the details of the Work Based Learning Plan with your learner (volunteer). Explain why you chose the specific techniques or processes to facilitate their learning. Note any suggestions from your learner (volunteer).

At the end of your session, your learner must confirm that they agree with the information in the Work Based Learning Plan and the objectives and scope of the training.

During your session with the learner’s, you must demonstrate the use of communication techniques to:  identify the learner’s (volunteer’s) needs  build rapport with the learner (volunteer)

You must:  select appropriate vocabulary for the learner (volunteer)  adjust language, tone and pace of speech to maintain effective interactions

with the learner (volunteer)  build and maintain engagement with the learner (volunteer)

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What are the WHS risks in using work as the basis for learning?

How did you address these WHS risks?

What are the contractual requirements and responsibilities you addressed for the work based training? List at least two (2) requirements and (2) responsibilities.

Briefly explain how you addressed each of these contractual requirements and responsibilities below.

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3. Draft an email to Katarina’s supervisor, Sheila Larsson, explaining the objectives

and scope of the training. Include the details of the training session and any activities you plan on conducting. Do this in the spaces provided for you below.

To: Sheila Larsson

From:

Date: Guidance: This email must be dated before the date of training.

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After sending your email, you receive this response.

Hi,

This sounds great. But I think it might be good to get Katarina some training in MS Excel because we’re

considering building a database soon. Can you organise something for her? I spoke to Katarina earlier, and she’s

happy to go to training on weekdays.

Thanks! Kind regards, Sheila Larsson

4. Arrange external learning activities for Katarina.

Research Beginner MS Excel training courses that Katarina can enrol in. In the spaces provided below list the name of the company offering the training, the duration, date and price of the course.

Guidance: You do not need to contact the training provider or book a session with them. However, the details you list below must be for a real company.

Company/Website:

Duration:

Date:

Course Price:

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You come up with a list of possible training providers and submit them to Sheila Larsson for approval. She decides to go with Progressive Learning Group and has scheduled Katarina for training with them. Draft an email to Katarina’s trainer at Progressive Learning Group asking them about their WHS training policy, to ensure that Katarina will have a safe learning environment. Your email should also request that they inform you of Katarina’s progress after the training and to send you a copy of her certificate of completion.

To: Ruth Snyder From:

After sending the email, you receive a reply from Ruth Snyder, Katarina’s trainer, with Progressive Learning Group. Her response enumerates the WHS training policies of their group. She also ensures you that they will send a copy of Katarina’s certificate of completion to you and will inform you of her progress.

5. Prepare for the session.

Gather the resources you will need for the session, including equipment, learning materials, etc.

Draft an email to Jemma Gafton, the office administrator, requesting the equipment you will need to conduct Katarina’s in office training.

To: Jemma Gafton

From:

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6. Conduct the session with your learner (volunteer).

You must submit a video recording of your training session with your learner (volunteer).

You must submit a video recording of the training session for assessment, using the filename:

[your last name, your first name] – WorkPlaceTraining1

Alternatively, if you have access to a qualified observer, you can have them complete, sign and date the Observation Form linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard) You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project3 – QAQual2

Note that you do not need to submit this is your observer for the delivery is the same observer for your consultation session with the learner (volunteer).

Once completed submit your Observation Form using the filename:

WorkplaceTraining-ObservationForm-1

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Before beginning your training session, you must explain to Katarina (your volunteer) the objectives of the training and the processes involved, including the external support she will be receiving for MS Excel.

During your session, you must:

 sequence the introduction of tasks, activities and processes in a way that reflects the needs of the workplace

 encourage the learner to take responsibility for their learning  encourage the learner to self-reflect  develop and utilise techniques that facilitate the learner’s transfer of skills

and knowledge  apply learning support (instructional and assessment) strategies in

delivering training to support the learner’s LLN requirements  observe learner cues, and adapt your approach when necessary  use learning and assessment materials that support the learner’s LLN

requirements  adjust your use of vocabulary, language, tone and pace to keep the learner

engaged, and to effectively facilitate and monitor learning  build rapport with the candidate  practice ethical behaviour at all times

Record the outcome of your training session with the candidate in the form provided for you below. List the learning outcomes for the session and if the learner was able to achieve these during your training.

