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TAE40116-DesignCluster-AWB-v1.115.pdf
Assessment Workbook 1 Version No.1.11 Produced 19 February 2020
Page 1 © Compliant Learning Resources
TAE40116 Certificate IV
in Training and Assessment
Design Cluster Version 1.11 Produced 19 February 2020
Copyright © 2016 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
A s
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Version control & document history
Date Summary of modifications made Version
13 April 2016 Version 1 final produced following
assessment validation. v1.0
7 February 2017 Updated Questions and Case Studies to
meet External Validation recommendations
v1.1
17 May 2017 Updated Questions and Case Studies to
meet updates in Learner Guide v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include Foundation Skills
Restructured Case Studies to meet Internal Validation recommendations
v1.3
14 August 2017
Minor corrections in Learning Program templates
Restructured tasks to meet Oral Communication foundation skill
v1.4
30 May 2018 Updated link for Implementation Guide
in Project 5 V1.5
13 September 2018 added a comment on Case Study 1
Project 1 Task 1 v1.6
09 September 2019
Paraphrased instructions for clarity for Knowledge Assessment Q16, Q37, Q38
V1.7
5 November 2019 Updated ACSF link under ‘Training
LLN Analysis’ section V1.8
03 February 2020 Changes in the font style and color in
grey form boxes. V1.9
05 February 2020 Revised guidelines in the Learning
Program Template. V1.10
19 February 2020 Changed filenames of required
documents in Project 4. V1.11
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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
INTRODUCTION ........................................................................................................ 5
WHAT IS COMPETENCY BASED ASSESSMENT .............................................. 5
Definition of competency ............................................................................................... 6
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING ................................................................................................................... 6
THE DIMENSIONS OF COMPETENCY ................................................................ 7
REASONABLE ADJUSTMENT ............................................................................... 8
THE UNITS OF COMPETENCY ............................................................................ 10
CONTEXT FOR ASSESSMENT .............................................................................. 11
ASSESSMENT REQUIREMENTS .......................................................................... 11
ASSESSMENT METHODS ..................................................................................... 12
RESOURCES REQUIRED FOR ASSESSMENT ................................................. 13
INSTRUCTIONS TO STUDENT ............................................................................ 14
ASSESSMENT WORKBOOK COVER SHEET ................................................... 15
KNOWLEDGE ASSESSMENT ............................................................................... 16
PRACTICAL ASSESSMENTS ................................................................................. 49
The practical assessment demonstrates the skills required for the following units of
competency covered in this workbook: .................................................................... 49
1. TAEDES401 Design and develop learning programs ....................................... 49
2. TAEDES402 Use training packages and accredited courses to meet client
needs ......................................................................................................................... 49
3. TAELLN411 Address adult language, literacy and numeracy skills ................. 49
Case Study 1 – Catering Assistant Training ................................................... 50
Project 1 – Conduct Training Needs Analysis 1 ......................................... 53
Project 1 Checklist.................................................................................................. 63
Project 2 – Design and Develop Learning Program 1 ............................. 64
Supplementary Task 2: Marking Result Form ...................................................... 82
Project 2 Checklist ................................................................................................. 83
Project 3 – Evaluate Learning Program ..................................................... 84
Project 3 Checklist ................................................................................................. 88
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Case Study 2 – Housekeeping Assistant Training ....................................... 89
Project 4 – Training Needs Analysis 2 ......................................................... 92
Project 4 Checklist ................................................................................................. 98
Case Study 3 – Cascade Peak Training Institute .......................................... 99
Project 5 – Design and Develop Learning Program 2 ........................... 103
Project 5 Checklist ............................................................................................... 122
WORKBOOK CHECKLIST ................................................................................... 123
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INTRODUCTION
Assessment is a difficult process – we understand this and have developed a range
of assessment kits, such as this, to facilitate a seamless 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
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and
skills with their practical application.
- Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
▪ Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
▪ Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
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- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current;
▪ Valid
- Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
▪ Sufficient
- This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
▪ Authentic
- When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
▪ Current
- This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and
not only narrow task skills. The four dimensions of competency are:
▪ Task skills
▪ Task management skills
▪ Contingency management skills
▪ Job role and environment skills
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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 units of competency from TAE40116 Certificate IV in Training and Assessment: TAEDES401 Design and develop learning programs
1. Define parameters of the learning program.
2. Work within the vocational education and training (VET) policy
framework.
3. Develop program content.
4. Design the structure of the learning program.
TAEDES402 Use training packages and accredited courses to meet client
needs
1. Select appropriate training package or accredited course.
2. Analyse and interpret the qualifications framework.
3. Analyse and interpret units of competency and accredited modules.
4. Contextualise units and modules for client applications.
5. Analyse and interpret assessment Marking Requirements.
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
www.training.gov.au/Training/Details/TAEDES401 www.training.gov.au/Training/Details/TAEDES402
www.training.gov.au/Training/Details/TAELLN411
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CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions that are safe
and replicate the workplace. Conditions must be typical of those experienced in the
training and assessment environment, and include access to competency standards or
accredited courses relevant to the learning programs.
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:
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Units of Competency
Assessment Activities
T A
E D
E S
4 0
1
T A
E D
E S
4 0
2
T A
E L
L N
4 1 1
Knowledge assessment
Case studies
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. Case Studies
- Detailed scenarios and simulated environments providing all necessary
information required to complete relevant tasks and activities
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RESOURCES REQUIRED FOR ASSESSMENT
Inspire Education to provide:
▪ Learner guides and supplementary learning resources
▪ Templates needed for activities such as training needs analysis, session
planning, competency mapping and evaluation.
▪ Training products, such as training packages and accredited course
documentation
▪ Case studies and simulations
▪ LLN Specialist support
▪ Access to:
o Information about work activities
o Documentation and resources required to complete case study tasks and
projects
The student to provide:
▪ Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
o Email access
▪ Workplace-specific tools, equipment, materials and industry software
packages (where applicable)
Design Cluster Assessment Requirements:
For this cluster, the student will need access to:
▪ Training package components developed to meet the Standards for Training
Packages, and those developed to meet the requirements of the Training
Package Development Handbook.
▪ competency standards or accredited courses, that cover at least one entire unit
of competency or accredited course module
▪ an LLN specialist
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INSTRUCTIONS TO STUDENT
This workbook is divided into two parts:
1) Knowledge Assessment
- This consists of written questions that will assess your competence relevant
to the knowledge requirements of the units included in this subject
2) Practical Skills Assessment
- This consists of 5 projects that you will be completing through 3 case studies.
The case studies will provide you scenarios that will allow you to
demonstrate your knowledge and skills relevant to the requirements of the
units included in this subject.
▪ Case Study 1: Catering Assistant Training
o Project 1: Conduct training needs analysis 1
o Project 2: Design and develop learning plan 1
o Project 3: Evaluate Learning Program
▪ Case Study 2: Housekeeping Assistant Training
o Project 4: Conduct training needs analysis 2
▪ Case Study 3: Cascade Peak Performance Training Institute
o Project 5: Design and develop learning plan 2
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 1
TITLE: Design 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 ASSESSMENT
1. From the list below, select four (4) statements that are true about Australian Qualifications Framework (AQF) guidelines.
☐ i. The AQF provides the standards for Australian qualifications,
comprising of the learning outcomes for each AQF level.
☐ ii. The AQF has seven (7) AQF qualification levels.
☐ iii. The AQF lists the requirements for issuance of AQF
qualifications.
☐
iv. The AQF Qualification Types enclosed in the AQF are further
defined by the learning outcomes, knowledge, and skills
students are expected to have upon completing their
coursework.
☐ v. The volume of learning is 3 - 4 years across all AQF levels.
☐ vi. The AQF Levels describe the complexity, depth of achievement
and autonomy required to achieve a qualification at each level.
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2. Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master’s Degree
Match them to their correct descriptions listed in the table below.
AQF Qualification Description
i. Graduates at this level will have advanced and integrated
understanding of a complex body of knowledge in one or
more disciplines or areas of practice.
ii. Graduates at this level will have broad and coherent
theoretical and technical knowledge with depth in one or
more disciplines or areas of practice.
iii. Graduates at this level will have factual, technical,
procedural and some theoretical knowledge of a specific area
of work and learning.
iv. Graduates at this level will have technical and theoretical
knowledge in a specific area or a broad field of work and
learning.
