TAE40116 Certificate IV

Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 1 Compliant Learning Resources TAE40116 Certificate IVin Training andAssessmentDesign ClusterVersion 1.11 Produced 19 February 2020Copyright 2016 Compliant Learning Resources. All rights reserved. No part of this publication may bereproduced or distributed in any form or by any means, or stored in a database or retrieval system other thanpursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning ResourcesAssessment Workbook 1 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 2 Compliant Learning Resources Version control & document history DateSummary of modifications madeVersion13 April 2016Version 1 final produced following assessment validation.v1.07 February 2017Updated Questions and Case Studies tomeet External Validationrecommendationsv1.117 May 2017Updated Questions and Case Studies tomeet updates in Learner Guidev1.218 July 2017Updated Questions # 4, 7, 23Updated mapping to includeFoundation SkillsRestructured Case Studies to meetInternal Validation recommendationsv1.314 August 2017Minor corrections in Learning ProgramtemplatesRestructured tasks to meet OralCommunication foundation skillv1.430 May 2018Updated link for Implementation Guidein Project 5V1.513 September 2018added a comment on Case Study 1Project 1 Task 1v1.609 September2019Paraphrased instructions for clarity forKnowledge Assessment Q16, Q37, Q38V1.75 November 2019Updated ACSF link under TrainingLLN Analysis sectionV1.803 February 2020Changes in the font style and color ingrey form boxes.V1.905 February 2020Revised guidelines in the LearningProgram Template.V1.1019 February 2020Changed filenames of requireddocuments in Project 4.V1.11 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 3 Compliant Learning Resources TABLE OF CONTENTSThis 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 openin Word, you will need to hold down the Control key while clicking for this to work.TABLE OF CONTENTS.3INTRODUCTION ..5WHAT IS COMPETENCY BASED ASSESSMENT..5Definition of competency . 6THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISEDTRAINING. 6THE DIMENSIONS OF COMPETENCY .7REASONABLE ADJUSTMENT. 8THE UNITS OF COMPETENCY .10CONTEXT FOR ASSESSMENT .. 11ASSESSMENT REQUIREMENTS. 11ASSESSMENT METHODS .12RESOURCES REQUIRED FOR ASSESSMENT .13INSTRUCTIONS TO STUDENT..14ASSESSMENT WORKBOOK COVER SHEET. 15KNOWLEDGE ASSESSMENT .16PRACTICAL ASSESSMENTS.. 49The practical assessment demonstrates the skills required for the following units ofcompetency covered in this workbook: . 491. TAEDES401 Design and develop learning programs .. 492. TAEDES402 Use training packages and accredited courses to meet clientneeds. 493. TAELLN411 Address adult language, literacy and numeracy skills . 49Case Study 1 Catering Assistant Training.. 50Project 1 Conduct Training Needs Analysis 1 ..53Project 1 Checklist. 63Project 2 Design and Develop Learning Program 1.. 64Supplementary Task 2: Marking Result Form .. 82Project 2 Checklist 83Project 3 Evaluate Learning Program.. 84Project 3 Checklist 88 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 4 Compliant Learning Resources Case Study 2 Housekeeping Assistant Training 89Project 4 Training Needs Analysis 2.. 92Project 4 Checklist 98Case Study 3 Cascade Peak Training Institute .. 99Project 5 Design and Develop Learning Program 2 103Project 5 Checklist ..122WORKBOOK CHECKLIST ..123 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 5 Compliant Learning Resources INTRODUCTIONAssessment is a difficult process we understand this and have developed a rangeof assessment kits, such as this, to facilitate a seamless process for both the assessorand the learner being assessed.There are a number of characteristics of assessment, ranging from subjectiveassessment (which is based on opinions and feelings), to objective assessment(which is based clearly on defined processes and specific standards). Nearly allassessment involves a mixture of both types of assessment because it is almostimpossible to eradicate the subjectivity humans carry into the process of assessing.The goal in developing and implementing these assessment kits is to work towardsthe objective end as far as possible and to reduce the degree of opinions and feelingspresent.WHAT IS COMPETENCY BASED ASSESSMENTThe features of a competency based assessment system are: It is focused on what learners can do and whether it meets the criteriaspecified by industry as competency standards. Assessment should mirror the environment the learner will encounter in theworkplace. Assessment criteria should be clearly stated to the learner at the beginning ofthe learning process. Assessment should be holistic. That is, it aims to assess as many elementsand/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 acompetency system, knowledge for the sake of knowledge is seen to beineffectual unless it assists a person to perform a task to the level required inthe workplace. The emphasis in assessment is on assessable outcomes that are clearly statedfor the trainer and learner. Assessable outcomes are tied to the relevantindustry competency standards where these exist. Where such competenciesdo not exist, the outcomes are based upon those identified in a training needsanalysis. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 6 Compliant Learning Resources DEFINITION OF COMPETENCYAssessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence tosupport judgement on whether competence has been achieved. Skills andknowledge (developed either in a structured learning situation, at work, or insome other context) are assessed against national standards of competencerequired by industry, rather than compared with the skills and knowledge ofother learners.THE BASIC PRINCIPLES OF ASSESSINGNATIONALLY RECOGNISED TRAININGDeveloping and conducing assessment, in an Australian vocational education andtraining 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 knowledgeneeded to demonstrate competency. Assessment must include the combination of knowledge andskills with their practical application. Assessment, where possible, must include judgements based onevidence drawn from a number of occasions and across a numberof contexts. Assessment must be reliable Assessment must be reliable and must be regularly reviewed toensure that assessors are making decisions in a consistentmanner. Assessors must be trained in national competency standards forassessors to ensure reliability. Assessment must be flexible Assessment, where possible, must cover both the on and off-thejob components of training within a course. Assessment must provide for the recognition of knowledge, skillsand attitudes regardless of how they have been acquired. Assessment must be made accessible to learners though a varietyof delivery modes, so they can proceed through modularisedtraining packages to gain competencies. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 7 Compliant Learning Resources Assessment must be mutually developed and agreed uponbetween assessor and the assessed. Assessment must be able to be challenged. Appropriatemechanisms must be made for reassessment as a result ofchallenge.(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. Allevidence must be valid, sufficient, authentic and current; Valid Evidence gathered should meet the requirements of the unit ofcompetency. This evidence should match or at least reflect thetype of performance that is to be assessed, whether it coversknowledge, skills or attitudes. Sufficient This rule relates to the amount of evidence gathered It isimperative that enough evidence is gathered to satisfy therequirements that the learner is competent across all aspects ofthe unit of competency. Authentic When evidence is gathered the assessor must be satisfied thatevidence is the learners own work. Current This relates to the recency of the evidence and whether theevidence relates to current abilities.THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance, andnot only narrow task skills. The four dimensions of competency are: Task skills Task management skills Contingency management skills Job role and environment skills Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 8 Compliant Learning Resources REASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning and assessment for learnerswith a disability November 2010 Prepared by Queensland VET DevelopmentCentreReasonable adjustment in VET is the term applied to modifying the learningenvironment or making changes to the training delivered to assist a learner with adisability. A reasonable adjustment can be as simple as changing classrooms to becloser to amenities, or installing a particular type of software on a computer for aperson with vision impairment.Why make a reasonable adjustment?We make reasonable adjustments in VET to make sure that learners with a disabilityhave: the same learning opportunities as learners without a disability the same opportunity to perform and complete assessments as those without adisability.Reasonable adjustment applied to participation in teaching, learning andassessment activities can include: customising resources and assessment activities within the training package oraccredited 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 TechnologiesAssistive / adaptive technology means software or hardware that has been specificallydesigned to assist people with disabilities in carrying out daily activities (World WideWeb Consortium W3C). It includes screen readers, magnifiers, voice recognitionsoftware, alternative keyboards, devices for grasping, visual alert systems, digital notetakers. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 9 Compliant Learning Resources IMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidence must notimpact 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 candidatescompetency in writing, allowing the candidate to complete the assessment verballywould not be a valid assessment method. The method of assessment used by anyreasonable adjustment must still meet the competency requirements. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 10 Compliant Learning Resources THE UNITS OF COMPETENCYThe units of competency specify the standards of performance required in theworkplace.This assessment addresses the following units of competency from TAE40116Certificate IV in Training and Assessment:TAEDES401 Design and develop learning programs1. Define parameters of the learning program.2. Work within the vocational education and training (VET) policyframework.3. Develop program content.4. Design the structure of the learning program.TAEDES402 Use training packages and accredited courses to meet clientneeds1. 