iLearn eCollege - TAEDES401/402 Learning Program Design Case Studies

This assignment is a comprehensive case study designed to assess the student's ability to design and develop learning programs, specifically focusing on the BSB30415 Certificate III in Business Administration. The task involves analyzing a scenario where a company, Sample Accounting, requires a training program for its employees. The assignment is divided into several parts, including identifying the course packaging rules, selecting appropriate units of competency, integrating selected units, researching contextualization guidelines from the training package developer, and finally, contextualizing specific performance criteria within the chosen units to meet the needs of the trainees based on their job descriptions. The student is required to justify their choices and demonstrate an understanding of how to apply the principles of training package design in a practical context, ensuring the integrity and relevance of the learning program.

TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
TAEDES401 Design and develop learning programs
&
TAEDES402 Use training packages and accredited courses to meet
client needs
Designing Learning Programs
Case Studies Task
Learner Declaration
Important Instruction
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
You will need to complete this learner declaration before we can assess your work.
You will also need to update the date every time you need to resubmit your work.
You do not need to print this page and sign by hand – typing your name in
the signature field is considered equivalent to a signature. However, bear in
mind that this only applies to you – the student. Where you require documents to be
signed by other people, they will need to be hand signed.
Learner Declaration
 I declare that no part of this assessment is identical or has been copied from
another person’s work, except for where I have referenced external sources.
 I declare that no part of this assessment has been written for me by another
person.
 I understand that by typing my full name in the student signature field this is
equivalent to a hand-written signature.
Student full
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Case Studies Task Instructions
How to get started – For each question, you must record your written response in the
space provided. Before you start answering questions, we suggest you attempt and
complete the Written Questions Task. Case studies give you an opportunity to apply
skills and knowledge you have learnt while completing the written questions.
While you might be able to find information online that can help you response to
the case studies below, your responses will need to be in your own words. These case
studies are unique to iLearn eCollege, so there won’t be any external sources of
information that can give you answers to these specific questions.
If you are unsure of the requirements of a question, contact a trainer using the
online Discussion Boards, by sending us an email, or by giving us a call:
Discussion Boards are available through the website by logging into your student
account:
http://ilearnonline.talentlms.com/
Email queries can be sent at any time to this email:
[e-mail]
For phone queries, you can call this number between 9 AM and 5 PM, Monday to
Friday, Queensland time:
1300 737 006
Now let’s get started…
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Case Study One
Scenario: Sample Accounting would like fifty (50) of their trainees to be enrolled into a
qualification that comes from the BSB Training Package, the BSB30415 Certificate III in
Business Administration. While each trainee's job may vary slightly based on the site
they are employed in, they are all given the same role description (see below). You will
be required to develop a suitable course structure for this target group.
Business Administration Trainee – Role Description
Core duties include:
• Answering phone calls
• Booking appointments
• Customer service and liaising with
clients
• Data entry relating to sales and
client management
• Processing sales
• Ordering and restocking office
equipment and stationery
• Preparation of letters, memos and
other documentation as required
• Basic housekeeping
Desirable skills and characteristics
include:
• Ability to work as a team-member
and as an individual
• Ability to use initiative and
judgement
• Positive attitude
• Well organised and able to
complete tasks in a timely manner
• Follows directions and asks
questions where clarification is
required
• Good writing and problem-solving
skills
• Ability to effectively communicate
• Ability to operate basic office
equipment such as computers,
copiers, calculators, printers
Part 1: Identify the course packaging rules
Task: Complete the table by listing the full packaging rules for the BSB30415
Certificate III in Business Administration.
You can source this information from https://training.gov.au/Home/Tga
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Details
Total number of
units:
13
Number of core
units:
2 ( BSBITU307 Develop keyboarding speed and accuracy,
BSBWHS201 Contribute to health and safety of self and others)
How many elective
units must be from
Group A?
7
Remaining
packaging rule
requirements:
There are 11 elective units
4 elective units may be selected from the Group A or Group B elective
units listed below, or any currently endorsed Training Package or
accredited course at the same qualification level
if not listed below, 2 of the electives units may be selected from a
Certificate II or Certificate IV qualification.