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3. Match the following AQF levels to their correct characteristics/overview.
a. Level 1
b. Level 3
c. Level 4
d. Level 7
AQF Qualification Characteristics/Overview
i. Graduates at this level will have well developed cognitive,
technical and communication skills to select and apply
methods and technologies to analyse and evaluate
information to complete a range of activities.
ii. Graduates at this level will have a broad range of cognitive,
technical, and communication skills to select and apply a
range of methods, tools, materials and information to
complete routine and non-routine activities.
iii. Graduates at this level will have foundational cognitive,
technical and communication skills to undertake defined
routine activities.
iv. Graduates at this level will have a range of cognitive,
technical and communication skills to select and apply a
specialised range of methods, tools, materials, and
information to complete routine activities.
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4. Complete the table below.
List at least one (1) role, function, and responsibility for each key VET
organisation listed below.
Role Function Responsibility Council of Australian Governments (COAG)
Australian Skills Quality Authority (ASQA)
Australian Industry Skills Committee (AISC)
Skills Services Organisations (SSOs)
Industry Reference Committees (IRCs)
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5. From the statements below, select three (3) statements that accurately describe
the responsibilities of the Victorian Registration and Qualifications Authority
(VRQA).
☐ i. Investigating complaints against VRQA registered providers.
☐ ii. Accrediting vocational education and training (VET) courses.
☐ iii. Regulating apprenticeships and traineeships in their state.
☐ iv. Auditing of RTOs to ensure they comply with the conditions and standards for registration.
☐ v. Registering training organisations.
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6. Match the following dimensions of competency to their correct definitions:
a. Task Skills
b. Task Management Skills
c. Contingency Management Skills
d. Job/Role Environment skills
Definitions
i. Involves demonstrating the ability to deal with
responsibilities and expectations of the workplace, including working with others.
ii. Managing multiple tasks at the same time to complete a whole work activity.
iii. Completing an individual task, to an expected standard within the workplace.
iv. Responding to problems or issues that arise in the workplace or while completing a task.
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7. Below is an excerpt from the Accredited Course Template from ASQA.
Complete the information required. The first item has been done for you.
Section A:
1. Person in respect of whom the course is being accredited
Provide the name of the legal entity or individual who is the Copyright Holder of the course being submitted for accreditation.
Choose an item.
Choose an item. Initial accredited/ Renewal of accreditation
Choose an item.
Training package units If units of competency have been imported from training packages, the following text must be included: The following unit (s) of competency:
• [code and title]
• [code and title]
• [code and title]
• [code and title] are from the [title] Training Package administered by the Commonwealth of Australia. © Commonwealth of Australia
Choose an item.
Example: [Course owner] will establish licensing or franchising arrangements with interested parties and reserves the right to levy a licensing or franchising fee. Information on such arrangements can be obtained from [name and contact details].
Choose an item. The Australian Skills Quality Authority (ASQA)
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7. Choose an item.
ANZSCO Code – 6 digits [Australian and New Zealand Standard Classification of Occupations]
ANZSCO codes can be found at: (link)
Insert code and description Example: 0401 Architecture and Urban Environment ASCED codes can be found under the heading education/broad and narrow fields at: (link)
National Course Code For ASQA use only – do not enter data in this field.
8. Choose an item.
For ASQA use only – do not enter date in this field. Note: For renewal applications, the accreditation commencement date will be the day after the current course expires.
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8. From the statements below, select four (4) statements that correctly describe
the format and structure of the unit of competency and assessment
requirements.
☐ i. The assessment requirement is composed of a code, title, prerequisite, and elements.
☐ ii. Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.
☐ iii. Each unit of competency must be uniquely identified by the combination of its code and title.
☐ iv. TAEDES401 Design and develop learning programs is an example of a unit of competency.
☐ v. The unit of competency contains the qualification code, qualification title, and qualification description.
☐ vi. Following the correct format of units of competency, the
Foundation Skills can be found underneath the Elements and Performance Criteria.
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9. Match the following sections to their correct descriptions, then tick the boxes
on the right to identify whether the information provided are found in the unit
of competency in the assessment requirements.
a. Performance Criteria
b. Elements
c. Foundation Skills
d. Assessment Conditions
e. Knowledge Evidence
Description
U n
it o
f
c o
m p
e te
n c e
A ss
e ss
m e n
t
R e q
u ir
e m
e n
t
i. Describe any mandatory conditions for
assessment, and specifies the conditions under which evidence for assessment must be gathered.
☐ ☐
ii. Describe the performance needed to demonstrate achievement of the element.
☐ ☐
iii. Describes language, literacy, numeracy
and employment skills that are essential to performance.
☐ ☐
iv. Describe the essential outcomes. ☐ ☐
v. Describe what the individual must know
in order to safely and effectively perform the work task described in the unit of competency.
☐ ☐
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10. Consider the assessment requirements for the unit of competency:
SITHFAB004 – Prepare and serve non-alcoholic beverages.
Determine if the statements below are knowledge evidence, performance
evidence, or assessment conditions.
Write KE if it is a Knowledge Evidence
PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.
i. Prepare and present non-alcoholic beverages to meet different
customer requests, over a minimum of three different service periods, including at least one peak service period.
ii. Skills must be demonstrated in an operational food and
beverage outlet. This can be: an industry workplace or a simulated industry environment.
iii. Major types and characteristics of non-espresso coffees, teas
and other non-alcoholic beverages specified in performance evidence.
iv. Range of options to meet specific customer preferences
relating to: brand, garnishes, glassware, ice, mixers, strength, and temperature.
v. Assessment must ensure access to fixtures and large equipment.
vi. Prepare above non-alcoholic beverages within commercial
timeframes and with consistent quality, volume and appearance and in line with organisational procedures.
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11. Below are terms used in Accredited Courses:
a. Qualification level
b. Recognition given to the course
c. Assessor competencies
d. Pathways and articulation
e. Purpose of the Course
i. Provides details of potential pathways for course participants
following course completion into other vocational education
and training (VET) courses, and provides details and
confirmatory evidence of any formalised articulation
arrangements.
ii. Provides details and confirmatory evidence of any
recognition given to the course by professional or industry
bodies where course completion may result in membership
of a professional body being granted.
iii. Where the intended vocational, community or general
education outcomes of the course are listed.
iv. It also provides details of and justify any specialist vocational
competency requirements for assessors above the
requirements in the Standards for Registered Training
Organisations (if applicable).
v. Describes how the intended course outcomes are consistent
with the AQF Qualification Type Descriptor for the AQF level
of the course.
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12. From the list below, select three (3) performance standards and criteria, other
than training packages, which can also be used as the basis of learning programs.
☐ i. Accredited courses
☐ ii. Industry standards
☐ iii. Standards for Registered Training (RTOs) 2015
☐ iv. ACSF guidelines
13. From the statements below, select three (3) statements that accurately
describe the functions of training packages and accredited courses as
benchmarks in a competency-based VET training and assessment system.
☐ i. Training packages set out the competencies but do not prescribe how the training should be delivered
☐ ii. Training packages and accredited courses outline
competency standard benchmarks for training and assessment.
☐ iii. Training packages and accredited courses detail the
requirements for assessors in competency based assessment.
☐ iv. Training packages and accredited courses provide RTO’s
with assessment instruments (e.g. projects, exams) for training and assessment.
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14. From the list below, select four (4) processes that are followed in analysing
and using competency standards for a range of applications and purposes in
meeting the needs of a diverse range of VET clients.
☐ i. Conducting a training needs analysis (TNA) to identify learning gaps.
☐ ii. Gathering information from client regarding desired learning outcomes.
☐ iii. Gathering information from employee records such as curriculum vitae and position descriptions.
☐ iv. Source and use any generic resources found online to meet different client needs.
☐ v. Examining the dimensions of competency (tasks skills, task
management skills, contingency management skills, and job or role environment skills)
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15. The following are terminologies used in training packages and accredited
courses. Match each terminology to their correct definitions.
a. Accredited course
b. Accredited unit
c. Competency standards
d. Foundation skills
e. Assessment strategy
Definitions
i. A structured sequence of vocational education and training
that has been accredited by a state or territory course accrediting body and leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment.
ii. Define the requirements for effective workplace
performance in a discrete area of work, work function, activity or process.
iii. A single component of a qualification, or a stand-alone unit,
that has been accredited by the same process as for a whole AQF qualification, also referred to as “module”
iv. The combination of English language, literacy and numeracy
skills and employability skills required for participation in work, the community and education and training.
v. Describes how it effectively judges participants’ achievement of the outcomes.