Guidance: This must be an accurate record of your learner’s (volunteer’s) performance during your session.

Once complete, save the Work Based Learning Plan using the filename:

WorkBasedLP1

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020 Page 108 © Compliant Learning Resources

Training Record Learner’s Name:

Trainer’s Name: Guidance: You must write your name here.

Training Delivered:

Learner’s Results Legend: Tick

Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR N – No, if the candidate has not yet achieved the learner outcome satisfactorily

Learner Outcomes Y N ☐ ☐

☐ ☐

Comments

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020 © Compliant Learning Resources Page 109

7. You meet with Katarina again to discuss the outcomes of her training, including the external training she received from the Progressive Learning Group.

You must submit a video recording of your meeting with your learner (volunteer), using the filename

[your last name, your first name] – WorkPlaceMeeting1

Alternatively, if you have access to a qualified observer, you can have them complete, sign and date the Observation Form linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project3 – QAQual3

Note that you do not need to submit this is your observer for the delivery is the same observer for your consultation session with the learner (volunteer).

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020 Page 110 © Compliant Learning Resources

Once completed, submit the Observation Form using the filename: WorkplaceMeeting-ObservationForm-1

Before beginning your meeting, brief the learner (volunteer) using the additional prompts provided for you on the following page.

During your meeting with Katarina you must:

 discuss with her the outcome of her Microsoft Excel training with Progressive Learning Group

 discuss with her the outcome of her training with you  discuss how she feels she is doing at work now that she has received training  seek their feedback using this form:

Feedback Form (Username: learner Password: studyhard)

Once completed, submit the completed form using the filename: WorkplaceFeedbackForm1

 close your learning - facilitation relationship with the learner, using the appropriate interpersonal skills

 use appropriate vocabulary adjusting language, tone and pace to the needs of the learner and to engage with the learner

Additional prompts for your volunteer:

 Katarina is now comfortable with her role because she is able to carry out her emailing tasks smoothly.

 Their department has started to create a database for client inquiries. Katarina feels confident in her ability to record information using Microsoft Excel.

Hi, As requested, I am sending over Katarina Yeltzin’s certificate for the Microsoft Excel training she completed with us. Katarina did

really well she completed all of the requirements without problems and let us know when she needed further assistance

during her training with us. I’m confident that she’s well equipped with Excel basics.

Let us know if you need anything else. Cheers, Ruth Snyder Coordinator Progressive Learning Group

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020 © Compliant Learning Resources Page 111

Progressive Learning Group | MS Office Training 14 [Month] 20xx

Katarina Yeltzin

has successfully completed all requirements to be recognised as a Microsoft Office Specialist for Excel 2016.

Ruth Snyder Ruth Snyder Training Coordinator Progressive Learning Group

8. Evaluate the effectiveness of the learning-facilitation relationship in the spaces provided below. Use both the learner’s (volunteer’s) feedback and your own evaluation to complete the evaluation process.

Evaluation

1. Did your learner meet the learning objectives set for the training? If yes, explain how they were met. If no, explain why they were not met. Give specific examples.

2. What were the learning facilitation processes and techniques you used for the training? Were these effective? Explain. Give specific examples.

3. What learning support and assessment strategies did you use for the training? Were these effective? Explain. Give specific examples.

4. Considering your answers to the questions above and the responses given by your learner (volunteer), how can you improve your work – based, learning – facilitation practice?

Workplace Pathway

Workplace Pathway Overview To complete this project, you will need access to the following resources:

☐ Learning Program documentation ☐ One (1) learner ☐ One (1) qualified observer from your workplace ☐ Templates included in this project ☐ Procedures relevant to the training you will deliver

You must develop your Work Based Learning Plan using the Learning Program documentation available to you in your workplace. This training session can cover any topic of your choosing, as long as it meets a workplace need, and is at least 30 minutes in length.