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 skills1. Analyse LLN requirements.2. Select and use resources and strategies to address LLN skillrequirements.3. Use specialist support where required.4. Evaluate effectiveness of learning support and assessment strategies inaddressing LLN requirements.For complete copies of the above units of competency:Download them from the TGA website: www.training.gov.auwww.training.gov.au/Training/Details/TAEDES401www.training.gov.au/Training/Details/TAEDES402www.training.gov.au/Training/Details/TAELLN411 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 11 Compliant Learning Resources CONTEXT FOR ASSESSMENTGather evidence to demonstrate consistent performance in conditions that are safeand replicate the workplace. Conditions must be typical of those experienced in thetraining and assessment environment, and include access to competency standards oraccredited courses relevant to the learning programs.ASSESSMENT REQUIREMENTSThe assessment requirements specify the evidence and required conditions forassessment.Each unit of competency can be unbundled to reveal three key assessmentcomponents:1. Performance Evidence describes the subtasks that make up the element of the unit2. Knowledge Evidence describes the knowledge that must be applied in understanding the tasksdescribed in the elements3. Assessment Condition describes the environment and conditions that assessments must beconducted underThe associated assessment method in this kit covers all of these components asdetailed in the matrix to follow: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 12 Compliant Learning Resources Units of CompetencyAssessment ActivitiesTAEDES401TAEDES402TAELLN411Knowledge assessmentCase studies ASSESSMENT METHODS1. Written questions Written assessments to test students understanding of underpinningknowledge, concepts and/or theories relevant to the units of competencyincluded in this subject2. Case Studies Detailed scenarios and simulated environments providing all necessaryinformation required to complete relevant tasks and activities Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 13 Compliant Learning Resources RESOURCES REQUIRED FOR ASSESSMENTInspire Education to provide: Learner guides and supplementary learning resources Templates needed for activities such as training needs analysis, sessionplanning, competency mapping and evaluation. Training products, such as training packages and accredited coursedocumentation Case studies and simulations LLN Specialist support Access to:o Information about work activitieso Documentation and resources required to complete case study tasks andprojectsThe student to provide: Computer with:o Internet access through Google chromeo MS Word, MS PowerPoint or equivalent applicationso Adobe Acrobat Readero Email access Workplace-specific tools, equipment, materials and industry softwarepackages (where applicable)Design Cluster Assessment Requirements:For this cluster, the student will need access to: Training package components developed to meet the Standards for TrainingPackages, and those developed to meet the requirements of the TrainingPackage Development Handbook. competency standards or accredited courses, that cover at least one entire unitof competency or accredited course module an LLN specialist Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 14 Compliant Learning Resources INSTRUCTIONS TO STUDENTThis workbook is divided into two parts:1) Knowledge Assessment This consists of written questions that will assess your competence relevantto the knowledge requirements of the units included in this subject2) 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 todemonstrate your knowledge and skills relevant to the requirements of theunits included in this subject. Case Study 1: Catering Assistant Trainingo Project 1: Conduct training needs analysis 1o Project 2: Design and develop learning plan 1o Project 3: Evaluate Learning Program Case Study 2: Housekeeping Assistant Trainingo Project 4: Conduct training needs analysis 2 Case Study 3: Cascade Peak Performance Training Instituteo Project 5: Design and develop learning plan 2 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 15 Compliant Learning Resources ASSESSMENT WORKBOOK COVER SHEET WORKBOOK:WORKBOOK 1TITLE:Design ClusterFIRST AND SURNAME:PHONE:EMAIL:Please read the Candidate Declaration below and if you agreeto the terms of the declaration sign and date in the spaceprovided.By submitting this work, I declare that: I have been advised of the assessment requirements, have beenmade aware of my rights and responsibilities as an assessmentcandidate, and choose to be assessed at this time. I am aware that there is a limit to the number of submissions thatI can make for each assessment and I am submitting alldocuments required to complete this Assessment Workbook. I have organised and named the files I am submitting accordingto the instructions provided and I am aware that my assessor willnot assess work that cannot be clearly identified and mayrequest the work be resubmitted according to the correctprocess. This work is my own and contains no material written by anotherperson except where due reference is made. I am aware that afalse declaration may lead to the withdrawal of a qualification orstatement of attainment. I am aware that there is a policy of checking the validity ofqualifications that I submit as evidence as well as thequalifications/evidence of parties who verify my performance orobservable skills. I give my consent to contact these parties forverification purposes.Name:Signature:Date: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 16 Compliant Learning Resources KNOWLEDGE ASSESSMENT 1. From the list below, select four (4) statements that are true about AustralianQualifications 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 AQFqualifications.iv. The AQF Qualification Types enclosed in the AQF are furtherdefined by the learning outcomes, knowledge, and skillsstudents are expected to have upon completing theircoursework.v. The volume of learning is 3 4 years across all AQF levels.vi. The AQF Levels describe the complexity, depth of achievementand autonomy required to achieve a qualification at each level. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 17 Compliant Learning Resources 2. Below are four (4) AQF qualification types:a. Certificate IIIb. Diplomac. Bachelor Degreed. Masters DegreeMatch them to their correct descriptions listed in the table below.AQF Qualification Descriptioni. Graduates at this level will have advanced and integratedunderstanding of a complex body of knowledge in one ormore disciplines or areas of practice.ii. Graduates at this level will have broad and coherenttheoretical and technical knowledge with depth in one ormore disciplines or areas of practice.iii. Graduates at this level will have factual, technical,procedural and some theoretical knowledge of a specific areaof work and learning.iv. Graduates at this level will have technical and theoreticalknowledge in a specific area or a broad field of work andlearning. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 18 Compliant Learning Resources 3. Match the following AQF levels to their correct characteristics/overview.a. Level 1b. Level 3c. Level 4d. Level 7AQF Qualification Characteristics/Overviewi. Graduates at this level will have well developed cognitive,technical and communication skills to select and applymethods and technologies to analyse and evaluateinformation 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 arange of methods, tools, materials and information tocomplete routine and non-routine activities.iii. Graduates at this level will have foundational cognitive,technical and communication skills to undertake definedroutine activities.iv. Graduates at this level will have a range of cognitive,technical and communication skills to select and apply aspecialised range of methods, tools, materials, andinformation to complete routine activities. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 19 Compliant Learning Resources 4. Complete the table below.List at least one (1) role, function, and responsibility for each key VETorganisation listed below. RoleFunctionResponsibilityCouncil ofAustralianGovernments(COAG)AustralianSkills QualityAuthority(ASQA)AustralianIndustrySkillsCommittee(AISC)SkillsServicesOrganisations(SSOs)IndustryReferenceCommittees(IRCs) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 20 Compliant Learning Resources 5. From the statements below, select three (3) statements that accurately describethe responsibilities of the Victorian Registration and Qualifications Authority(VRQA).i. Investigating complaints against VRQA registeredproviders.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 conditionsand standards for registration.v. Registering training organisations. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 21 Compliant Learning Resources 6. Match the following dimensions of competency to their correct definitions:a. Task Skillsb. Task Management Skillsc. Contingency Management Skillsd. Job/Role Environment skillsDefinitionsi. Involves demonstrating the ability to deal withresponsibilities and expectations of the workplace, includingworking with others.ii. Managing multiple tasks at the same time to complete awhole work activity.iii. Completing an individual task, to an expected standardwithin the workplace.iv. Responding to problems or issues that arise in the workplaceor while completing a task. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 22 Compliant Learning Resources 7. Below is an excerpt from the Accredited Course Template from ASQA.Complete the information required. The first item has been done for you.1. Person in respect ofwhom the course isbeing accreditedSection A:Provide the name of the legal entity or individual who isthe Copyright Holder of the course being submitted foraccreditation.Choose an item.Choose an item.Initial accredited/ Renewal of accreditationChoose an item.Training package unitsIf units of competency have been imported from trainingpackages, 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 theCommonwealth of Australia. Commonwealth of AustraliaChoose an item.Example:[Course owner] will establish licensing or franchisingarrangements with interested parties and reserves theright to levy a licensing or franchising fee. Information onsuch arrangements can be obtained from [name andcontact details].Choose an item.The Australian Skills Quality Authority (ASQA) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 23 Compliant Learning Resources 7. Choose an item.ANZSCO Code 6 digits[Australian and NewZealand StandardClassification ofOccupations]ANZSCO codes can befound at:(link)Insert code anddescriptionExample:0401 Architecture andUrban EnvironmentASCED codes can befound under the headingeducation/broad andnarrow fields at:(link)National Course Code For ASQA use only donot 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 accreditationcommencement date will be the day after the currentcourse expires. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 24 Compliant Learning Resources 8. From the statements below, select four (4) statements that correctly describethe format and structure of the unit of competency and assessmentrequirements.i. The assessment requirement is composed of a code, title,prerequisite, and elements.ii. Following the correct format of assessment requirements, thePerformance Evidence comes before the Knowledge Evidence.iii. Each unit of competency must be uniquely identified by thecombination of its code and title.iv. TAEDES401 Design and develop learning programs is anexample 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, theFoundation Skills can be found underneath the Elements andPerformance Criteria. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 25 Compliant Learning Resources 9. Match the following sections to their correct descriptions, then tick the boxeson the right to identify whether the information provided are found in the unitof competency in the assessment requirements.a. Performance Criteriab. Elementsc. Foundation Skillsd. Assessment Conditionse. Knowledge EvidenceDescriptionUnit ofcompetenceAssessmentRequirementi. Describe any mandatory conditions forassessment, and specifies the conditionsunder which evidence for assessmentmust be gathered.ii. Describe the performance needed todemonstrate achievement of the element.iii. Describes language, literacy, numeracyand employment skills that are essentialto performance.iv. Describe the essential outcomes.v. Describe what the individual must knowin order to safely and effectively performthe work task described in the unit ofcompetency. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 26 Compliant Learning Resources 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, performanceevidence, or assessment conditions.Write KE if it is a Knowledge EvidencePE if it is a Performance Evidence, andAC if it is an Assessment Condition.i. Prepare and present non-alcoholic beverages to meet differentcustomer requests, over a minimum of three different serviceperiods, including at least one peak service period.ii. Skills must be demonstrated in an operational food andbeverage outlet. This can be: an industry workplace or asimulated industry environment.iii. Major types and characteristics of non-espresso coffees, teasand other non-alcoholic beverages specified in performanceevidence.iv. Range of options to meet specific customer preferencesrelating to: brand, garnishes, glassware, ice, mixers, strength,and temperature.v. Assessment must ensure access to fixtures and largeequipment.vi. Prepare above non-alcoholic beverages within commercialtimeframes and with consistent quality, volume andappearance and in line with organisational procedures. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 27 Compliant Learning Resources 11. Below are terms used in Accredited Courses:a. Qualification levelb. Recognition given to the coursec. Assessor competenciesd. Pathways and articulatione. Purpose of the Course i. Provides details of potential pathways for course participantsfollowing course completion into other vocational educationand training (VET) courses, and provides details andconfirmatory evidence of any formalised articulationarrangements.ii. Provides details and confirmatory evidence of anyrecognition given to the course by professional or industrybodies where course completion may result in membershipof a professional body being granted.iii. Where the intended vocational, community or generaleducation outcomes of the course are listed.iv. It also provides details of and justify any specialist vocationalcompetency requirements for assessors above therequirements in the Standards for Registered TrainingOrganisations (if applicable).v. Describes how the intended course outcomes are consistentwith the AQF Qualification Type Descriptor for the AQF levelof the course. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 28 Compliant Learning Resources 12. From the list below, select three (3) performance standards and criteria, otherthan training packages, which can also be used as the basis of learning programs.i. Accredited coursesii. Industry standardsiii. Standards for Registered Training (RTOs) 2015iv. ACSF guidelines 13. From the statements below, select three (3) statements that accuratelydescribe the functions of training packages and accredited courses asbenchmarks in a competency-based VET training and assessment system.i. Training packages set out the competencies but do notprescribe how the training should be deliveredii. Training packages and accredited courses outlinecompetency standard benchmarks for training andassessment.iii. Training packages and accredited courses detail therequirements for assessors in competency basedassessment.iv. Training packages and accredited courses provide RTOswith assessment instruments (e.g. projects, exams) fortraining and assessment. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 29 Compliant Learning Resources 14. From the list below, select four (4) processes that are followed in analysingand using competency standards for a range of applications and purposes inmeeting the needs of a diverse range of VET clients.i. Conducting a training needs analysis (TNA) to identifylearning gaps.ii. Gathering information from client regarding desiredlearning outcomes.iii. Gathering information from employee records such ascurriculum vitae and position descriptions.iv. Source and use any generic resources found online to meetdifferent client needs.v. Examining the dimensions of competency (tasks skills, taskmanagement skills, contingency management skills, and jobor role environment skills) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 30 Compliant Learning Resources 15. The following are terminologies used in training packages and accreditedcourses. Match each terminology to their correct definitions.a. Accredited courseb. Accredited unitc. Competency standardsd. Foundation skillse. Assessment strategyDefinitionsi. A structured sequence of vocational education and trainingthat has been accredited by a state or territory courseaccrediting body and leads to an Australian QualificationsFramework (AQF) qualification or statement of attainment.ii. Define the requirements for effective workplaceperformance 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 wholeAQF qualification, also referred to as moduleiv. The combination of English language, literacy and numeracyskills and employability skills required for participation inwork, the community and education and training.v. Describes how it effectively judges participants achievementof the outcomes. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 31 Compliant Learning Resources 16. Which of the parts of the training package below can be contextualised to suitthe needs of clients? Write Y if the given item can be contextualised, andwrite N if it cannot be contextualised.Parts of the Training Packagei. Units of competencyii. Performance criteriaiii. Competency outcomesiv. Entry requirementsv. Assessment conditions Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 32 Compliant Learning Resources 17. Match the following endorsed components of training packages to theircorresponding roles.a. Qualificationsb. Units of competencyc. Assessment requirementsd. Credit arrangementsRoles of endorsed components of training packagesi. They specify the standards of performance required in theworkplace, they describe the work outcomes and skillsrequired by the industry.ii. They specify the arrangements that exist between trainingpackage qualifications and higher education qualifications.iii. They specify the core and elective units of competencycombined into meaningful groups to meet workplace roles,and aligned to vocational qualification levels identified in theAustralian Qualifications Framework (AQF).iv. They specify the performance evidence, knowledge evidenceand conditions for assessment for each unit of competency. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 33 Compliant Learning Resources 18. Match the following endorsed components of training packages to theircorresponding purpose.a. Qualificationsb. Units of competencyc. Assessment requirementsd. Credit arrangementPurpose of endorsed components of training packagesi. To provide a benchmark for the skills and knowledge aperson must be able to demonstrate to meet competency.ii. To provide a standard level of knowledge and skills requiredin the industry for each AQF level.iii. To provide guidance on the industrys preferred approach toassessment of required knowledge and skills relevant to theunit.iv. They specify the performance evidence, knowledge evidenceand conditions for assessment for each unit of competency. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 34 Compliant Learning Resources 19. From the statements below, select three (3) statements that are true about theStandards for Training Packages.i. Standard 4 of the Standards for Training Packages statethat units of competency specify the standards ofperformance required in the workplace.ii. The purpose of the Standards for Training Packages is toensure that Training Packages are of high quality and meetthe workforce development needs of industry, enterprisesand individuals.iii. Quality assured companion volumes are components oftraining packages, as per Standard 1 of Standards forTraining Packages.iv. According to the standards, training packages must have ten(10) components.v. Standard 12 of the Standards for Training Packages statethat training packages are composed of components asendorsed by the Australian Skills Quality Authority (ASQA). Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 35 Compliant Learning Resources 20.From the list below, select three (3) relevant sources of information abouttraining packages.i. training.gov.auii. Skills Services Organisations (SSOs)iii. myskills.gov.auiv. Job portals and advertisementsv. National Skills Standards Council (NSSC) 21. From the list below, select the three (3) non-endorsed components of trainingpackages.i. Skill setsii. Companion volumesiii. User guidesiv. Units of competencyv. Assessment requirements Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 36 Compliant Learning Resources 22.The following are statements about the differences and relationships betweenseparate training package and accredited courses, and learning strategies andlearning programs.Write T if the statement is True and F if the statement is False.i. Courses cannot be accredited if they cover qualifications orskill sets that are already addressed by a nationallyendorsed Training Package.ii. Training packages are accredited by the government, whileaccredited courses are accredited by private nationallyrecognised educational organisations.iii. Training packages are readily available online whileaccredited courses need to be sourced from respectivecourse owners.iv. Training packages and accredited courses are bothnationally-recognised and subject to quality and regulatoryframeworks. Training Packages are developed by industrythrough IRCs and SSOs with vocational skills and outcomesin mind. Accredited Courses on the other hand can bedeveloped by anyone so long as it doesnt overlap withexisting courses or Training Packages, and might notnecessarily have vocational outcomes. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 37 Compliant Learning Resources 23.The following are statements about the differences and relationships betweenlearning 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 createcohesive and integrated learning processes for their learners,while learning strategies, also known as a training andassessment strategy, are detailed documents that outline thedifferent processes that an RTO will follow in delivering aTraining Package or Accredited Course within their scopeii. Learning programs may be complete unto itself or may be aseparate component within a learning strategyiii. Learning strategies are used to develop a students vocationalcompetencies or skills, and help address any gaps that arisebetween a learners knowledge and skills and the competencystandards.iv. Learning programs always include information about awhole Qualification or Accredited Course. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 38 Compliant Learning Resources 24.From the list below, select three (3) statements that are accurate about thepurpose of learning programs.i. Learning programs are used to develop vocationalcompetencies or skills.ii. Learning programs are used to meet industry standards,legislation, licensing, or registration requirements, or therequirements of a funding body.iii. Learning program is used to determine the knowledge andskills of the trainer delivering the program.iv. Learning programs are used to address gaps between alearners knowledge and skills, and competency standards. 25. From the list below, select three (3) options that are included in the focus oflearning programs.i. Professional developmentii. Workplace-based learningiii. Trainer feedbackiv. Vocational learning Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 39 Compliant Learning Resources 26.From the list below, select three (3) statements which are correct aboutprinciples of instructional design, according to M. David Merrill.i. Learning is promoted when learners are engaged in solvingreal-world problems.ii. Learning is promoted when new knowledge is integratedinto the learners world.iii. Learning outcomes can always be achieved by utilisinggeneric content.iv. Learning is promoted when existing knowledge is activatedas foundation for new knowledge. 27. From the list below, select the instructional design principle that can be bestapplied to an e-learning type of program.i. Incorporate a combination of group and individual learningactivities into your learning program.ii. Include assessment activities that require a significantamount of assessor supervision.iii. Incorporate self-paced learning activities and reviews atregular intervals throughout the learning program.iv. Focus only on third-party reports from learners nominatedobservers. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 40 Compliant Learning Resources 28.From the list below, select the two (2) instructional design principles that arebest applied to a face-to-face type of learning program.i. Incorporate a combination of group and individual learningactivities into your learning program.ii. Include assessment activities that require supervision.iii. Incorporate self-paced learning activities and reviews atregular intervals throughout the learning program.iv. Focus only on third-party reports from learners nominatedobservers. 29.Identify two (2) possible sources of learning and assessment materials.i.ii. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 41 Compliant Learning Resources 30.Identify two (2) examples and two (2) sources of pre-developed activitieswhich you can use in designing and developing learning programs.i. Example:ii. Source: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 42 Compliant Learning Resources 31. Outline the methodology followed in developing the following:i. New learning activitiesii. Related learning materialsi. Methodology for developing new learning activities:ii. Methodology for developing related learning materials 32.Outline the methodology followed in documenting learning activities andrelated learning materials. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 43 Compliant Learning Resources 33.List three (3) modes and three (3) methods of delivering learning programs.i. Modes of delivery:ii. Methods of delivery: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 44 Compliant Learning Resources 34.Listed in the table below are policies, legal requirements, codes of practice andnational standards that impact training and assessment in the VET sector.Identify whether these are a policy, legal requirement, code of practice ornational standard by writing:P if it is a policy,L if it is a legal requirement,C if it is a code of practice, andN if it is a national standard.i. Standards for Registered Training Organisationsii. Financial Viability Risk Assessment Requirementsiii. Australian Qualifications Frameworkiv. First Aid in the Workplace Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 45 Compliant Learning Resources 35. The following statements are about policies, legal requirements,commonwealth legislation, codes of practice and national standards thatimpact 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 theexecutive officer of the applicant for registration as an NVRregistered training organisationii. The Australian Skills Quality Authority (ASQA) is thenational regulatory body that ensures the quality of VETProviders, Accredited Courses, CRICOS and ELICOSproviders. It was established under the National VocationalEducation and Training Regulator Act 2011.iii. The VET Quality Framework (VQF) is the set of nationallyagreed quality assurance arrangements for training andassessment services delivered by training organisations.iv. Compliance with the Standards for Registered TrainingOrganisations (RTOs) 2015 is a requirement for all ASQAregistered training organisations, and for applicantsseeking registration.v. How to manage work health and safety risks is a Code ofPractice. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 46 Compliant Learning Resources 36.The following are statements about commonwealth and state/territorylegislation.Write T if the statement is True and F if the statement is False. i. The Vocational Education and Training Act 1996 is the statelegislation for VET in Western Australia.ii. The Vocational Education and Training (CommonwealthPowers) Act 2010 is the state legislation for VET inQueensland.iii. The Training and Skills Development Act 2008 is the statelegislation for VET in South Australia.iv. The Education and Training Reform Amendment (Skills)Act 2010 is the current state legislation for VET in Victoria. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 47 Compliant Learning Resources 37. Select the three (3) options that are part of your duty of care relating to workhealth and safety as relevant to your role in designing learning programs.i. Collaborating and communicating with others to identifyand manage potential hazards of the learning program.ii. Assessing risks posed by potential hazards of the learningprogram.iii. Deciding on controls that will be implemented to reduce oreliminate the likelihood of an incident once training begins.iv. Ensuring that at least one of the training participants iscertified to administer first aid. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 48 Compliant Learning Resources 38.Consider an industry and a work role you are familiar with.a. Describe the WHS risks associated with working in this industry andwork role.b. Discuss WHS considerations that you will need to incorporate if you willbe assigned to design learning program for this work role and industry.Guidance: Sample responses have been provided for your reference.Sampleresponses:Your responses:IndustryAgeing SupportWork roleAged care workerAssociated WHSrisksWorkers in this industryare commonly exposed tomanual handling hazards,infections, etc.WHSconsiderations thatmust beincorporated if youare to design alearning programfor this industryWhen designing learningprogram for aged careworkers, ensure thatlearning program includesrequirements for first aid tobe readily available duringtraining Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 49 Compliant Learning Resources PRACTICAL ASSESSMENTS The practical assessment demonstrates the skills required for the following units ofcompetency covered in this workbook:1. TAEDES401 Design and develop learning programs2. TAEDES402 Use training packages and accredited courses to meet clientneeds3. TAELLN411 Address adult language, literacy and numeracy skillsThis assessment will facilitate your completion of the following requirementsrelevant to the units included in this cluster through the following Projects: Case Study 1 Catering Assistant Trainingo Project 1 Conduct training needs analysis 1o Project 2 Design and develop learning plan 1o Project 3 Evaluate Learning Program Case Study 2 Housekeeping Assistant Trainingo Project 4 Conduct training needs analysis 2 Case Study 3 Cascade Peak Performance Training Instituteo Project 5 Design and develop learning plan 2 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 50 Compliant Learning Resources Case Study 1 Catering Assistant Training Case Study 1 provides you with a detailed scenario and all the information youwill 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 SCENARIOMan Power Training Services (MPTS)You work as a trainer for Man Power Training Services (MPTS), a RegisteredTraining Organisation offering vocational training services for a range of clientswith different training needs.Best Jobs Incorporated (BJI) is a non-profit organisation that helps people gainemployment in the Retail and Hospitality Industries at entry level.BJI has approached MPTS to develop training that will help participants qualifyfor employment in various hospitality settings.Your task is to conduct a training needs analysis that will provide participants withthe necessary qualification to apply for an entry level position as a cateringassistant.During your early consultation sessions with BJI, they requested that thefollowing elective units be included in the training:SITHCCC001 Use food preparation equipmentSITXFSA001 Use hygienic practices for food safetySITHCCC004 Package prepared foodstuffsYou are also required to create a learning program for the unit:BSBWOR203 Work effectively with othersThe training should take place over a twelve (12) month period [1200 hours, 52weeks].BJIs contact details are:best@jobsinc.org.au Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 51 Compliant Learning Resources (02) 5678 9101The training can be held at BJIs training centre which has all the necessaryresources 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 todate has no work history.2. Norman Howard Has been a client of BJI for 2 years; however,this will be Howards first placement for training purposes. Workswell with others. Left school after year 10 two years ago; based onreports, he was a very good student.3. Yon Leong Just arrived from overseas and has extensiveexperience working as a kitchen hand. English is her secondlanguage and has never been in a training situation previously. Herwritten and spoken English skills are sufficient, but she sometimeshas trouble when asked to read long texts.4. Robert Bentley Robert has been unemployed for 3 yearsfollowing an accident. Previously Robert ran his own small businesswhich was retail based. Robert wants to re-build his skills and hasjumped at this opportunity.5. Eri Touma Eri was born and raised in Japan. She moved toAustralia 1 year ago and has been studying English to help her gainemployment. Although she is able to understand written Englishquite well, she is still having challenges conversing in English.6. Shintaro Touma Shintaro was born and raised in Japan. Heand Eri are siblings. He moved to Australia about 6 months ago. Heis able to converse in English sufficiently; however, his Englishreading and writing skills are quite poor.7. Thomas Fjelbonde Danish student in Australia. His Englishreading and writing skills are sufficient; however, his Englishconversational skills are still a bit problematic. Thomas is enrolledin an English Bridging Program in preparation for commencing hisBachelors Degree.8. Sherry Santos Filipino student in Australia. Sherry is in hersecond year of university completing a Bachelors Degree inBusiness. She is very proficient in the written and spoken English.Before coming to Australia, she used to work weekends at herfamilys small retail business in the Philippines. All of the candidates have completed the LLN evaluation provided by BJI. Theyhave also mapped the results against the ACSF, the table of their results can befound below. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 52 Compliant Learning Resources NamesLearningReadingWritingCommunication OralNumeracyMatilda Jeffries34445Norman Howard44444Yon Leong32333Robert Bentley44444Eri Touma43323Shintaro Touma32233Thomas Fjelbonde43323Sherry Santos44545 Other requirements of the client: Must be based on the qualification for catering assistant Must be in compliance with Man Power Training Services QualityAssurance Policies located here:MPTS Policy Manual(Username: learner Password: studyhard) Must be in compliance with BJIs Workplace Health and SafetyPolicy located here:BJI Workplace Health and Safety Policy(Username: learner Password: studyhard) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 53 Compliant Learning Resources Project 1 Conduct Training Needs Analysis 1 Project OverviewProject 1 will require you to complete a Work Role LLN Evaluation and conducta Training Needs Analysis for your client. Follow the instructions below tocomplete 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 thelinks below, determine the Work Role LLN levels required for the cateringassistant 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 fieldsfor Reading ACSF Level 1, 3 5 from the template before submission. The samecan be done for the other Foundation Skills.Once complete, save the Work Role LLN Evaluation Form as:TAE40116 Project 1 WorkRoleLLNFormNOTE: the template will be in Read-only form. Save a separate copy to yourcomputer and edit the document.Work Role LLN Evaluation Form(Username: learner Password: studyhard) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 54 Compliant Learning Resources Confirm the training and assessment needs with the clientTo complete this task, you will need a volunteer to play the role of your client. Theymust 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 detailsoutlined in the TNA draft. You must: Advise the client of the training package, qualification and/oraccredited course selected to meet their training needs Advise the candidate of the elective units, skill sets or accreditedmodules selected for the program, and provide your reasons forselecting them.Your client (volunteer) must complete the TNA Participant Feedback Form. Beforebeginning your session with the client (volunteer) you must brief them on the detailsof the session. You must also provide them with the candidate instructions andParticipant 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 getan idea of what you must do during the session.After completing the task, you must sign the Document Created By field as atrainer/assessor from MPTS, while your client (volunteer) must sign the ApprovedBy field as a representative of Best Jobs Incorporated. Note that both signaturesmust be hand signed, print off the page that requires your signatures and scan themfor submission.Note, that during this activity, you will also be assessed for your oral communicationskills. 