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16. Which of the parts of the training package below can be contextualised to suit
the needs of clients? Write Y if the given item can be contextualised, and
write N if it cannot be contextualised.
Parts of the Training Package
i. Units of competency
ii. Performance criteria
iii. Competency outcomes
iv. Entry requirements
v. Assessment conditions
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17. Match the following endorsed components of training packages to their
corresponding roles.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangements
Roles of endorsed components of training packages
i. They specify the standards of performance required in the
workplace, they describe the work outcomes and skills required by the industry.
ii. They specify the arrangements that exist between training package qualifications and higher education qualifications.
iii. They specify the core and elective units of competency
combined into meaningful groups to meet workplace roles, and aligned to vocational qualification levels identified in the Australian Qualifications Framework (AQF).
iv. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.
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18. Match the following endorsed components of training packages to their
corresponding purpose.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangement
Purpose of endorsed components of training packages
i. To provide a benchmark for the skills and knowledge a person must be able to demonstrate to meet competency.
ii. To provide a standard level of knowledge and skills required in the industry for each AQF level.
iii. To provide guidance on the industry’s preferred approach to
assessment of required knowledge and skills relevant to the unit.
iv. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.
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19. From the statements below, select three (3) statements that are true about the
Standards for Training Packages.
☐ i. Standard 4 of the Standards for Training Packages state
that units of competency specify the standards of performance required in the workplace.
☐
ii. The purpose of the Standards for Training Packages is to ensure that Training Packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.
☐ iii. Quality assured companion volumes are components of
training packages, as per Standard 1 of Standards for Training Packages.
☐ iv. According to the standards, training packages must have ten (10) components.
☐ v. Standard 12 of the Standards for Training Packages state
that training packages are composed of components as endorsed by the Australian Skills Quality Authority (ASQA).
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20. From the list below, select three (3) relevant sources of information about
training packages.
☐ i. training.gov.au
☐ ii. Skills Services Organisations (SSOs)
☐ iii. myskills.gov.au
☐ iv. Job portals and advertisements
☐ v. National Skills Standards Council (NSSC)
21. From the list below, select the three (3) non-endorsed components of training
packages.
☐ i. Skill sets
☐ ii. Companion volumes
☐ iii. User guides
☐ iv. Units of competency
☐ v. Assessment requirements
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22. The following are statements about the differences and relationships between
separate training package and accredited courses, and learning strategies and
learning programs.
Write T if the statement is True and F if the statement is False.
i. Courses cannot be accredited if they cover qualifications or
skill sets that are already addressed by a nationally endorsed Training Package.
ii. Training packages are accredited by the government, while
accredited courses are accredited by private nationally recognised educational organisations.
iii. Training packages are readily available online while
accredited courses need to be sourced from respective course owners.
iv. Training packages and accredited courses are both nationally-recognised and subject to quality and regulatory frameworks. Training Packages are developed by industry through IRCs and SSOs with vocational skills and outcomes in mind. Accredited Courses on the other hand can be developed by anyone so long as it doesn’t overlap with existing courses or Training Packages, and might not necessarily have vocational outcomes.
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23. The following are statements about the differences and relationships between learning strategies and learning programs. Write T if the statement is True and F if the statement is False.
i. Learning plans are documents that help trainers to create cohesive and integrated learning processes for their learners, while learning strategies, also known as a training and assessment strategy, are detailed documents that outline the different processes that an RTO will follow in delivering a Training Package or Accredited Course within their scope
ii. Learning programs may be complete unto itself or may be a separate component within a learning strategy
iii. Learning strategies are used to develop a student’s vocational
competencies or skills, and help address any gaps that arise between a learner’s knowledge and skills and the competency standards.
iv. Learning programs always include information about a whole Qualification or Accredited Course.
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24. From the list below, select three (3) statements that are accurate about the
purpose of learning programs.
☐ i. Learning programs are used to develop vocational competencies or skills.
☐ ii. Learning programs are used to meet industry standards,
legislation, licensing, or registration requirements, or the requirements of a funding body.
☐ iii. Learning program is used to determine the knowledge and skills of the trainer delivering the program.
☐ iv. Learning programs are used to address gaps between a learner’s knowledge and skills, and competency standards.
25. From the list below, select three (3) options that are included in the focus of
learning programs.
☐ i. Professional development
☐ ii. Workplace-based learning
☐ iii. Trainer feedback
☐ iv. Vocational learning
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26. From the list below, select three (3) statements which are correct about
principles of instructional design, according to M. David Merrill.
☐ i. Learning is promoted when learners are engaged in solving real-world problems.
☐ ii. Learning is promoted when new knowledge is integrated into the learner’s world.
☐ iii. Learning outcomes can always be achieved by utilising generic content.
☐ iv. Learning is promoted when existing knowledge is activated
as foundation for new knowledge.
27. From the list below, select the instructional design principle that can be best
applied to an e-learning type of program.
☐ i. Incorporate a combination of group and individual learning activities into your learning program.
☐ ii. Include assessment activities that require a significant amount of assessor supervision.
☐ iii. Incorporate self-paced learning activities and reviews at regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s nominated observers.
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28. From the list below, select the two (2) instructional design principles that are
best applied to a face-to-face type of learning program.
☐ i. Incorporate a combination of group and individual learning activities into your learning program.
☐ ii. Include assessment activities that require supervision.
☐ iii. Incorporate self-paced learning activities and reviews at regular intervals throughout the learning program.
☐ iv. Focus only on third-party reports from learner’s nominated observers.
29. Identify two (2) possible sources of learning and assessment materials.
i.
ii.
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30. Identify two (2) examples and two (2) sources of pre-developed activities
which you can use in designing and developing learning programs.
i. Example:
ii. Source:
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31. Outline the methodology followed in developing the following:
i. New learning activities
ii. Related learning materials
i. Methodology for developing new learning activities:
ii. Methodology for developing related learning materials
32. Outline the methodology followed in documenting learning activities and
related learning materials.
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33. List three (3) modes and three (3) methods of delivering learning programs.
i. Modes of delivery:
ii. Methods of delivery:
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34. Listed in the table below are policies, legal requirements, codes of practice and
national standards that impact training and assessment in the VET sector.
Identify whether these are a policy, legal requirement, code of practice or
national standard by writing:
P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.
i. Standards for Registered Training Organisations
ii. Financial Viability Risk Assessment Requirements
iii. Australian Qualifications Framework
iv. First Aid in the Workplace
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35. The following statements are about policies, legal requirements,
commonwealth legislation, codes of practice and national standards that
impact training and assessment in the VET sector.
Write T if the statement is True and F if the statement is False.
i. The Fit and Proper Person Requirements only apply to the
executive officer of the applicant for registration as an NVR registered training organisation
ii. The Australian Skills Quality Authority (ASQA) is the national regulatory body that ensures the quality of VET Providers, Accredited Courses, CRICOS and ELICOS providers. It was established under the National Vocational Education and Training Regulator Act 2011.
iii. The VET Quality Framework (VQF) is the set of nationally
agreed quality assurance arrangements for training and assessment services delivered by training organisations.
iv. Compliance with the Standards for Registered Training
Organisations (RTOs) 2015 is a requirement for all ASQA registered training organisations, and for applicants seeking registration.
v. ‘How to manage work health and safety risks’ is a Code of Practice.
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36. The following are statements about commonwealth and state/territory legislation. Write T if the statement is True and F if the statement is False.
i. The Vocational Education and Training Act 1996 is the state legislation for VET in Western Australia.
ii. The Vocational Education and Training (Commonwealth
Powers) Act 2010 is the state legislation for VET in Queensland.
iii. The Training and Skills Development Act 2008 is the state legislation for VET in South Australia.
iv. The Education and Training Reform Amendment (Skills) Act 2010 is the current state legislation for VET in Victoria.
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37. Select the three (3) options that are part of your duty of care relating to work
health and safety as relevant to your role in designing learning programs.