Elective units must be relevant to the work environment and the
qualification, maintain the integrity of the AQF alignment and contribute to
a valid, industry-supported vocational outcome
.
Hint:
It is actually quite important to not reword information taken from
www.training.gov.au – it is acceptable to copy and paste for questions asking
for information from this source, particularly for the remaining packaging rule
requirements.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Part 2: Select units of competency
Task: Complete the table by following the packaging rules to select elective
units of competency for the BSB30415 Certificate III in Business
Administration.
When selecting the units of competency, remember to:
• Select elective units of competency which comply with the packaging rules
• Identify whether the elective units are from Group A, Group B, or Imported
• Select enough units to satisfy the number of elective units required in this
qualification
• Justify why you selected each elective unit. Reflect on the job description, and
general skills/knowledge gained from the specified unit of competency. How
is each unit you selected relevant to the role described in the position
description in the scenario?
Unit code and
title
Group A/
Group B/
Import
Justify as per the instructions above
1
BSBITU313 Design
and produce digital
text documents.
Group A This unit would be helpful to the trainee for
the preparation of various documents such
as memos & other business documents
which is a key skill in the given job
description and would be performed on a
computer only.
2
BSBITU314 Design
and produce
spreadsheets
Group A Data entry related to client management,
sales would typically be maintained through
spreadsheet. Same is also true for inventory
records. As a result, the designing of
spreadsheet is of pivotal importance.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
3
. BSBITU306
Design and
produce business
documents
Group A A key skill for the given target group is the
presence of writing skills as various letters,
memo and business documents would need
to be prepared. This course would be helpful
with regards to the professional language,
design and formatting to be used.
4
BSBITU309
Produce desktop
published
documents
Group A This unit would be helpful in documentation
along with providing support to the sales
team besides managing the queries of the
client.
5
BSBWRT301 Write
simple documents
Group A Writing skills are a key part of the given job
description and therefore the basics of
various pivotal documents and the subtle
differences would be covered under this
unit. .
6
BSBADM307
Organise
schedules
Group A This unit would be quite helpful in making
appointments based on the availability of
personnel and organisational needs. This is
a pivotal aspect of the job description of the
target group.
7
BSBITU312 Create
electronic
presentations
Group A This would be helpful in documentation
along with providing support to sales team.
Additionally, electronic presentation would
be helpful in enhancing the overall
communication with the desired
stakeholder.
8
BSBADM302
Produce texts from
notes
Group B This would be useful for understanding the
organisational requirements with regards to
style, design, format. As a result, it is pivotal
in ensuring that documentation is done as
per the prescribed guidelines and stored
appropriately.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
9
BSBCMM301
Process customer
complaints
Group B A core duty of the target group is to liaison
with the clients and providing customer
service. A pivotal aspect of the customer
service is to process the customer
complaints satisfactorily in a time bound
manner. The given unit provides the needed
skills in this regards.
10
BSBCUS301
Deliver and
monitor a service
to customers
Group B This unit is helpful in ensuring that quality
service is provided to customer in a time
bound manner. This would lead to lower
customer complaints and hence lead to
greater customer satisfaction which is
pivotal for organisations to succeed.
11
BSBWOR204 Use
business
technology
Group B It allows the target group to become aware
of the technological requirements of the
business/organisation besides gaining
requisite knowledge regarding software
applications and other gadgets that are
used. This is a key enabler as core functions
are achieved through technological aids
only.
Hint: Your justification should be in your own words and should relate the content
of the unit to the Role Description above. The Unit Application is not a
justification.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Part 3: Integrating units of competency
Task: Explain how two units of competency you’ve selected from part 2 could
be integrated.
After analysing and selecting the elective units, Sample Accounting would like you to
integrate two (2) of the units listed in Part 2 to reduce the trainees’ work load. In the
table below:
• Select two (2) elective units of competency which could be suitable for
integration; and
• Explain why it would be appropriate to link the selected units. Provide
examples of similar competency standards to support your reasoning.