Steps to take

1. Access relevant documentation.

To complete this project, you will need access to the organisational documentation relevant to your role as a trainer and to work-based learning, these can include:

 compliance information, (laws, regulations and company policies that apply to the learner’s role)

 contractual information,  LLN analysis,  WHS information and documentation on the WHS responsibilities of the

people involved in the training, and  other documents relevant to learning in the workplace.

Remember to structure the learning activities in a way that will help your learner best retain information.

Work Based Learning Plan

(Username: learner Password: studyhard)

2. Arrange a consultation session with your learner (volunteer) and other relevant personnel.

Have a qualified observer complete, sign and date the Observation Form, linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project3 – QAQual1

Once completed, collect the Observation Form from your assessor and submit this using the filename:

WorkplaceConsulatation-ObservationForm1

During your consultation session, you must:

 identify the context for learning  discuss the work practices and routines of the learner  determine and agree upon the objectives and scope of the training,

including the external learning activities that need to be arranged for the learner

 identify and address any WHS implications of using work as the basis of training, consider your, and other relevant parties, WHS responsibilities

 address any contractual requirements and responsibilities for the training  determine the learner’s learning style

 select an appropriate process and/or technique to facilitate learning and explain these to the learner and relevant personnel present

 document and discuss the Work-Based Learning Plan with the learner At the of your session your learner, and other relevant personnel must agree with the information you documented in the Work Based Learning Plan and the objectives and scope of the training. You must also demonstrate the use of communication techniques to:  identify the learner’s needs  build rapport with the learner

by,  selecting appropriate vocabulary for the learner  adjust language, tone and pace of speech to maintain effective interactions

with the learner  build and maintain engagement with the learner

What are the WHS risks in using work as the basis for learning?

How did you address these WHS risks?

What are the contractual requirements and responsibilities you addressed for the work based training? List at least two (2) requirements and (2) responsibilities.

Briefly explain how you addressed each of these contractual requirements and responsibilities below.

3. Arrange external learning activities for your learner.

You must also arrange for the monitoring of the external learning activity for your learner. This includes any supervisory arrangements that:

 are appropriate for the needs of the learner  provide the learner with support and encouragement  ensure the learner’s health and safety

You must submit evidence that this has been done, this can include: emails, request forms, meeting minutes, etc. Compile these in a .zip folder using the filename:

WorkplaceExternalDocs1

4. Prepare for the session.

Gather the resources you will need for the session, including equipment, learning materials, etc.

5. Conduct the session with your learner (volunteer).

Have a qualified observer complete, sign and date the Observation Form, linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project3 – QAQual2

Note that you do not need to submit this is your observer for the delivery is the same observer for your consultation session with the learner (volunteer).

Once completed submit your Observation Form using the filename:

WorkplaceTraining-ObservationForm-1 Before beginning your training session, you must explain to the learner the objectives of the training and the processes involved, including the external support they will be receiving

During your session, you must:

 sequence the introduction of tasks, activities and processes in a way that reflects the needs of the workplace

 encourage the learner to take responsibility for their learning  encourage the learner to self-reflect

 develop and utilise techniques that facilitate the learner’s transfer of skills and knowledge

 apply learning support (instructional and assessment) strategies in delivering training to support the learner’s LLN requirements

 observe learner cues, and adapt your approach when necessary  use learning and assessment materials that support the learner’s LLN

requirements  adjust your use of vocabulary, language, tone and pace to keep the learner

engaged, and to effectively facilitate and monitor learning  build rapport with the candidate  practice ethical behaviour at all times

You must also record the outcome of your training session with the candidate in the form provided for you below. List the learning outcomes for the session and if the learner was able to achieve these during your training.

Once complete, save the Work Based Learning Plan using the filename:

WorkBasedLP1

Training Record Learner’s Name:

Trainer’s Name: Guidance: You must write your name here.

Training Delivered:

Learner’s Results Legend: Tick

Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR N – No, if the candidate has not yet achieved the learner outcome satisfactorily

Learner Outcomes Y N

☐ ☐

Comments

6. Meet with the learner, and other relevant personnel, again to monitor the effectiveness of the learning/facilitation relationship.