☐ i. Collaborating and communicating with others to identify and manage potential hazards of the learning program.
☐ ii. Assessing risks posed by potential hazards of the learning program.
☐ iii. Deciding on controls that will be implemented to reduce or eliminate the likelihood of an incident once training begins.
☐ iv. Ensuring that at least one of the training participants is certified to administer first aid.
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38. Consider an industry and a work role you are familiar with.
a. Describe the WHS risks associated with working in this industry and
work role.
b. Discuss WHS considerations that you will need to incorporate if you will
be assigned to design learning program for this work role and industry.
Guidance: Sample responses have been provided for your reference.
Sample
responses: Your responses:
Industry Ageing Support
Work role Aged care worker
Associated WHS risks
Workers in this industry are commonly exposed to manual handling hazards, infections, etc.
WHS considerations that must be incorporated if you are to design a learning program for this industry
When designing learning program for aged care workers, ensure that learning program includes requirements for first aid to be readily available during training
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PRACTICAL ASSESSMENTS
The practical assessment demonstrates the skills required for the following units of
competency covered in this workbook:
1. TAEDES401 Design and develop learning programs
2. TAEDES402 Use training packages and accredited courses to meet client
needs
3. TAELLN411 Address adult language, literacy and numeracy skills
This assessment will facilitate your completion of the following requirements
relevant to the units included in this cluster through the following Projects:
▪ Case Study 1 – Catering Assistant Training
o Project 1 – Conduct training needs analysis 1
o Project 2 – Design and develop learning plan 1
o Project 3 – Evaluate Learning Program
▪ Case Study 2 – Housekeeping Assistant Training
o Project 4 – Conduct training needs analysis 2
▪ Case Study 3 – Cascade Peak Performance Training Institute
o Project 5 – Design and develop learning plan 2
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Case Study 1 – Catering Assistant Training
Case Study 1 provides you with a detailed scenario and all the information you
will require to complete Projects 1, 2, and 3:
▪ Project 1 – Conduct training needs analysis 1
▪ Project 2 – Design and develop learning plan 1
▪ Project 3 – Evaluate Learning Program
SCENARIO
Man Power Training Services (MPTS)
You work as 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 non-profit organisation that helps people gain employment in the Retail and Hospitality Industries at entry level.
BJI has approached MPTS to develop training that will help participants qualify for employment in various hospitality settings.
Your task is to conduct a training needs analysis that will provide participants with the necessary qualification to apply for an entry level position as a catering assistant.
During your early consultation sessions with BJI, they requested that the following elective units be included in the training:
SITHCCC001 Use food preparation equipment
SITXFSA001 Use hygienic practices for food safety
SITHCCC004 Package prepared foodstuffs
You are also required to create a learning program for the unit:
BSBWOR203 Work effectively with others
The training should take place over a twelve (12) month period [1200 hours, 52 weeks].
BJI’s contact details are:
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(02) 5678 9101
The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment.
Note the following candidate information:
1. Matilda Jeffries – Works well independently and with others. Matilda completed a Senior Secondary Certificate last year but to date has no work history.
2. Norman Howard – Has been a client of BJI for 2 years; however, this will be Howard’s first placement for training purposes. Works well with others. Left school after year 10 two years ago; based on reports, he was a very good student.
3. Yon Leong – Just arrived from overseas and has extensive experience working as a kitchen hand. English is her second language and has never been in a training situation previously. Her written and spoken English skills are sufficient, but she sometimes has trouble when asked to read long texts.
4. Robert Bentley – Robert has been unemployed for 3 years following an accident. Previously Robert ran his own small business which was retail based. Robert wants to re-build his skills and has jumped at this opportunity.
5. Eri Touma – Eri was born and raised in Japan. She moved to Australia 1 year ago and has been studying English to help her gain employment. Although she is able to understand written English quite well, she is still having challenges conversing in English.
6. Shintaro Touma – Shintaro was born and raised in Japan. He and Eri are siblings. He moved to Australia about 6 months ago. He is able to converse in English sufficiently; however, his English reading and writing skills are quite poor.
7. Thomas Fjelbonde – Danish student in Australia. His English reading and writing skills are sufficient; however, his English conversational skills are still a bit problematic. Thomas is enrolled in an English Bridging Program in preparation for commencing his Bachelors Degree.
8. Sherry Santos – Filipino student in Australia. Sherry is in her second year of university completing a Bachelors Degree in Business. She is very proficient in the written and spoken English. Before coming to Australia, she used to work weekends at her family’s small retail business in the Philippines.
All of the candidates have completed the LLN evaluation provided by BJI. They have also mapped the results against the ACSF, the table of their results can be found below.
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Names Learning Reading Writing Oral
Communication Numeracy
Matilda Jeffries 3 4 4 4 5
Norman Howard 4 4 4 4 4
Yon Leong 3 2 3 3 3
Robert Bentley 4 4 4 4 4
Eri Touma 4 3 3 2 3
Shintaro Touma 3 2 2 3 3
Thomas Fjelbonde 4 3 3 2 3
Sherry Santos 4 4 5 4 5
Other requirements of the client:
▪ Must be based on the qualification for catering assistant ▪ Must be in compliance with Man Power Training Services Quality
Assurance Policies located here:
MPTS Policy Manual (Username: learner Password: studyhard)
▪ Must be in compliance with BJI’s Workplace Health and Safety
Policy located here:
BJI Workplace Health and Safety Policy (Username: learner Password: studyhard)
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Project 1 – Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and conduct
a Training Needs Analysis for your client. Follow the instructions below to
complete the project.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided in the
links below, determine the Work Role LLN levels required for the catering
assistant role.
Catering Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training.
For example, if you selected ACSF Level 2 for Reading, you can remove the fields
for Reading ACSF Level 1, 3 – 5 from the template before submission. The same
can be done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 1 – WorkRoleLLNForm
NOTE: the template will be in Read-only form. Save a separate copy to your
computer and edit the document.
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
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Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They
must be briefed on the details of the assessment before you begin with the role-play.
During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must:
• Advise the client of the training package, qualification and/or
accredited course selected to meet their training needs
• Advise the candidate of the elective units, skill sets or accredited
modules selected for the program, and provide your reasons for
selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before
beginning your session with the client (volunteer) you must brief them on the details
of the session. You must also provide them with the candidate instructions and
Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the task to get
an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’ field as a
trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved
By’ field as a representative of Best Jobs Incorporated. Note that both signatures
must be hand signed, print off the page that requires your signatures and scan them
for submission.
Note, that during this activity, you will also be assessed for your oral communication
skills. You must demonstrate the following during your session with the client
(volunteer):
▪ active listening,
▪ adequate comprehension,
▪ appropriate use of grammar, vocabulary, and pronunciation
▪ using language appropriate to the audience, and
▪ using language that demonstrates cultural sensitivity and builds
and maintains understanding and rapport with the client
Save the candidate’s (volunteer’s) completed Participant Feedback Form using the
filename:
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Project 1 -TNAFeedbackForm
Task 2
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Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs Analysis (TNA)
of the training requirements described in the case study scenario provided. Draft
your TNA using the template provided below. Remember to consider MPTS’s quality
assurance policies and procedures when completing your TNA. These were provided
for you in the Case Study.
Training Needs Analysis Template 1
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules of the qualification.
3. Determine and review the following: ▪ licensing requirements ▪ prerequisites applicable to the training ▪ suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual units, or accredited modules to include in the
Training Needs Analysis. Read, analyse, and interpret the units or accredited modules to determine if they meet the client’s needs.
5. Read and interpret the assessment information of the chosen training package or accredited course.
6. Once complete, save your TNA using the filename:
Project 1 – TNA1
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Training Needs Analysis 1
Guidance notes are provided for you in the template below for your reference. You may
download the template in Project file folder from the TAE40116 Design Cluster page
in the Inspire Hub.
NOTE: The template below is only provided for your reference. You are
required to complete the TNA as a separate document, to be submitted to
your trainer/assessor.
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Training Needs Analysis Client Training Requirements
Client Name
Contact Details Contact Number
Email Address
Purpose of Program
Duration of Program
Number of Participants
Target Learner Group Overview and Characteristics
Guidance: Give a summary of the candidate or learner group information here.