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 buildsand maintains understanding and rapport with the clientSave the candidates (volunteers) completed Participant Feedback Form using thefilename: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 55 Compliant Learning Resources Project 1 -TNAFeedbackForm Task 2 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 56 Compliant Learning Resources Draft your Training Needs AnalysisThis project requires you to conduct and document a Training Needs Analysis (TNA)of the training requirements described in the case study scenario provided. Draftyour TNA using the template provided below. Remember to consider MPTSs qualityassurance policies and procedures when completing your TNA. These were providedfor you in the Case Study.Training Needs Analysis Template 1(Username: learner Password: studyhard)1. Identify and source the training package, qualification and/or accreditedcourse that will satisfy your clients needs.2. Read and interpret the qualification framework and packaging rules of thequalification.3. Determine and review the following: licensing requirements prerequisites applicable to the training suitable electives that meet your clients needs and job roles4. Select a skill set, individual units, or accredited modules to include in theTraining Needs Analysis. Read, analyse, and interpret the units or accreditedmodules to determine if they meet the clients needs.5. Read and interpret the assessment information of the chosen trainingpackage or accredited course.6. Once complete, save your TNA using the filename:Project 1 TNA1 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 57 Compliant Learning Resources Training Needs Analysis 1Guidance notes are provided for you in the template below for your reference. You maydownload the template in Project file folder from the TAE40116 Design Cluster page inthe Inspire Hub.NOTE: The template below is only provided for your reference. You arerequired to complete the TNA as a separate document, to be submitted toyour trainer/assessor. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 58 Compliant Learning Resources Training Needs AnalysisClient Training RequirementsClient NameContact DetailsContact NumberEmail AddressPurpose of ProgramDuration of ProgramNumber ofParticipantsTarget Learner GroupOverview andCharacteristicsGuidance: Give a summary of the candidate or learner groupinformation here.Training SpecificationsTraining PackageTitleGuidance: Identify the training package you have selected thatwould best suit the clients needsCode and Title ofQualificationGuidance: Identify the qualification or accredited course youhave selected that would best meet the clients needs. Include boththe qualification code and title.LicensingRequirementsPre-requisitesQualification RulesQualificationFrameworkAQF Levels: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8AQF LevelRequirementsSummaryKnowledgeSkillsApplicationofKnowledgeand SkillsCourse PackagingGuidance: Select as suitable combination of units using the packaging rules. Note that theselection of elective units must reflect the job outcome of a Catering Assistant.Core/ElectiveUnit CodeUnit NameChoose an itemChoose an itemChoose an item Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 59 Compliant Learning Resources Choose an itemChoose an itemChoose an itemCore Skills Learner ProfileNamesLearningReadingWritingCommunication OralNumeracyLearner Group SkillLevelsCore Skill Levels of UnitsCore Skill Levels forWorkplaceCore Skill Levels forTrainingLLN Support RequiredGuidance:You are required to identify at least two resources that can support the LLN skill development ofthe target learners. Note these resources beside the relevant learner. Where no LLN supportresources are required, note N/ANameSupport Required(resources, specialist consultation, etc.)Document Created ByNamePositionOrganisationSignatureDateApproved ByNamePositionOrganisationSignatureDate Task 3 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 60 Compliant Learning Resources Seek and use advice from specialist LLN practitioners1. Source specialist LLN support for the program you are developing. List thedetails of two (2) LLN specialists. Draft an email to one (1) of the LLNspecialists you identified. Your email must be a request for training andassessment idea that can help support the LLN needs of your learning programparticipants.The LLN specialists you list below must be real LLN specialist from a realorganisation.Note that you do not have to contact the LLN specialist you sourced. Completethe table below to simulate the task with your trainer/assessor.Name/organisationname:Contact details:Source of information:Name/organisationname:Contact details:Source of information: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 61 Compliant Learning Resources 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.ToSubjectMessage 3. For the purposes of this assessment, this is the advice given to you by the LLNspecialists you accessed.You may consider running one session and then asking the participants if they are havingchallenges keeping up with the training. You may want to get their feedback in individualsessions so you could get more detailed feedback on their LLN challenges during thesession.Should they find the course too difficult, you will have to discuss with them the challengesthey will potentially encounter in the duration of the training, including the possibility of notbeing able to finish the course.Another option you may consider is to have team teaching delivery in sessions that mayrequire extra LLN assistance for your participants.Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4Note that the advice given to you must appear in your Learning Program. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 62 Compliant Learning Resources 4. Explain how you used the LLN advice to identify the LLN resources you willuse for your learners and learning program: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 63 Compliant Learning Resources Project 1 ChecklistAt the end of Project 1 you must have completed the following: Complete1. Work Role LLN Evaluation FormTAE40116 Project 1 WorkRoleLLNForm2. Training Needs Analysis Template 1Project 1 TNA13. Participant Feedback FormProject 1 -TNAFeedbackForm4. Task 4 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 64 Compliant Learning Resources Project 2 Design and Develop Learning Program 1 Project OverviewProject 2 requires you to develop a learning program for a group-based delivery thatmeets the needs of your organisation or client as described in the case study provided,based on the unit:BSBWOR203 Work effectively with othersThe learning program must be designed for the group of candidates identified in thecase 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 tochunk program content and sequence these chunks to ensure a safe, effective learningprogression.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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 65 Compliant Learning Resources Task 1 Steps to take:Use the Learning Program Plan Template provided on the following page todocument your completion of the following steps:1. Investigate the unit of competency and break the learning content intomanageable segments, and document the timeframe for each segment.Document your completion of this by preparing the Learning ProgramSchedule.2. Ensure that all unit requirements are addressed by the Learning Programand Learning Program Schedule by completing the Competency MappingTemplate provided on the following pages.3. Remember that you must document the Learning Plan in line withorganisational requirements by completing the Learning Plan template onthe following pages. You must also remember to follow the organisationalprotocols, policies and procedures, which have been provided to you in CaseStudy 1. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 66 Compliant Learning Resources WHS RequirementsWhen identifying WHS concerns for the training environment at BJI, refer to the photoprovided below. Consider all possible WHS concerns that must be considered in thistraining environment. You must identify two (2) in your Learning Program.Click here to access a high-resolution version of this photo.Resources and EquipmentIdentify at least three (3) resources and equipment needed for the training in anindustrial kitchen setting, be as specific as possible when listing sources for availableand required resources for the training.Training and Assessment Staff DetailsFor the purposes of Project 2, you can list yourself as the trainer and assessor for thislearning program, with qualifications in Certificate I in Hospitality and Certificate IV inTraining and Assessment.Program DurationThe allocated duration for delivering this program is three (3) weeks. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 67 Compliant Learning Resources Learning Program 1Plan your learning program using the learning program template below. You maydownload the template in Project file folder from the TAE40116 Design Cluster page inthe Inspire Hub. Guidance notes are provided within the template for your reference: Learning ProgramClient Training RequirementsClient NameContact DetailsContactNumberEmail AddressPurpose ofProgramDuration ofProgram(weeks)Number ofParticipantsTarget LearnerOverview andCharacteristicsList all the learnercharacteristics of thegroup. Be as detailedas possible.Training SpecificationsProgram TitleCode and Title ofUnit of CompetencyLicencingRequirementsPre-requisitesTraining VenueDelivery Mode/sUnits of CompetencyUnit CodeUnit TitleCore/Elective Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 68 Compliant Learning Resources Other Specification/s Included in the TrainingIdentify any specifications that will be included in the training, you can note how the training will becontextualised hereLearner Additional Support NeedsList any additional support needs learners might need for their training (e.g. Does the learner have adisability that might require reasonable adjustment during training/assessment?).Learner NameRemarksLearner LLN AnalysisLearner NamesLearningReadingWritingCommunication OralNumeracyMatilda JeffriesNorman HowardYon LeongRobert BentleyEri ToumaShintaro ToumaThomas FjelbondeSherry SantosOverall Learner GroupCore SkillsTraining LLN AnalysisGuidance: From your investigation into the content of the unit, suggest the core skill levelrequirements of the training. You may access the ACSF document to help in your determination ofthis. It can be found athttps://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docxLearningReadingWritingCommunication OralNumeracyCore SkillLevels of Work RoleOverall Core SkillLevels of UnitsOverall Core SkillsLevels of the TrainingLLN Support RequiredIf the learners require any LLN support list them here. Include details, if available, of any referrals tospecialists made.Learner NameSupport Required(resources, specialist consultation, etc.) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 69 Compliant Learning Resources Resources and EquipmentIdentify all the resources and equipment learners will need, to complete the training. Identify wherethe resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)Resources/Equipment AvailableSourceList here the resources that are already available for the training.Resources/Equipment RequiredSourceList here the resources that are not currently available and will need to be acquired for the training.WHS Requirements of the Training EnvironmentDescribe any WHS concerns for operating equipment or conducting training in the learningenvironment.Risk Control PlanYou can identify the Likelihood of Incident as either,Almost certainLikelyPossibleUnlikelyRareFor more information on these likelihood definitions please refer to the Incident Reporting RiskMatrix published by The University of Melbourne hereIncident Reporting Risk MatrixTrainingHazardsLikelihood ofIncidentPossible Severity of IncidentRisk Control PlanTraining and Assessment Staff DetailsNameRoleQualifications HeldTrainer Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 70 Compliant Learning Resources Assessor Support Staff Trainer Assessor Support Staff Document Created ByNamePositionOrganisationSignatureDateApproved ByNamePositionOrganisationSignatureDate Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 71 Compliant Learning Resources Learning Program Schedule and Competency MappingComplete the template provided to you on the following page. Use this template tocreate a schedule incorporating all the subject matter content from the unit ofcompetency. You may download the template in Project file folder from the TAE40116Design Cluster page in the Inspire Hub.Guidance:To ensure successful completion of this task, the Learning Program schedule youdesign must: Demonstrate the learning content broken into manageable segments, withallotted timeframes for each segment Demonstrate compliance to the agreed design options as outlined in theLearning ProgramFor your reference, below is an example of how to fill in the fields in the template: Learning Program ScheduleTo 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 thetraining for each session. Include all planned learning activities, resources, equipment andlearning outcomes for each session.ProgramTimeframeDateFrom:Date To:Duration (hrs)1200 hoursSession Schedule and Resources RequiredSessionNo.TimeSessionName &LearningOutcomeContentSummaryLearningActivitiesLearningResourcesEquipmentDeliveryMethod19:3010:30Introductionto FoodPreparationThe learnershould, bythe end ofthis session,be able toconfirm foodpreparationrequirements, identify theappropriateknives to usefor specifictasks,prepare fooditems usingknives, andconfirm thecleanliness ofLearner willbe guidedthrough theprocess ofconfirmingfood preprequirements, identifyingtheappropriateknives to usefor specifictasks,preparingfood itemsusing knives,andconfirmingthecleanlinessofequipmentbefore use.Food prepdemonstration usingknivesHandoutsKnife setGuidedfacilitation Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 72 Compliant Learning Resources equipmentbefore use. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 73 Compliant Learning Resources Learning Program ScheduleTo 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 includea brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for eachsession. The first row has been completed as guidance.Program TimeframeDate From:Date To:Duration (hrs)Session Schedule and Resources RequiredSessionNo.TimeSession Name &LearningOutcome/sContent SummaryActivities LearningResources LearningEquipmentDelivery Method Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 74 Compliant Learning Resources Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 75 Compliant Learning Resources Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the sessions in yourlearning program schedule that will address each unit requirement. For example, if PC1.1, will be covered in sessions 1 and 2, tickthe boxes corresponding to sessions 1 and 2. ALL requirements must be addressed in the competency map. Session Competency MappingUnit CodeElement /Performance CriteriaSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionBSBWOR203PC 1.1 Identify own responsibilities and duties inrelation to workgroup members and undertakeactivities in a manner that promotes cooperation andgood relationshipsPC 1.2 Take time and resource constraints intoaccount in fulfilling work requirements of self andothersPC 1.3 Encourage, acknowledge and act onconstructive feedback provided by others in theworkgroupPC 2.1 Provide support to team members to ensureworkgroup goals are metPC 2.2 Contribute constructively to workgroup goalsand tasks according to organisational requirementsPC 2.3 Share information relevant to work withworkgroup to ensure designated goals ae metPC 2.4 Identify and plan strategies/opportunities forimprovement of workgroup in liaison withworkgroup Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 76 Compliant Learning Resources PC 3.1 Respect differences in personal values andbeliefs and their importance in the development ofrelationshipsPC 3.2 Identify and linguistic and cultural differencesin communication styles and respond appropriatelyPC 3.3 Identify issues, problems and conflictencountered In the workplacePC 3.4 Seek assistance from workgroup memberswhen issues, problems and conflict arise and suggestpossible ways of dealing with them as appropriate orrefer them to the appropriate person Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 77 Compliant Learning Resources Assessment RequirementsLegend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance CriteriaThe first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.Unit CodePEKEPCAssessment MethodsLocationAssessment ToolsAssessment Resources(equipment, etc.)BSBWOR2031Observation in simulated workenvironmentBJI TrainingCentre observationchecklist assessor guide instructions tocandidates andassessorsBlenders, Food Processors,Graters, Knife SharpeningEquipment, Knives, MandolinSlicers, Measures, Mouli,Peelers, Corers or Slicers,Planetary Mixers, Scales,Thermometers, Whisks2.1Choose an item.2.2Choose an item.2.3Choose an item.2.4Choose an item.2.5Choose an item.3Choose an item.1Choose an item.2Choose an item.3Choose an item.1.1Choose an item. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 78 Compliant Learning Resources 1.2Choose an item.1.3Choose an item.2.1Choose an item.2.2Choose an item.2.3Choose an item.2.4Choose an item.3.1Choose an item.3.2Choose an item.3.3Choose an item.3.4Choose an item. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 79 Compliant Learning Resources Supplementary Task 1 Learning Program ResourcesSource and review at least two (2) available learning resources from any of thefollowing: 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 tothe learning program you are developing. List the filenames of the two (2) learningresources you are submitting and where you have sourced them in the table below: Learning ResourcesSourcesa.b. 2. Explain how the learning resources youve selected are relevant to the learningprogram you are developing. Also, describe the overall quality of the resources, i.e.currency and reliability. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 80 Compliant Learning Resources 3. Customise the learning resources.You must customise the two (2) learning resources to the LLN needs of yourparticipants. Consider the following advice: Advice 1Simplify the vocabulary used in your learning materials. Advice 2Use visual guides or images for your client. To complete this task, you must customise one (1) learning resource according toone (1) advice given above. For example, you chose to customise LearningResource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.In the table below identify which learning resource you will be customisingaccording to which advice. Learning ResourceAdvice1.2. Once complete you must submit both the original and customised learningresource using the following filenames:TAE40116 Project2 LearningResource1TAE40116 Project2 LearningResource2TAE40116 Project2 ContextLR1TAE40116 Project2 ContextLR2 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 81 Compliant Learning Resources Supplementary Task 2 Confirm Delivery StrategiesTo 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 canbe the same volunteer in Project 1.You must walk the client (volunteer) through the competency standards (or othertraining specifications the learning program is based on), delivery strategies, requiredassessment methods and tools that you identified in the Learning Program andLearning Program Schedule and Competency Map. You must also provide the clientwith appropriate advice regarding the assessment requirements for the competencystandard.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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 82 Compliant Learning Resources Supplementary Task 2: Marking Result FormThis form is for you to complete. For a satisfactory result, the candidates audiorecording of their confirmation session with the client (volunteer) meets all the criteriaoutlined below. A separate copy of the form must be completed. This can be accessedhere.Once completed, sign and date the declaration field at the end of the form. Project 2 Supplementary Task 2: Marking Result FormLegend:For each statement select,S Satisfactory, if the candidate has satisfactorily met the assessment criteria belowNYS Not yet satisfactory, if the candidate has not yet satisfactorily met the assessmentcriteria belowOnce completed, sign and date the Assessor Declaration section at the end of the form.Assessment CriteriaSNYS1. The candidate confirmed the delivery strategies with the client(volunteer).2. The candidate confirmed the required assessment methods and toolswith 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 trainingspecifications the learning program is based on.5. The candidate provided the client with appropriate advice on theassessment requirements for the unit of competency the learners willbe assessed against.The candidate used appropriate communication techniques toprovide and elicit information from the client, confirm theirunderstanding of the assessment requirements and communicateconclusions with them.Assessor DeclarationBy affixing my signature below, I am declaring that this document is a true and accuraterecord of the candidates performance.Assessor Name:Assessors Signature:Date: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 83 Compliant Learning Resources Project 2 ChecklistAt the end of Project 2 you must have completed the following: Completed1. Learning Program 12. Learning Program Schedule and Competency Mapping3. Supplementary Task 14. Learning ResourcesTAE40116 Project2 LearningResource1TAE40116 Project2 LearningResource2TAE40116 Project2 ContextLR1TAE40116 Project2 ContextLR25. Confirmation Session Audio RecordingTAE40116 Project2 ConfirmationSession Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 84 Compliant Learning Resources Project 3 Evaluate Learning Program Project OverviewThis project requires you to review the complete program with key stakeholdersto find areas for improvement and make the adjustments as required. To ensuresuccessful completion of this project, follow the steps below and complete theevaluation 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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 85 Compliant Learning Resources Step 1To complete this Project, you will need one (1) volunteer to play the part of your keystakeholder. 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 andAssessment. Write their name and contact information below. NameContact NumberEmail Address Your volunteer must be briefed about the details of the completed learning programbefore proceeding with the task. You can provide them a copy of the Learning Plan,the Competency Map, Learning Program Schedule, and other relevant documents thatwill 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 confirmationpurposes.You must submit an audio recording of your review of the learning program with yourkey 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. Oncecomplete submit your audio recording using the filename:TAE40116 Project3 Evaluation Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 86 Compliant Learning Resources Step 2Review your completed learning program with your trainer/assessor by sending theman email.Send your trainer/assessor a copy of the Learning Program. Make sure to seekfeedback on the learning support you have included in the program. Send a copy ofyour Learning Program, Learning Program Schedule and Competency Map along withyour email.To complete this part of the project you must post a screenshot of your assessorsresponse here. Screenshot Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 87 Compliant Learning Resources Step 3Adjust your Learning Program, if necessary.Look at the feedback you received from your key stakeholders and determine if youneed 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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 88 Compliant Learning Resources Project 3 ChecklistAt the end of Project 3 you must have completed the following: Completed1. Step 12. Evaluation Session Audio RecordingTAE40116 Project3 Evaluation3. Step 24. Step 3 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 89 Compliant Learning Resources Case Study 2 Housekeeping Assistant Training Case Study 2 provides you with a detailed scenario and all the information you willrequire to complete Project 4: Conduct a training needs analysis 2 SCENARIOBest Jobs Incorporated (BJI) was very pleased with the training program you havecreated for their Catering Assistant participants, and has also approached ManPower Training Services (MPTS) to create the training program for theirHousekeeping Assistant Group.Youve been assigned to create the said program for BJI. Your task is to design aplan that will provide participants the necessary qualifications to apply for an entrylevel position as housekeeping assistants.BJI is looking to train eight (8) candidates in line with nationally recognisedstandards 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, thefollowing units must be included in the course, and must be grouped together inone learning program:SITXCCS001 Provide customer information and assistanceandBSBWOR203 Work effectively with othersThis will allow participants from the Catering Assistant Training Group join thesessions without having to take units only specific to the training for housekeepingassistants.The training can be held at BJIs training centre which has all the necessaryresources to conduct the training and assessment. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 90 Compliant Learning Resources Note the following candidate information:1. Vicky SheokeenVicky is born and raised in India. He moved with his brother, Kapil toAustralia to work as housekeeping assistants for a local hotel run by theiruncle. Vicky still requires assistance in understanding written and spokenEnglish.2. Kapil SachdevaKapil is Vickys brother, and is also born and raised in India. They movedtogether to work as housekeeping assistants for local hotel run by theiruncle. Like Vicky, Kapil also still requires assistance in understandingwritten and spoken English.3. Juan PedroJuan Pedro is a Filipino student in Australia looking for a part time job as ahousekeeping assistant while completing his studies. English is his secondlanguage.4. Jiyoon JeongJiyoon is born and raised in Korea. She has been staying in Australia for thepast year as a full-time student, learning English as second language. HerEnglish reading and writing skills are sufficient to complete the training;however, she still struggles a bit with her English listening and speakingskills and still requires an English dictionary handy. She wants to work ashousekeeping assistant.5. Eunji ParkEunji is born and raised in Korea but is attending her 3rd year in universityin Australia. English is her second language. She is comfortable withreading and writing in English but sometimes has trouble when conversingwith others. She will be taking a year off from school and wants to work ashousekeeping assistant during this period.6. Adam MartinAdam Martin just finished high school in Australia and is looking to workas a housekeeping assistant before pursuing higher education. He has nothad any formal vocational training.7. Stella ChapmanStella Chapman completed a couple of freshman units at a local universitystudying culinary arts before giving birth to her first child. She wants towork part time as a housekeeping assistant.8. Betty ChristopherBetty Christopher is a catering assistant and would like to expand her skillsby completing the housekeeping assistant training too. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 91 Compliant Learning Resources Other requirements of the client: Must be based on a current certificate 1 qualification and currentunits 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 BJIs Workplace Health and SafetyPolicy located here:BJI Workplace Health and Safety Policy(Username: learner Password: studyhard) Must reflect the results of the results of the LLN Assessments conductedby BJI and MPTS for the clients. NamesLearningReadingWritingCommunication OralNumeracyVicky Sheokeen21122Kapil Sachdeva21123Juan Pedro33333Jiyoon Jeong42232Eunji Park43323Adam Martin43333Stella Chapman33333Betty Cristopher44333 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 92 Compliant Learning Resources Project 4 Training Needs Analysis 2 Project OverviewThis project requires you to conduct and record a Training Needs Analysis (TNA)on BJIs training requirements described in the case study scenario provided. Toensure 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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 93 Compliant Learning Resources Task 1 Determine the Work Role LLN Requirements of the training.Using the job description and Work Role LLN Evaluation Form provided in thelinks below, determine the Work Role LLN levels required for the housekeepingassistant 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 fieldsfor Reading ACSF Level 1, 3 5 from the template before submission. The samecan be done for the other Foundation Skills.Once complete, save the Work Role LLN Evaluation Form as:TAE40116 Project 4 WorkRoleLLNFormWork Role LLN Evaluation Form(Username: learner Password: studyhard) Confirm the training and assessment needs with the clientTo complete this task, you will need a volunteer to play the role of your client. Theymust 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 detailsoutlined in the TNA draft. You must: Advise the client of the training package, qualification and/oraccredited course selected to meet their training needs Advise the candidate of the elective units, skill sets or accreditedmodules selected for the program, and provide your reasons forselecting them.Your client (volunteer) must complete the TNA Participant Feedback Form. Beforebeginning your session with the client (volunteer) you must brief them on the detailsof the session. You must also provide them with the candidate instructions andParticipant Feedback Form, which can be accessed through this link:Project Brief and Participant Feedback Form(Username: learner Password: studyhard) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 94 Compliant Learning Resources You must review the Participant Feedback Form before completing the task to getan idea of what you must do during the session.After completing the task, you must sign the Document Created By field as atrainer/assessor from MPTS, while your client (volunteer) must sign the ApprovedBy field as a representative of Best Jobs Incorporated. Note that both signaturesmust be hand signed, print off the page that requires your signatures and scan themfor submission.Note, that during this activity, you will also be assessed for your oral communicationskills. 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 buildsand maintains understanding and rapport with the client Save the candidates (volunteers) completed Participant Feedback Form usingthe filename:Project 4 -TNAFeedbackForm Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 95 Compliant Learning Resources TNA Participant Feedback FormLegend: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 belowOnce completed, sign and date the Declaration section at the end of the form. Note that youmust include your contact details, the assessor may contact you to confirm your responses.Assessment CriteriaYN1. Did the candidate clearly identify your characteristics?2. Did the candidate confirm your training needs?3. Did the candidate use simple and understandable language whenproviding you information?4. Did the candidate use simple and understandable language whenasking you questions, asking for your opinions or confirming yourunderstanding during the session?5. Did the candidate use simple and clear language when confirmingyour understanding of the training requirements during thesession?6. Did the candidate confirm their plans and required outcomes of thetraining with you?7. Did the candidate successfully source information relevant to yourtraining needs?8. Did the candidate successfully analyse and interpret informationthat was relevant to your needs?9. Did the candidate was able to demonstrate the following duringyour conversation active listening adequate comprehension appropriate use of grammar, vocabulary and pronunciationwhen asking for information or coming to conclusions about yourneeds?10. Did the candidate use language that demonstrated culturalsensitivity and helped build understanding between you? Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 96 Compliant Learning Resources 11. Did the candidate identify and respond to problems andopportunities for improvement during their session with you andconsidered different approaches to solve them?DeclarationBy affixing my signature below, I am declaring that this document is a true and accuraterecord of the candidates performance. I declare that the name and contact information Istate below are my own (not the name assigned to me during the role-play session).Clients Name:Clients Signature:Contact Details:Date: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 97 Compliant Learning Resources Task 2 Draft your Training Needs AnalysisThis project requires you to conduct and document a Training Needs Analysis (TNA)of the training requirements described in the case study scenario provided. Draftyour TNA using the template provided below. Remember consider MPTSs qualityassurance policies and procedures when completing your TNA. These were providedfor you in the Case Study.Training Needs Analysis Template 2(Username: learner Password: studyhard)1. Identify and source the training package, qualification and/or accreditedcourse that will satisfy your clients needs.2. Read and interpret the qualification framework and packaging rules of thequalification.3. Determine and review the following: licensing requirements prerequisites applicable to the training suitable electives that meet your clients needs and job roles4. Select a skill set, individual unit, or accredited module. Read, analyse, andinterpret the unit or accredited module to determine if it meets the clientsneeds.5. Read and interpret the assessment information of the chosen trainingpackage or accredited course.6. Once complete, save your TNA Draft. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 98 Compliant Learning Resources Project 4 ChecklistAt the end of Project 4 you should have completed the following: Completed1. Work Role LLN Evaluation FormTAE40116 Project 4 WorkRoleLLNForm2. Training Needs Analysis Template 2Project 4 TNA23. Participant Feedback FormProject 4 -TNAFeedbackForm Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 99 Compliant Learning Resources Case Study 3 Cascade Peak Training Institute Case Study 3 provides you with a detailed scenario and all the information you willrequire to complete Project 5: Design and Develop Learning Program 2 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 100 Compliant Learning Resources SCENARIOCascade Peak Performance Training Institute (CPPTI)You are working as a Trainer and Assessor for Cascade Peak Performance TrainingInstitute. The manager from Adventure Events Marketing (AEM) has contacted youand asked you to develop a learning program for the unit BSBCMM401 Make aPresentation for eight (8) of their staff. They want to ensure that their staff take astandard 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 WhiteboardYou 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 thetarget 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 consultantand recently transferred to the Training team.3. Sei Leong Just arrived from Hong Kong to join AEM Marketing Team withextensive experience in event sales and management. English is her second language. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 101 Compliant Learning Resources 4. Jerry Hiva Sales Supervisor in AEMs contact centre for 1 year and would liketo develop within the organisation to become the contact centremanager.