During your meeting, you must:

 discuss with the learner, and other relevant personnel, the outcome of the training, both external and internal

 discuss how the learner feels after completing the training in relation to their role

 seek their feedback using this form: Feedback Form

(Username: learner Password: studyhard) Once completed, submit the completed form using the filename:

WorkplaceFeedbackForm1  close your learning - facilitation relationship with the learner, using the

appropriate interpersonal skills  use appropriate vocabulary adjusting language, tone and pace to the needs

of the learner and to engage with the learner Have your supervisor or qualified observer sign the declaration below to confirm this has been done. You must submit evidence that this has been done, this can include: emails, request forms, meeting minutes, etc. Compile these in a .zip folder using the filename:

WorkplaceMeeting1

Supervisor/ Observer’s Declaration

By affixing my signature below, I declare that the candidate completed the tasks in this project under the observation of a qualified observer. I also declare that the candidate

was able to gain feedback from the learner and closed the learning-facilitation relationship using the appropriate interpersonal and communication skills.

Supervisor/Observer’s Name:

Supervisor/Observer’s Signature:

Date:

Supervisor/Observer’s Role:

Supervisor/Observer’s Contact Details:

7. Evaluate the effectiveness of the learning-facilitation relationship in the spaces provided below. Use both the learner’s (volunteer’s) feedback and your own evaluation to complete the evaluation process.

Evaluation

1. Did your learner meet the learning objectives set for the training? If yes, explain how they were met. If no, explain why they were not met.

2. What were the learning facilitation processes and techniques you used for the training? Were these effective? Explain.

3. What learning support and assessment strategies did you use for the training? Were these effective? Explain.

4. Considering your answers for the questions above and the responses given by your learner (volunteer), how can you improve your work – based, learning – facilitation practice?

Project 3 – Evidence Submission Checklist

Simulated Pathway

# Evidence document Completed

Workplace Consultation

Video Submission:

[your last name, your first name] – WorkplaceConsultation1

Project3-QAQual1

Observer:

WorkplaceConsultation – ObservationForm1

Project3-QAQual1

☐

Workplace Training

Video Submission:

[your last name, your first name] – WorkplaceTraining1

Project3-QAQual2

Observer:

WorkplaceTraining - ObservationForm1

Project3-QAQual2

☐

3 Work Based Learning Program

WorkBasedLP1 ☐

Workplace Meeting

Video Submission:

[your last name, your first name] – WorkplaceMeeting1

Project3-QAQual3

Observer:

WorkplaceMeeting – ObservationForm1

Project3-QAQual3

☐

5 Feedback Form

WorkplaceFeedbackForm1 ☐

Workplace Pathway

# Evidence document Completed

Workplace Consultation

WorkplaceConsultation – ObservationForm1

Project3-QAQual1

☐

2 External Learning Activities

WorkplaceExternalDocs1 ☐

Workplace Training

WorkplaceTraining – ObservationForm2

Project3-QAQual2

☐

4 Work Based Learning Program

WorkBasedLP1 ☐

5 Workplace Meeting

WorkplaceMeeting1 ☐

6 Feedback Form

WorkplaceFeedbackForm1 ☐

PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN INDIVIDUAL 2

Project Overview

This project requires you to complete the following tasks:

 Develop a work-based learning plan

 Facilitate work-based learning

This project can be completed through a real workplace or simulated scenario. Choose the pathway that best suits your needs. If you have any concerns or queries, please direct them to your assessor.

Before proceeding, select the pathway you will be completing this project through:

☐ Workplace

☐ Simulated

Note: You must select only one (1).

Please read the instructions carefully.

Project Requirement

This project can be completed through two (2) pathways:

Workplace

Simulated

To complete this project, you need:

 At least one (1) adult learner to participate in the learning program

o If conducting a simulation, your participant must be briefed about the simulated environment before you can conduct a pre-consultation with them.

 Access to relevant stakeholders in the workplace (e.g. supervisor, employer)

o If using a simulated scenario, indicate the job title/position of the required stakeholders in the templates, and conduct the consultation with your assessor.