Training Specifications
Training Package Title
Guidance: Identify the training package you have selected that would best suit the client’s needs
Code and Title of Qualification
Guidance: Identify the qualification or accredited course you have selected that would best meet the client’s needs. Include both the qualification code and title.
Licensing Requirements
Pre-requisites
Qualification Rules
Qualification Framework
AQF Levels:
☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 5 | ☐ 6 | ☐ 7 | ☐ 8
AQF Level Requirements
Summary
Knowledge
Skills
Application of Knowledge and Skills
Course Packaging Guidance: Select as suitable combination of units using the packaging rules. Note that the selection of elective units must reflect the job outcome of a Catering Assistant. Core/Elective Unit Code Unit Name
Choose an item
Choose an item
Choose an item
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Choose an item
Choose an item
Choose an item
Core Skills Learner Profile
Names Learning Reading Writing Oral
Communication Numeracy
Learner Group Skill Levels
Core Skill Levels of Units
Core Skill Levels for Workplace
Core Skill Levels for Training
LLN Support Required
Guidance: You are required to identify at least two resources that can support the LLN skill development of the target learners. Note these resources beside the relevant learner. Where no LLN support resources are required, note ‘N/A’
Name Support Required
(resources, specialist consultation, etc.)
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
Task 3
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Seek and use advice from specialist LLN practitioners
1. Source specialist LLN support for the program you are developing. List the details of two (2) LLN specialists. Draft an email to one (1) of the LLN specialists you identified. Your email must be a request for training and assessment idea that can help support the LLN needs of your learning program participants. The LLN specialists you list below must be real LLN specialist from a real organisation. Note that you do not have to contact the LLN specialist you sourced. Complete the table below to simulate the task with your trainer/assessor.
Name/organisation
name:
Contact details:
Source of information:
Name/organisation name:
Contact details:
Source of information:
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2. Draft your letter in the space provided below. It must be addressed to one (1) of the LLN specialists you listed above. Guidance: Simulate this requirement by completing the table below.
To
Subject
Message
3. For the purposes of this assessment, this is the advice given to you by the LLN specialists you accessed.
“You may consider running one session and then asking the participants if they are having challenges keeping up with the training. You may want to get their feedback in individual sessions so you could get more detailed feedback on their LLN challenges during the session.
Should they find the course too difficult, you will have to discuss with them the challenges they will potentially encounter in the duration of the training, including the possibility of not being able to finish the course.
Another option you may consider is to have team teaching delivery in sessions that may require extra LLN assistance for your participants.”
Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4
Note that the advice given to you must appear in your Learning Program.
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4. Explain how you used the LLN advice to identify the LLN resources you will use for your learners and learning program:
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Project 1 Checklist
At the end of Project 1 you must have completed the following:
Complete
1. Work Role LLN Evaluation Form
TAE40116 - Project 1 – WorkRoleLLNForm ☐
2. Training Needs Analysis Template 1
Project 1 – TNA1
☐
3. Participant Feedback Form
Project 1 -TNAFeedbackForm
☐
4. Task 4 ☐
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Project 2 – Design and Develop Learning Program 1
Project Overview
Project 2 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:
BSBWOR203 Work effectively with others
The learning program must be designed for the group of candidates identified in the
case study.
There is no specified ‘length’ of the learning program that you design for this project,
but it must be comprehensive enough to allow your assessor to see your ability to
‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning
progression.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
2. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
3. Remember that you must document the Learning Plan in line with
organisational requirements by completing the Learning Plan template on
the following pages. You must also remember to follow the organisational
protocols, policies and procedures, which have been provided to you in Case
Study 1.
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WHS Requirements When identifying WHS concerns for the training environment at BJI, refer to the photo provided below. Consider all possible WHS concerns that must be considered in this training environment. You must identify two (2) in your Learning Program.
Click here to access a high-resolution version of this photo.
Resources and Equipment
Identify at least three (3) resources and equipment needed for the training in an
industrial kitchen setting, be as specific as possible when listing sources for available
and required resources for the training.
Training and Assessment Staff Details
For the purposes of Project 2, you can list yourself as the trainer and assessor for this
learning program, with qualifications in Certificate I in Hospitality and Certificate IV in
Training and Assessment.
Program Duration
The allocated duration for delivering this program is three (3) weeks.
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Learning Program 1
Plan your learning program using the learning program template below. You may
download the template in Project file folder from the TAE40116 Design Cluster page
in the Inspire Hub. Guidance notes are provided within the template for your
reference:
Learning Program
Client Training Requirements
Client Name
Contact Details
Contact
Number
Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code Unit Title Core/Elective
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Other Specification/s Included in the Training Identify any specifications that will be included in the training, you can note how the training will be contextualised here
Learner Additional Support Needs List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
Learner LLN Analysis
Learner Names Learning Reading Writing Oral
Communication Numeracy
Matilda Jeffries
Norman Howard
Yon Leong
Robert Bentley
Eri Touma
Shintaro Touma
Thomas Fjelbonde
Sherry Santos
Overall Learner Group Core Skills
Training LLN Analysis Guidance: From your investigation into the content of the unit, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at
https://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docx
Learning Reading Writing Oral
Communication Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skills Levels of the Training
LLN Support Required If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
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Learner Name Support Required
(resources, specialist consultation, etc.)
Resources and Equipment Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available
Source
List here the resources that are already available for the training.
Resources/ Equipment Required
Source
List here the resources that are not currently available and will need to be acquired for the training.
WHS Requirements of the Training Environment Describe any WHS concerns for operating equipment or conducting training in the learning environment.
Risk Control Plan You can identify the Likelihood of Incident as either,
Almost certain Likely Possible Unlikely Rare
For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training Hazards
Likelihoo d of
Incident Possible Severity of Incident
Risk Control Plan
Training and Assessment Staff Details
Name Role Qualifications Held
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Trainer ☐
Assessor ☐
Support Staff ☐
Trainer ☐
Assessor ☐
Support Staff ☐
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Learning Program Schedule and Competency Mapping
Complete the template provided to you on the following page. Use this template to
create a schedule incorporating all the subject matter content from the unit of
competency. You may download the template in Project file folder from the TAE40116
Design Cluster page in the Inspire Hub.
Guidance: To ensure successful completion of this task, the Learning Program schedule you design must:
• Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
• Demonstrate compliance to the agreed design options as outlined in the Learning Program
For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
To complete this schedule, specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. Program Timeframe
Date From :
Date To:
Duration (hrs) 1200 hours
Session Schedule and Resources Required
S e
s s
io n
N
o . Tim
e
Session Name &
Learning Outcome
Content Summary
Learning Activities
Learning Resource
s
Equipme nt
Delivery Method
1
9:30 –
10:3 0
Introduction to Food Preparation The learner should, by the end of this session, be able to confirm food preparation requirements , identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of
Learner will be guided through the process of confirming food prep requirement s, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.
Food prep demonstratio
n using knives
Handouts Knife set Guided
facilitatio n
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equipment before use.
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Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance. Program Timeframe Date From: Date To:
Duration (hrs)
Session Schedule and Resources Required
S e
s s
io n
N
o .
Time Session Name &
Learning Outcome/s
Content Summary Learning Activities
Learning Resources
Equipment Delivery Method
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Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the sessions in your
learning program schedule that will address each unit requirement. For example, if PC1.1, will be covered in sessions 1 and 2, tick
the boxes corresponding to sessions 1 and 2. ALL requirements must be addressed in the competency map.
Session - Competency Mapping
Unit Code Element /
Performance Criteria
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
BSBWOR203
PC 1.1 Identify own responsibilities and duties in
relation to workgroup members and undertake
activities in a manner that promotes cooperation and
good relationships
☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 1.2 Take time and resource constraints into
account in fulfilling work requirements of self and
others ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in the
workgroup ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 2.1 Provide support to team members to ensure
workgroup goals are met ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 2.2 Contribute constructively to workgroup goals
and tasks according to organisational requirements ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 2.3 Share information relevant to work with
workgroup to ensure designated goals ae met ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 2.4 Identify and plan strategies/opportunities for
improvement of workgroup in liaison with
workgroup ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
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PC 3.1 Respect differences in personal values and
beliefs and their importance in the development of
relationships ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 3.2 Identify and linguistic and cultural differences
in communication styles and respond appropriately ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 3.3 Identify issues, problems and conflict
encountered In the workplace ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
PC 3.4 Seek assistance from workgroup members
when issues, problems and conflict arise and suggest
possible ways of dealing with them as appropriate or
refer them to the appropriate person
☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code PE KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
BSBWOR203
1 Observation in simulated work
environment
BJI Training
Centre
• observation
checklist
• assessor guide
• instructions to
candidates and
assessors
Blenders, Food Processors,
Graters, Knife Sharpening
Equipment, Knives, Mandolin
Slicers, Measures, Mouli,
Peelers, Corers or Slicers,
Planetary Mixers, Scales,
Thermometers, Whisks
2.1 Choose an item.
2.2 Choose an item.
2.3 Choose an item.
2.4 Choose an item.
2.5 Choose an item.
3 Choose an item.
1 Choose an item.
2 Choose an item.
3 Choose an item.
1.1 Choose an item.
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1.2 Choose an item.