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-yearinternship program English is her second language.8. Sam Yang A visiting intern from Vietnam and is on her second of a three-yearinternship program English is his second language.Neville also advised that AEMs specialist LLN practitioner has appraised the unitand 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 locatedhere:AEM Workplace Health and Safety Policy(Username: learner Password: studyhard) The training must be conducted in a 2-day workshop with theassessment tasks to be built into the workshop. AEM does not currently have any existing learning program resourcesyou can use for this training.ACSF LevelUnit/element Learning Reading Writing Oral NumeracyBSBCMM401 4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 3.09 3.10 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 102 Compliant Learning Resources The Work Role LLN Evaluation fields in this learning program can beleft empty as the participants are a mixed group with different workroles. When determining the Core Skills Level of the Training, followthe Core Skill Levels of the Unit. BJI has already conducted LLN Evaluations of the candidates theresults are provided for you below. Learner NamesLearningReadingWritingOralCommunicationNumeracyHenry Lock44444Joanne Bontley34443Sei Leong34444Jerry Hiva44444Tom Crockett24443Abigail Ciscar34444Minh Liu44444Sam Yang44444 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 103 Compliant Learning Resources Project 5 Design and Develop Learning Program 2 Project OverviewProject 5 requires you to develop a learning program for a group-based delivery thatmeets the needs of your organisation or client as described in the case studyprovided, based on the unit:BSBCMM401 Make a presentationThe learning program must be designed for the group of candidates identified in thecase study.The learning program must be comprehensive enough to allow your assessor to seeyour 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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 104 Compliant Learning Resources Task 1 Steps to take:Use the Learning Program Plan Template provided on the following page todocument your completion of the following steps:1. Investigate the unit of competency and break the learning content intomanageable segments, and document the timeframe for each segment.Document your completion of this by preparing the Learning ProgramSchedule.2. Ensure that all unit requirements are addressed by the Learning Programand Learning Program Schedule by completing the Competency MappingTemplate provided on the following pages.3. Note that you must contextualise the unit of competency to thespecifications of the training. Remember to use the information from theclient and contextualisation advice from the training package developer,both are provided for you in Case Study 3. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 105 Compliant Learning Resources Learning Program 2Plan your learning program using the learning program template below. You maydownload the template in Project file folder from the TAE40116 Design Cluster page inthe Inspire Hub. Guidance notes are provided within the template for your reference: Learning ProgramClient Training RequirementsClient NameContact DetailsContactNumberEmailAddressPurpose ofProgramDuration ofProgram(weeks)Number ofParticipantsTarget LearnerOverview andCharacteristicsList all the learnercharacteristics of thegroup. Be as detailedas possible.Training SpecificationsProgram TitleCode and Title ofUnit of CompetencyLicencingRequirementsPre-requisitesTraining VenueDelivery Mode/sUnits of CompetencyUnit CodeUnit TitleCore/ElectiveChoose an itemOther Specification/s Included in the TrainingIdentify any specifications that will be included in the training, you can note how the training willbe contextualised here. Note that when contextualising the training consider the informationprovided to you by the client and consider any contextualisation advice produced by the trainingpackage developer. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 106 Compliant Learning Resources Learner Additional Support NeedsList any additional support needs learners might need for their training (e.g. Does the learnerhave a disability that might require reasonable adjustment during training/assessment?).Learner NameRemarksLearner LLN AnalysisLearner NamesLearningReadingWritingCommunication OralNumeracyHenry LockJoanne BontleySei LeongJerry HivaTom CrockettAbigail CiscarMinh LiuSam YangOverall Learner GroupCore SkillsTraining LLN AnalysisGuidance: From your investigation into the content of the two units, suggest the core skill levelrequirements of the training. You may access the ACSF document to help in your determination ofthis. It can be found athttps://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docxLearningReadingWritingCommunication OralNumeracyCore SkillLevels of Work RoleOverall Core SkillLevels of UnitsOverall Core SkillLevels of the TrainingLLN Support RequiredIf the learners require any LLN support list them here. Include details, if available, of anyreferrals to specialists made.Learner NameSupport Required(resources, specialist consultation, etc.) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 107 Compliant Learning Resources Resources and EquipmentIdentify all the resources and equipment learners will need, to complete the training. Identifywhere the resources/equipment will be sourced (e.g. purchased online, available in trainingvenue, etc.)Resources/Equipment AvailableSourceList here the resources that are already available for the training.Resources/Equipment AvailableSourceList here the resources that are not currently available and will need to be acquired for the training.WHS Requirements of the Training EnvironmentIdentify all the resources and equipment learners will need, to complete the training. Identify wherethe 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 foryour records. In the table below, record identified hazards and potential risks, and provide a riskcontrol plan. You must identify at least three (3) training hazards based on the photo below.Risk Control PlanYou can identify the Likelihood of Incident as either,Almost certain Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 108 Compliant Learning Resources LikelyPossibleUnlikelyRareFor more information on these likelihood definitions please refer to the Incident Reporting RiskMatrix published by The University of Melbourne hereIncident Reporting Risk MatrixTrainingHazardsLikelihoodofIncidentPossible Severity ofIncidentRisk ControlPlanTraining and Assessment Staff DetailsNameRoleQualifications HeldTrainer Assessor Support Staff Trainer Assessor Support Staff Document Created ByNamePositionOrganisationSignatureDateApproved ByNamePositionOrganisationSignatureDate Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 109 Compliant Learning Resources Learning Program Schedule & Competency MappingComplete the template provided to you on the following page. Use this template to create a schedule incorporating all the subjectmatter content from the unit of competency. You may download the template in Project file folder from the TAE40116 Design Clusterpage 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 Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 110 Compliant Learning Resources For your reference, below is an example of how to fill in the fields in the template: Learning Program ScheduleTo 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 abrief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.Program TimeframeDate From:Date To:Duration (hrs)1200 hoursSession Schedule and Resources RequiredSession No.TimeSession Name &Learning OutcomeContent SummaryActivities LearningResources LearningEquipmentDelivery Method19:30 10:30Introduction to Food PreparationThe learner should, by the end of thissession, be able to confirm foodpreparation requirements, identify theappropriate knives to use for specifictasks, prepare food items using knives,and confirm the cleanliness ofequipment before use.Learner will be guided throughthe process of confirming foodprep requirements, identifyingthe appropriate knives to usefor specific tasks, preparingfood items using knives, andconfirming the cleanliness ofequipment before use.Food prepdemonstrationusing knivesHandoutsKnife setGuidedfacilitation Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 111 Compliant Learning Resources Learning Program ScheduleTo 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 includea brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for eachsession. The first row has been completed as guidance.Program TimeframeDate From:Date To:Duration (hrs)Session Schedule and Resources RequiredSessionNo.TimeSession Name &LearningOutcome/sContent SummaryActivities LearningResources LearningEquipmentDelivery Method Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 112 Compliant Learning Resources Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 113 Compliant Learning Resources Mapping: TAEDES401 PE1 (p)Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the sessions in yourLearning Program Schedule that will address each unit requirement. For example, if PC1.1, will be covered in Sessions 1 and 2, tickthe 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 MappingTo 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 tworows have been filled for guidance.Unit CodeElement /Performance CriteriaSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSessionSession Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 114 Compliant Learning Resources Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 115 Compliant Learning Resources Assessment RequirementsLegend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance ConditionsThe first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.UnitCodePEKEPCAssessment MethodsLocationAssessment ToolsAssessment 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. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 116 Compliant Learning Resources Choose an item.Choose an item.Choose an item.Choose an item.Choose an item.Choose an item.Choose an item. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 117 Compliant Learning Resources Supplementary Task 1 Compare Training Packages1. Compare the current BSB Training Package to its superseded version ontraining.gov.au. Identify at least three (3) changes that have been made to theTraining Package. List these changes below.2. Look at BSBCMM401 and compare it to its superseded equivalent. Identify at leastthree (3) changes that have been made to the unit of competency. List thesechanges below.3. After comparing the current and superseded units, determine if you need to makechanges 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 LPv2.0You can access a copy of the Learning Program Template here:Learning Program Template(Username: learner Password: studyhard) Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 118 Compliant Learning Resources Supplementary Knowledge Questions 1. List two (2) examples of critical LLN skills essential to workplaceperformance 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 forNumeracy. In the Details column, write specific tasks demonstrating the skills In the Workplace Application column, explain how the skill relatesto the workplaceLLN Skill Details Workplace ApplicationLLNSkill Details Workplace Application Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 119 Compliant Learning Resources 2. List two (2) examples of cultural sensitivities and two (2) examples of socialsensitivities relevant to communicating with individuals who are identifiedas requiring LLN support:2.1 Cultural sensitivitiesi.ii.2.2 Social sensitivitiesi.ii. Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 120 Compliant Learning Resources 3. Explain two examples of techniques you use for evaluating your owntraining and assessment practice3.1 Technique 1:3.2 Technique 2: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 121 Compliant Learning Resources 4. Identify possible sources of resources, strategies and LLN support in yourown 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 ResourcesSource:Procedures:Source:Procedures: Learning StrategiesSource:Procedures:Source:Procedures: LLN SupportSource:Procedures:Source:Procedures: Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 122 Compliant Learning Resources Project 5 ChecklistAt the end of Project 5 you should have completed the following: Completed1. Learning Program 22. Learning Program Schedule and Competency Mapping3. Supplementary Task 14. Supplementary Knowledge Questions Assessment Workbook 1Version No.1.11 Produced 19 February 2020Page 123 Compliant Learning Resources WORKBOOK CHECKLIST When you have completed assessing the assessment workbook, review thecandidates submission against the checklist below:The candidate has completed all the assessments in the workbookand has submitted all of the required evidence:Knowledge AssessmentCase StudiesCase Study 1 Catering Assistant TrainingProject 1 Conduct training needs analysis 1Project 2 Design and develop learning plan 1Project 3 Evaluate Learning ProgramCase Study 2 Housekeeping Assistant TrainingProject 4 Conduct training needs analysis 2Case Study 3 Cascade Peak Performance Training InstituteProject 5 Design and develop learning plan 2IMPORTANT REMINDERCandidates must achieve a satisfactory result to ALL assessment tasksto be awarded COMPETENT for the units relevant to this cluster.To award the candidate competent in the units relevant to this subject, the candidatemust successfully complete all the requirements listed above according to theprescribed benchmarks. 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