 Video recording device (e.g. mobile phone with camera, handheld video recorder, etc.) OR a qualified observer – for candidates completing this project through the simulated scenario

Note: if you are completing the projects with the help of a qualified observer you must request and submit a copy of their qualifications to your assessor.

 Templates enclosed in this workbook

Additional information and specific project requirements

The learner for Project 4, must be different from the learner in Project 3 for both real and simulated pathways.

The learning plan must:

 be tailored to the specific needs of the learner.

 be a either a real or simulated work-based need, o It must include on-the-job training and some off-the-job training. The

learning must be setup so that safety and workplace productivity are maintained.

 The minimum acceptable duration for this plan is a 30-minute session.  meet a different set of learning outcomes to Project 3.

Simulated Pathway

Simulated Pathway Overview To complete this project, you will need access to the following resources:

☐ Video Recording equipment (camera, mobile phone, etc.) OR one (1) qualified observer ☐ One (1) volunteer to play the part of your learner, different from your volunteer in Project 3 ☐ Templates included in this project

You must develop your Work Based Learning Plan using the information provided in the scenario below. You must submit a video recording of your training session for assessment. Alternatively, if you have access to a qualified observer, you can ask them to complete the Observation Form provided in the instructions that follow.

Man Power Training Services

You are a trainer for Man Power Training Services and are asked to train Milla Alderman on how to use the office scanner. Your task is to develop and implement, a Work Based Learning Plan for Milla. You consult with Milla’s supervisor, Oliver Ritchard, and he tells you that Milla is having trouble using the office scanner. Milla is a new member of the training team and will need to learn how to use the office scanner to complete her daily tasks. Oliver tells you that Milla can undergo training in the morning in the first hour of her 9AM – 5PM shift. You visit their workspace one day and briefly observe the training team as they complete their tasks. They use the office scanner to send off hand signed documents. The team does not have their own set of procedures for scanning documents, they use the procedures outlined in the manual for the product. Guidance: Where possible, use the instructions provided in the manual that comes with your scanner. If you do not have a physical copy of instructions to operate your machine you can look for a copy on the internet, most brands, especially newer models, will have manuals published by their manufacturer. On the following page, you will find the training team’s procedures for scanning and sending off documents.

Training Team – Signing and sending scanned document/s

1. When a hand signed document is required you must first print off the document and sign it with a pen with clear ink. Scan and save the document as a .pdf file.

a. Multiple‐paged documents

Multiple‐paged documents must be compiled together as a .pdf file.

2. Employees are required to maintain copies of the scanned documents for a period of up to one (1) month.

On the following page, you will find an excerpt from the contract signed by both departments, outlining your requirements and responsibilities as a trainer.

Contract [Excerpt]

Article 4 – Responsibilities and Requirements for training at work The trainer must submit any and all documentation related to the training of the learner, including learning materials, assessments completed, and learner records, for storage using the relevant templates provided for each. The trainer is expected to handle the personal information of the learner according to the Privacy Act 1988, where they are to collect only necessary information that is relevant to the training being commenced by the learner. The learner can access their files upon request. The training must primarily take place within MPTS premises, any training or additional support accessed outside must be approved by the supervisor of the employee being trained. Article 7 – WHS in the workplace The training activities must be carried out according to the laws and regulations, including any relevant Codes of Practice, enforced in the state the training is being delivered. MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that the training personnel, employees, other persons and students are not exposed to health and safety risks arising from the training. The trainer is responsible for managing and minimising risks associated with the training to be delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with company policies and procedures relating to health and safety in the workplace.

You can also find Milla Alderman’s pre-employment LLN assessment results and her overview below.

Milla is a newly hired TAE trainer for MPTS. She has four (4) years of experience in the field and can adapt easily to new technology. Milla has used similar office equipment before but is unsure of how to operate the brand of scanner used in the training department. Her pre-employment LLN evaluation results can be found below.

Learning Reading Writing OralCommunication Numeracy

Milla Alderman 4 3 3 3 4

Steps to take

Work Based Learning Plan

(Username: learner Password: studyhard)

2. Arrange a consultation session with your learner (volunteer).

Before beginning your consultation session with your volunteer, brief them on the details of the scenario and Milla’s profile.