1.3 Choose an item.
2.1 Choose an item.
2.2 Choose an item.
2.3 Choose an item.
2.4 Choose an item.
3.1 Choose an item.
3.2 Choose an item.
3.3 Choose an item.
3.4 Choose an item.
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Supplementary Task 1 – Learning Program Resources
Source and review at least two (2) available learning resources from any of the
following:
▪ your workplace
▪ online
▪ from industry experts, and so on.
These learning resources must be relevant to the learning program you are developing.
1. Submit the two learning resources that you have reviewed and found relevant to
the learning program you are developing. List the filenames of the two (2) learning
resources you are submitting and where you have sourced them in the table below:
Learning Resources Sources
a.
b.
2. Explain how the learning resources you’ve selected are relevant to the learning program you are developing. Also, describe the overall quality of the resources, i.e. currency and reliability.
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3. Customise the learning resources.
You must customise the two (2) learning resources to the LLN needs of your
participants. Consider the following advice:
Advice 1
“Simplify the vocabulary used in your learning materials.”
Advice 2
“Use visual guides or images for your client.”
To complete this task, you must customise one (1) learning resource according to
one (1) advice given above. For example, you chose to customise Learning
Resource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.
In the table below identify which learning resource you will be customising
according to which advice.
Learning Resource Advice
1.
2.
Once complete you must submit both the original and customised learning
resource using the following filenames:
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
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Supplementary Task 2 – Confirm Delivery Strategies
To complete this task, you will need one (1) volunteer to play the role of your client,
they must be briefed on the details of the assessment beforehand. Note that this can
be the same volunteer in Project 1.
You must walk the client (volunteer) through the competency standards (or other
training specifications the learning program is based on), delivery strategies, required
assessment methods and tools that you identified in the Learning Program and
Learning Program Schedule and Competency Map. You must also provide the client
with appropriate advice regarding the assessment requirements for the competency
standard.
During your session, your client (volunteer) must agree with the delivery strategies,
required assessment methods and tools you discuss with them.
You will be required to submit an audio recording of your session with the client
(volunteer) for assessment. Submit your audio recording as:
TAE40116 – Project2 – ConfirmationSession
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Supplementary Task 2: Marking Result Form
This form is for you to complete. For a satisfactory result, the candidate’s audio
recording of their confirmation session with the client (volunteer) meets all the criteria
outlined below. A separate copy of the form must be completed. This can be accessed
here.
Once completed, sign and date the declaration field at the end of the form.
Project 2 Supplementary Task 2: Marking Result Form
Legend:
For each statement select,
S – Satisfactory, if the candidate has satisfactorily met the assessment criteria below
NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the assessment
criteria below
Once completed, sign and date the Assessor Declaration section at the end of the form.
Assessment Criteria S NYS
1. The candidate confirmed the delivery strategies with the client
(volunteer). ☐ ☐
2. The candidate confirmed the required assessment methods and tools
with the client (volunteer). ☐ ☐
3. The candidate used information and communications technology
(ICT) based tools to complete this task. ☐ ☐
4. The candidate confirmed the competency standards, or other training
specifications the learning program is based on. ☐ ☐
5. The candidate provided the client with appropriate advice on the
assessment requirements for the unit of competency the learners will
be assessed against.
☐ ☐
The candidate used appropriate communication techniques to
provide and elicit information from the client, confirm their
understanding of the assessment requirements and communicate
conclusions with them.
☐ ☐
Assessor Declaration
By affixing my signature below, I am declaring that this document is a true and accurate
record of the candidate’s performance.
Assessor Name: Assessor’s Signature:
Date:
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Project 2 Checklist
At the end of Project 2 you must have completed the following:
Completed
1. Learning Program 1 ☐
2. Learning Program Schedule and Competency Mapping ☐
3. Supplementary Task 1 ☐
4. Learning Resources
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
☐
5. Confirmation Session Audio Recording
TAE40116 – Project2 – ConfirmationSession ☐
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Project 3 – Evaluate Learning Program
Project Overview
This project requires you to review the complete program with key stakeholders
to find areas for improvement and make the adjustments as required. To ensure
successful completion of this project, follow the steps below and complete the
evaluation form provided on the following page.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ a computer
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Step 1
To complete this Project, you will need one (1) volunteer to play the part of your key
stakeholder. These may be the same volunteer that took part in the previous projects.
Where possible, find a volunteer with a Certificate IV qualification in Training and
Assessment. Write their name and contact information below.
Name Contact Number Email Address
Your volunteer must be briefed about the details of the completed learning program
before proceeding with the task. You can provide them a copy of the Learning Plan,
the Competency Map, Learning Program Schedule, and other relevant documents that
will help you conduct the review of the learning program such as:
• units of competency
• training package
• LLN advice, and so on.
They must also be informed that your assessor may contact them for confirmation
purposes.
You must submit an audio recording of your review of the learning program with your
key stakeholder (volunteer) for assessment.
Review the program with your key stakeholder (volunteer). During your conversation,
you must seek feedback on the learning support you included in the program. Once
complete submit your audio recording using the filename:
TAE40116 – Project3 - Evaluation
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Step 2
Review your completed learning program with your trainer/assessor by sending them
an email.
Send your trainer/assessor a copy of the Learning Program. Make sure to seek
feedback on the learning support you have included in the program. Send a copy of
your Learning Program, Learning Program Schedule and Competency Map along with
your email.
To complete this part of the project you must post a screenshot of your assessor’s
response here.
Screenshot
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Step 3
Adjust your Learning Program, if necessary.
Look at the feedback you received from your key stakeholders and determine if you
need to adjust your Learning Program 1.
Do you need to make adjustments to your Learning Program 1?
☐ Yes
☐ No
If you do, revise your Learning Program 1 and submit this as:
TAE40116 – Project 3 – RevisedLP1
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Project 3 Checklist
At the end of Project 3 you must have completed the following:
Completed
1. Step 1 ☐
2. Evaluation Session Audio Recording
TAE40116 – Project3 - Evaluation ☐
3. Step 2 ☐
4. Step 3 ☐
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Case Study 2 – Housekeeping Assistant Training
Case Study 2 provides you with a detailed scenario and all the information you will
require to complete Project 4: Conduct a training needs analysis 2
SCENARIO
Best Jobs Incorporated (BJI) was very pleased with the training program you have created for their Catering Assistant participants, and has also approached Man Power Training Services (MPTS) to create the training program for their Housekeeping Assistant Group. You’ve been assigned to create the said program for BJI. Your task is to design a plan that will provide participants the necessary qualifications to apply for an entry level position as housekeeping assistants. BJI is looking to train eight (8) candidates in line with nationally recognised standards through a relevant certificate 1 qualification. The overall training should take place over a six (6) month period. In line with the previous requirement for the catering assistant program, the following units must be included in the course, and must be grouped together in one learning program:
SITXCCS001 Provide customer information and assistance
and
BSBWOR203 Work effectively with others
This will allow participants from the Catering Assistant Training Group join the sessions without having to take units only specific to the training for housekeeping assistants.
The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment.
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Note the following candidate information:
1. Vicky Sheokeen Vicky is born and raised in India. He moved with his brother, Kapil to Australia to work as housekeeping assistants for a local hotel run by their uncle. Vicky still requires assistance in understanding written and spoken English.