Unit code and title Explanation and example
1
BSBITU313 Design and
produce digital text
documents.
A key performance element that overlaps in the two
unit relates to designing of documents which is
invariably carried out digitally only. Also, performance
criterion regarding production of documents is also a
common aspect between the two units. As a result,
the key knowledge that is being imparted in both units
overlaps as digital document design and production
related skills are imparted. For instance, how a memo
or report can be formatted, designed, produced using
tools such as Microsoft Word would fall within the
ambit of both the units thereby allowing the two units
to merge.
2
BSBITU306 Design and
produce business
documents
Hint:
Consider performance criteria, performance evidence and knowledge
evidence in your examples – see if you can find examples that are similar
between the two units – they don’t have to be identical. Don’t just rely on the
overall topic of the units matching up – unit titles can be misleading.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Part 4: Research contextualisation guidelines of the
training package developer
Task: Relay the contextualisation advice provided by the training package
developer of the BSB30415 Certificate III in Business Administration.
Conduct research and copy and paste the information into the text box below:
RTOs may contextualise units of competency to reflect local skill needs.
Contextualisation could involve additions or amendments to the unit of competency
to suit particular delivery methods, learner profiles, or specific enterprise
requirements. Any contextualisation must ensure the integrity of the outcome of the
unit of competency is maintained. Industry requirements, as described in training or
job specifications, can be used to contextualise a unit of competency
Hint:
These guidelines can be found in the Implementation Guide for the BSB
Business Services Training Package. A link can be found on the BSB30415
Certificate III in Business Administration website. Ensure you consult the
latest version of the Implementation Guide.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
Part 5: Contextualise units of competency
Task: Based on the two (2) units in Part 3, describe how you can contextualise
or customise three (3) different performance criteria within each unit of
competency to meet the needs of the trainees.
Remember to ensure you are:
• Complying with the training package contextualisation guidelines; and
• Complying with suggestions made by the stakeholder (Job Description)
Unit code and
title Performance criteria Contextualisation example
1
BSBITU313 Design
and produce digital
text documents.
1.2 Ensure workspace meets organisational
requirements related to work health and safety, and
energy and resource conservation, taking into
account the type of digital device to be used
It needs to be ensured that
housekeeping ought to be done
so as to ensure that the various
equipments and digital tools tend
to function properly without any
loss of efficiency.
2.5 Insert and format visual elements (including, for
example, images or icons) to meet organisational
and task requirements for style and layout
Based on the customer
requirement along with the
requirement of organisational
staff, the documents need to be
revised using suitable visual
elements.
3.4 Name and store document, in accordance with
organisational requirements and exit application
without information loss/damage
Data with regards to client and
sales should be organised
systematically so that this can be
readily retrieved. Also suitable
backup for these records must
exist.
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TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to meet client needs
2
BSBITU306 Design
and produce
business
documents
1.1 Select and use appropriate technology and
software applications to produce required business
documents
Efforts should be undertaken to
use technological aids for the
preparation of requisite business
documents so as to save
resources on these.
3.4 Use manuals, training booklets and/or help-
desks to overcome basic difficulties with document
design and production
It is essential to be organised
with regards to protocols in
regards to handling calls, booking
appointment, resolving customer
complaints. This would ensure
that a standardised service is
provided irrespective of the staff.
4.3 Name and store document in accordance with
organisational requirements and exit application
without data loss/damage
Data with regards to client and
sales should be organised
systematically so that this can be
readily retrieved. Also suitable
backup for these records must
exist.
Hint:
you are welcome to provide hypothetical ways to contextualise the
performance criteria.
Make sure you use the same two units that you selected in Part 3.
Contextualisation can take a while to grasp, but a good way to start thinking
about it is “What information am I adding to the Performance Criteria to make
them more relevant for this learner group?” You can use some artistic license
here – for instance you might decide that this company uses a specific type of
bookkeeping software, or you could make assumptions about their
organisational structure.
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