You must submit a video recording of your consultation session with your learner, using the filename:

[your last name, your first name] – WorkPlaceConsulatation1

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

You must provide your qualified observer with a copy of the Work Based Learning Program beforehand. You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project4 – QAQual1

Once completed, submit the Observation Form using the filename:

WorkplaceConsultation-ObservationForm-2 During your consultation session, run through the details of the Work Based Learning Plan with your learner (volunteer). Explain why you chose the specific techniques or processes to facilitate their learning. Note any suggestions from your learner (volunteer).

At the end of your session your learner must confirm that they agree with the information in the Work Based Learning Plan and the objectives and scope of the training.

During your session with the learner’s you must demonstrate the use of communication techniques to:  identify the learner’s (volunteer’s) needs  build rapport with the learner (volunteer)

You must:  select appropriate vocabulary for the learner (volunteer)  adjust language, tone and pace of speech to maintain effective interactions

with the learner (volunteer)

build and maintain engagement with the learner (volunteer)

What are the WHS risks in using work as the basis for learning?

How did you address these WHS risks?

What are the contractual requirements and responsibilities you addressed for the work based training? List at least two (2) requirements and (2) responsibilities.

Briefly explain how you addressed each of these contractual requirements and responsibilities below.

3. Draft an email to Milla’s supervisor, Oliver Ritchard, explaining the objectives and scope of the training. Include the details of the training session and any activities you plan on conducting. Do this in the spaces provided for you below.

To: Oliver Ritchard

From:

Date: Guidance: This email must be dated before the date of training.

After sending your email, you receive this response.

Hi, This sounds great. But I think it might be good to get Milla some advanced training in MS PowerPoint because she will be using that to teach her classes. Can you organise something for her? I spoke to Milla earlier, and she’s

happy to go to training on weekdays.

Thanks! Kind regards, Oliver Ritchard

4. Arrange external learning activities for Milla.

Research Advanced MS PowerPoint training courses that Milla can enrol in. In the spaces provided below list the name of the company offering the training, the duration, date and price of the course.

Guidance: You do not need to contact the training provider or book a session with them. However, the details you list below must be for a real company.

Company/Website:

Duration:

Date:

Course Price:

You come up with a list of possible training providers and submit them to Oliver Ritchard for approval. He decides to go with Progressive Learning Group and has scheduled Milla for training with them. Draft an email to Milla’s trainer at Progressive Learning Group asking them about their WHS training policy, to ensure that Milla will have a safe learning environment. Your email should also request that they inform you of Milla’s progress after the training and to send you a copy of his certificate of completion.

To: Ruth Snyder From:

After sending the email, you receive a reply from Ruth Snyder, training coordinator with Progressive Learning Group. Her response enumerates the WHS training policies of their group. She also ensures you that they will send a copy of Milla’s certificate of completion to you and will inform you of her progress.

5. Prepare for the session.

Gather the resources you will need for the session, including equipment, learning materials, etc.

Draft an email to Persimmon Gleam, the office administrator, requesting the equipment you will need to conduct Katarina’s in office training.

To: Persimmon Gleam From:

6. Conduct the session with your learner (volunteer).

You must submit a video recording of your training session with your learner (volunteer).

You must submit a video recording of the training session for assessment, using the filename:

[your last name, your first name] – WorkPlaceTraining1

Alternatively, if you have access to a qualified observer, you can have them complete, sign and date the Observation Form linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard) You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project4 – QAQual2

Note that you do not need to submit this is your observer for the delivery is the same observer for your consultation session with the learner (volunteer).

Once completed submit your Observation Form using the filename:

WorkplaceTraining-ObservationForm-1 Before beginning your training session, you must explain to Milla (your volunteer) the objectives of the training and the processes involved, including the external support she will be receiving for MS Excel.