2. Kapil Sachdeva Kapil is Vicky’s brother, and is also born and raised in India. They moved together to work as housekeeping assistants for local hotel run by their uncle. Like Vicky, Kapil also still requires assistance in understanding written and spoken English.
3. Juan Pedro Juan Pedro is a Filipino student in Australia looking for a part time job as a housekeeping assistant while completing his studies. English is his second language.
4. Jiyoon Jeong Jiyoon is born and raised in Korea. She has been staying in Australia for the past year as a full-time student, learning English as second language. Her English reading and writing skills are sufficient to complete the training; however, she still struggles a bit with her English listening and speaking skills and still requires an English dictionary handy. She wants to work as housekeeping assistant.
5. Eunji Park Eunji is born and raised in Korea but is attending her 3rd year in university in Australia. English is her second language. She is comfortable with reading and writing in English but sometimes has trouble when conversing with others. She will be taking a year off from school and wants to work as housekeeping assistant during this period.
6. Adam Martin Adam Martin just finished high school in Australia and is looking to work as a housekeeping assistant before pursuing higher education. He has not had any formal vocational training.
7. Stella Chapman Stella Chapman completed a couple of freshman units at a local university studying culinary arts before giving birth to her first child. She wants to work part time as a housekeeping assistant.
8. Betty Christopher Betty Christopher is a catering assistant and would like to expand her skills by completing the housekeeping assistant training too.
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Other requirements of the client:
▪ Must be based on a current certificate 1 qualification and current units
▪ Must be based on qualifications for housekeeping assistants ▪ Must also include the following unit:
SITXWHS001 Participate in safe work practices
▪ Must be in compliance with BJI’s Workplace Health and Safety
Policy located here:
BJI Workplace Health and Safety Policy (Username: learner Password: studyhard)
▪ Must reflect the results of the results of the LLN Assessments conducted by BJI and MPTS for the clients.
Names Learning Reading Writing Oral
Communication Numeracy
Vicky Sheokeen 2 1 1 2 2
Kapil Sachdeva 2 1 1 2 3
Juan Pedro 3 3 3 3 3
Jiyoon Jeong 4 2 2 3 2
Eunji Park 4 3 3 2 3
Adam Martin 4 3 3 3 3
Stella Chapman 3 3 3 3 3
Betty Cristopher 4 4 3 3 3
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Project 4 – Training Needs Analysis 2
Project Overview
This project requires you to conduct and record a Training Needs Analysis (TNA)
on BJI’s training requirements described in the case study scenario provided. To
ensure successful completion of this project, follow the steps provided below.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided in the
links below, determine the Work Role LLN levels required for the housekeeping
assistant role.
Housekeeping Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training.
For example, if you selected ACSF Level 2 for Reading, you can remove the fields
for Reading ACSF Level 1, 3 – 5 from the template before submission. The same
can be done for the other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 4 – WorkRoleLLNForm
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your client. They
must be briefed on the details of the assessment before you begin with the role-play.
During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must:
• Advise the client of the training package, qualification and/or
accredited course selected to meet their training needs
• Advise the candidate of the elective units, skill sets or accredited
modules selected for the program, and provide your reasons for
selecting them.
Your client (volunteer) must complete the TNA Participant Feedback Form. Before
beginning your session with the client (volunteer) you must brief them on the details
of the session. You must also provide them with the candidate instructions and
Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form (Username: learner Password: studyhard)
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You must review the Participant Feedback Form before completing the task to get
an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’ field as a
trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved
By’ field as a representative of Best Jobs Incorporated. Note that both signatures
must be hand signed, print off the page that requires your signatures and scan them
for submission.
Note, that during this activity, you will also be assessed for your oral communication
skills. You must demonstrate the following during your session with the client
(volunteer):
▪ active listening,
▪ adequate comprehension,
▪ appropriate use of grammar, vocabulary, and pronunciation
▪ using language appropriate to the audience, and
▪ using language that demonstrates cultural sensitivity and builds
and maintains understanding and rapport with the client
Save the candidate’s (volunteer’s) completed Participant Feedback Form using
the filename:
Project 4 -TNAFeedbackForm
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TNA Participant Feedback Form
Legend:
For each statement select,
Y – Yes, if the candidate met the assessment criteria below.
N – No, if the candidate did not meet the assessment criteria below
Once completed, sign and date the Declaration section at the end of the form. Note that you
must include your contact details, the assessor may contact you to confirm your responses.
Assessment Criteria Y N
1. Did the candidate clearly identify your characteristics? ☐ ☐
2. Did the candidate confirm your training needs? ☐ ☐
3. Did the candidate use simple and understandable language when
providing you information? ☐ ☐
4. Did the candidate use simple and understandable language when
asking you questions, asking for your opinions or confirming your
understanding during the session?
☐ ☐
5. Did the candidate use simple and clear language when confirming
your understanding of the training requirements during the
session?
☐ ☐
6. Did the candidate confirm their plans and required outcomes of the
training with you? ☐ ☐
7. Did the candidate successfully source information relevant to your
training needs? ☐ ☐
8. Did the candidate successfully analyse and interpret information
that was relevant to your needs? ☐ ☐
9. Did the candidate was able to demonstrate the following during
your conversation
• active listening
• adequate comprehension
• appropriate use of grammar, vocabulary and pronunciation
when asking for information or coming to conclusions about your
needs?
☐ ☐
10. Did the candidate use language that demonstrated cultural
sensitivity and helped build understanding between you? ☐ ☐
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11. Did the candidate identify and respond to problems and
opportunities for improvement during their session with you and
considered different approaches to solve them?
☐ ☐
Declaration
By affixing my signature below, I am declaring that this document is a true and accurate
record of the candidate’s performance. I declare that the name and contact information I
state below are my own (not the name assigned to me during the role-play session).
Client’s Name:
Client’s Signature:
Contact Details:
Date:
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Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs Analysis (TNA)
of the training requirements described in the case study scenario provided. Draft
your TNA using the template provided below. Remember consider MPTS’s quality
assurance policies and procedures when completing your TNA. These were provided
for you in the Case Study.
Training Needs Analysis Template 2
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging rules of the
qualification. 3. Determine and review the following:
▪ licensing requirements ▪ prerequisites applicable to the training ▪ suitable electives that meet your client’s needs and job roles
4. Select a skill set, individual unit, or accredited module. Read, analyse, and
interpret the unit or accredited module to determine if it meets the client’s needs.
5. Read and interpret the assessment information of the chosen training package or accredited course.
6. Once complete, save your TNA Draft.
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Project 4 Checklist
At the end of Project 4 you should have completed the following:
Completed
1. Work Role LLN Evaluation Form
TAE40116 - Project 4 – WorkRoleLLNForm ☐
2. Training Needs Analysis Template 2
Project 4 – TNA2 ☐
3. Participant Feedback Form
Project 4 -TNAFeedbackForm ☐
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Case Study 3 – Cascade Peak Training Institute
Case Study 3 provides you with a detailed scenario and all the information you will
require to complete Project 5: Design and Develop Learning Program 2
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SCENARIO
Cascade Peak Performance Training Institute (CPPTI)
You are working as a Trainer and Assessor for Cascade Peak Performance Training
Institute. The manager from Adventure Events Marketing (AEM) has contacted you
and asked you to develop a learning program for the unit BSBCMM401 Make a
Presentation for eight (8) of their staff. They want to ensure that their staff take a
standard and consistent approach to preparing presentations.
Your brief is to contextualise the unit specific to the needs of the client:
- Presentation strategies commonly used at work:
▪ Oral presentation
▪ Demonstration
- Standard presentation formats used at work:
▪ PowerPoint
▪ Storyboards
- Preferred visual aids by clients:
▪ Diagrams, charts and posters
▪ Whiteboard
You must also consult the contextualisation guidelines for the BSB Training Package,
which you can access here:
BSB Implementation Guidelines
(Click on the link and refer to the latest release of the Implementation Guide)
AEM manager Neville Swanson has also provided the following information on the
target participants:
1. Henry Lock
- Worked 5 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
2. Joanne Bontley
- Employed in the contact centre for 2 years starting as a consultant
and recently transferred to the Training team.
3. Sei Leong
- Just arrived from Hong Kong to join AEM Marketing Team with
extensive experience in event sales and management.
- English is her second language.