During your session, you must:

 sequence the introduction of tasks, activities and processes in a way that reflects the needs of the workplace

 encourage the learner to take responsibility for their learning  encourage the learner to self-reflect  develop and utilise techniques that facilitate the learner’s transfer of skills

and knowledge  apply learning support (instructional and assessment) strategies in

requirements  adjust your use of vocabulary, language, tone and pace to keep the learner

engaged, and to effectively facilitate and monitor learning  build rapport with the candidate  practice ethical behaviour at all times

Guidance: This must be an accurate record of your learner’s (volunteer’s) performance during your session. Once complete, save the Work Based Learning Plan using the filename:

WorkBasedLP2

Training Record Learner’s Name:

Trainer’s Name: Guidance: You must write your name here.

Training Delivered:

Learner’s Results Legend: Tick

Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR N – No, if the candidate has not yet achieved the learner outcome satisfactorily

Learner Outcomes Y N ☐ ☐

☐ ☐

Comments

7. You meet with Milla again to discuss the outcomes of her training, including the external training she received from the Progressive Learning Group.

You must submit a video recording of your meeting with your learner (volunteer), using the filename

[your last name, your first name] – WorkPlaceMeeting1

Alternatively, if you have access to a qualified observer, you can have them complete, sign and date the Observation Form linked for you below. A qualified observer must:

 hold TAE40116 Certificate IV in Training and Assessment

 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills

(2) TAEASS502 Design and develop assessment tools

 hold at least one of the following:

o TAE50116 Diploma of Vocational Education and Training o TAE50216 Diploma of Training Design and Development, or o a higher-level qualification in adult education

The Observation Form can be accessed here:

Observation Form

(Username: learner Password: studyhard)

You must request and submit a copy of your qualified observer’s qualification to your assessor using the filename:

Project4 – QAQual3

Note that you do not need to submit this is your observer for the delivery is the same observer for your consultation session with the learner (volunteer).

Once completed, submit the Observation Form using the filename: WorkplaceMeeting-ObservationForm-1

Before beginning your meeting, brief the learner (volunteer) using the additional prompts provided for you on the following page.

During your meeting with Milla you must:

 discuss with her the outcome of her Microsoft Excel training with Progressive Learning Group

 discuss with her the outcome of her training with you  discuss how she feels she is doing at work now that she has received training  seek their feedback using this form:

Feedback Form (Username: learner Password: studyhard)

Once completed, submit the completed form using the filename: WorkplaceFeedbackForm1

 close your learning - facilitation relationship with the learner, using the appropriate interpersonal skills

 use appropriate vocabulary adjusting language, tone and pace to the needs of the learner and to engage with the learner

Additional prompts for your volunteer:

 Milla feels that she is able to carry out her scanning tasks smoothly.  She feels confident in her PowerPoint skills now after receiving advanced

training.

Hi, As requested, I am sending over Milla Alderman’s certificate for the Microsoft Excel training she completed with us. Milla did really well she completed all of the requirements without

problems and let us know when she needed further assistance during her training with us. I’m confident that she’s well

equipped with Excel basics. Let us know if you need anything else.

Cheers, Ruth Snyder Coordinator Progressive Learning Group

Progressive Learning Group | MS Office Training 14 [Month] 20xx

Milla Alderman

has successfully completed all requirements to be recognised as an Advanced Microsoft Office Specialist for PowerPoint.

Ruth Snyder Ruth Snyder Training Coordinator Progressive Learning Group

Evaluation

1. Did your learner meet the learning objectives set for the training? If yes, explain how they were met. If no, explain why they were not met. Give specific examples.

2. What were the learning facilitation processes and techniques you used for the training? Were these effective? Explain. Give specific examples.

3. What learning support and assessment strategies did you use for the training? Were these effective? Explain. Give specific examples.

4. Considering your answers to the questions above and the responses given by your learner (volunteer), how can you improve your work – based, learning – facilitation practice?

Workplace Pathway

Workplace Pathway Overview To complete this project, you will need access to the following resources:

☐ Learning Program documentation ☐ One (1) learner, different from the learner in Project 3 ☐ One (1) qualified observer from your workplace ☐ Templates included in this project ☐ Procedures relevant to the training you will deliver