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4. Jerry Hiva
- Sales Supervisor in AEM’s contact centre for 1 year and would like
to develop within the organisation to become the contact centre
manager.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the contact centre.
7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-year
internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on her second of a three-year
internship program
- English is his second language.
Neville also advised that AEM’s specialist LLN practitioner has appraised the unit
and has provided this tool outlining the required Core Skill levels for the unit:
Some things you need to know to complete this task are:
▪ AEM has a documented Workplace Health and Safety Policy located here:
AEM Workplace Health and Safety Policy
(Username: learner Password: studyhard)
▪ The training must be conducted in a 2-day workshop with the
assessment tasks to be built into the workshop. ▪ AEM does not currently have any existing learning program resources
you can use for this training.
ACSF Level
Unit/element Learning Reading Writing Oral Numeracy
BSBCMM401
4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 3.09 3.10
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▪ The Work Role LLN Evaluation fields in this learning program can be left empty as the participants are a mixed group with different work roles. When determining the Core Skills Level of the Training, follow the Core Skill Levels of the Unit.
▪ BJI has already conducted LLN Evaluations of the candidates the results are provided for you below.
Learner Names Learning Reading Writing Oral
Communication Numeracy
Henry Lock 4 4 4 4 4
Joanne Bontley 3 4 4 4 3
Sei Leong 3 4 4 4 4
Jerry Hiva 4 4 4 4 4
Tom Crockett 2 4 4 4 3
Abigail Ciscar 3 4 4 4 4
Minh Liu 4 4 4 4 4
Sam Yang 4 4 4 4 4
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Project 5 – Design and Develop Learning Program 2
Project Overview
Project 5 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:
BSBCMM401 Make a presentation
The learning program must be designed for the group of candidates identified in the
case study.
The learning program must be comprehensive enough to allow your assessor to see
your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe,
effective learning progression.
To complete this project, you will need access to the following:
☐ templates provided in this Project
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following page to
document your completion of the following steps:
1. Investigate the unit of competency and break the learning content into
manageable segments, and document the timeframe for each segment.
Document your completion of this by preparing the Learning Program
Schedule.
2. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
3. Note that you must contextualise the unit of competency to the
specifications of the training. Remember to use the information from the
client and contextualisation advice from the training package developer,
both are provided for you in Case Study 3.
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Learning Program 2
Plan your learning program using the learning program template below. You may
download the template in Project file folder from the TAE40116 Design Cluster page
in the Inspire Hub. Guidance notes are provided within the template for your
reference:
Learning Program
Client Training Requirements
Client Name
Contact Details Contact Number
Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code Unit Title Core/Elective
Choose an item
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here. Note that when contextualising the training consider the information provided to you by the client and consider any contextualisation advice produced by the training package developer.
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Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name Remarks
Learner LLN Analysis
Learner Names Learning Reading Writing Oral
Communication Numeracy
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang
Overall Learner Group Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at
https://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docx
Learning Reading Writing Oral
Communication Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skill Levels of the Training
LLN Support Required If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name Support Required
(resources, specialist consultation, etc.)
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Resources and Equipment Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available
Source
List here the resources that are already available for the training.
Resources/ Equipment Available
Source
List here the resources that are not currently available and will need to be acquired for the training.
WHS Requirements of the Training Environment Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.) Guidance: You visited the training venue provided by the client and took the following photos for your records. In the table below, record identified hazards and potential risks, and provide a risk control plan. You must identify at least three (3) training hazards based on the photo below.
Risk Control Plan You can identify the Likelihood of Incident as either,
Almost certain
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Likely Possible Unlikely Rare
For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training Hazards
Likelihood of
Incident
Possible Severity of Incident
Risk Control Plan
Training and Assessment Staff Details
Name Role Qualifications Held
Trainer ☐
Assessor ☐
Support Staff ☐
Trainer ☐
Assessor ☐
Support Staff ☐
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Learning Program Schedule & Competency Mapping
Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject
matter content from the unit of competency. You may download the template in Project file folder from the TAE40116 Design Cluster
page in the Inspire Hub.
Guidance: To ensure successful completion of this task, the Learning Program schedule you design must:
• Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
• Demonstrate compliance to the agreed design options as outlined in the Learning Program
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For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. Program Timeframe Date From: Date To: Duration (hrs) 1200 hours
Session Schedule and Resources Required
S e
s s
io n
N o
.
Time Session Name &
Learning Outcome Content Summary
Learning Activities
Learning Resources
Equipment Delivery Method
1 9:30 – 10:30
Introduction to Food Preparation The learner should, by the end of this session, be able to confirm food preparation requirements, identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of equipment before use.
Learner will be guided through the process of confirming food prep requirements, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.
Food prep demonstration
using knives Handouts Knife set
Guided facilitation
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Learning Program Schedule To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance. Program Timeframe Date From: Date To:
Duration (hrs)
Session Schedule and Resources Required
S e
s s
io n
N
o .
Time Session Name &
Learning Outcome/s
Content Summary Learning Activities
Learning Resources
Equipment Delivery Method
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Mapping: TAEDES401 PE1 (p)
Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the sessions in your
Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will be covered in Sessions 1 and 2, tick
the boxes corresponding to Sessions 1 and 2. ALL requirements must be addressed in the competency map.
The first rows of each template have been filled in as guidance.
Session - Competency Mapping To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a session/s. The first two rows have been filled for guidance.
Unit Code Element /
Performance Criteria
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
S e ss
io n
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☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code
PE KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
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Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
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Supplementary Task 1 – Compare Training Packages
1. Compare the current BSB Training Package to its superseded version on
training.gov.au. Identify at least three (3) changes that have been made to the
Training Package. List these changes below.
2. Look at BSBCMM401 and compare it to its superseded equivalent. Identify at least
three (3) changes that have been made to the unit of competency. List these
changes below.
3. After comparing the current and superseded units, determine if you need to make
changes to the Learning Program you have developed for this unit of competency.
Tick the correct box below.
Do you need to make changes to the Learning Program you have developed?
☐ Yes
☐ No
If you selected yes, submit your rectified Learning Program as:
Project 5 – LPv2.0
You can access a copy of the Learning Program Template here:
Learning Program Template
(Username: learner Password: studyhard)
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Supplementary Knowledge Questions
1. List two (2) examples of critical LLN skills essential to workplace performance in the Marketing industry. Complete the table below:
Guidance: ▪ In the “LLN Skill” column, write “L” for Learning, “R” for Reading,
“O” for Oral Communication, “W” for Writing, and “N” for Numeracy.
▪ In the “Details” column, write specific tasks demonstrating the skills ▪ In the “Workplace Application” column, explain how the skill relates
to the workplace
LLN Skill Details Workplace Application
LLN
Skill Details Workplace Application
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2. List two (2) examples of cultural sensitivities and two (2) examples of social sensitivities relevant to communicating with individuals who are identified as requiring LLN support:
2.1 Cultural sensitivities
i.
ii.
2.2 Social sensitivities
i.
ii.
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3. Explain two examples of techniques you use for evaluating your own training and assessment practice
3.1 Technique 1:
3.2 Technique 2:
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4. Identify possible sources of resources, strategies and LLN support in your
own organisation.
In the spaces provided below the possible internal sources of LLN resources,
strategies and LLN support in your organisation. You must identify two (2)
of each and include any procedures you must follow when accessing them.
LLN Resources
Source:
Procedures:
Source:
Procedures:
Learning Strategies
Source:
Procedures:
Source:
Procedures:
LLN Support
Source:
Procedures:
Source:
Procedures:
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Project 5 Checklist
At the end of Project 5 you should have completed the following:
Completed
1. Learning Program 2 ☐
2. Learning Program Schedule and Competency Mapping ☐
3. Supplementary Task 1 ☐
4. Supplementary Knowledge Questions ☐
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s submission against the checklist below:
The candidate has completed all the assessments in the workbook
and has submitted all of the required evidence:
Knowledge Assessment
Case Studies
Case Study 1 – Catering Assistant Training
Project 1 – Conduct training needs analysis 1
Project 2 – Design and develop learning plan 1
Project 3 – Evaluate Learning Program
Case Study 2 – Housekeeping Assistant Training
Project 4 – Conduct training needs analysis 2
Case Study 3 – Cascade Peak Performance Training Institute
Project 5 – Design and develop learning plan 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the
prescribed benchmarks.
End of Document
