Designing Learning: Training and Assessment Strategy for BSBCMM101

Activities ● Designing Learning
QUESTIONNAIRE:
Program aims and benchmarks
1 Why is this program
needed? What does it
purpose to accomplish?
Trainees are unemployed persons– either fresh school
leavers or long-term unemployed.
1. Trainees might need qualification/attainment statement.
2. Trainees might utilize pathways to advance their study
3. Certain trainees might participate to develop personally
4. Trainees might enroll for communication achievement to
get employment in sectors that do not need higher education
or special licensing
2 What benchmarks
match aim of the
program?
BSB CMM101: Apply basic communication skills
Learner information
3 Who are the target
trainees and what are
their fundamental
features?
Trainees are people who:
Trainees who are presently not employed, either long-run
unemployed; or novel school-leavers. Predominantly
trainees seeking for entry level roles including receptionist
jobs, office administration, probably waiters (or additional
entry level work requiring effective communication), or
those who would subsequently wish to proceed to further
administration or management training
4 Training needs: What
current knowledge and
skills do the
trainees have (pertinent
to benchmark)
- Being level 1, trainees might have a restricted background
thus every aspect of this unit has to be covered during
training sessions
- This program has to permit flexibility to enable trainers
modify specific requirements to display the needs and skills
of trainee
- Trainee are anticipated to hold basic literacy skills (writing
and reading) alongside numeracy.
5 Training needs:
How do trainees prefer
to learn?
Trainee favor face to face sessions with great levels of small
cohort along with discussion-oriented training since this aids
in facilitating learning for people with restricted past
education.
Main focus will be on provision of blended learning styles
which include visual, audio and interactive tasks
6 Support needs: What
support might trainees
need to efficaciously
finish the program?
Trainees will be handed materials and it is anticipated that
support shall be needed for LLN or oral and writing skills
via existing aids of training alongside broader facility
support intrinsically and extrinsically.
Other parameters
What other, parameters, constraints or expectations should I consider when designing—e.g.

Activities ● Designing Learning
● Deadlines
● Expected number of learners per group
● Expected program schedule or time frames
● Learning or assessment materials already
purchased or developed?
● AvailCapability of technology, equipment or
other resources
● Budget
● Expected delivery mode
● Other?
Program will be developed within two weeks. Time for development must be within five
working days.
It shall get delivered using face to face with capability of downloading online yet with no
online access needed.
Training shall get scheduled as eight x four hours sessions over eight weeks.
Retail cost has to be comparable to rest of RTO’s standard.
Commubase Tafe shall be developing all need-oriented items alongside assessments needed
for program completion, however, resources majority shall be bought from Blackwater
Projects.
Materials for the program will get printed before training session and all materials given in
training room
Training room will need whiteboards alongside visuals/ audio/projectors access and trainees
will be allowed to bring their PCs though not a requirement
Counselor support will be accorded to LLN/ literacy assistance for trainees.
Budget will cover a single trainer with a least eight trainees and materials’ photocopying
stays inclusive

Activities ● Designing Learning
COMPETENCE DIMENSIONS
Consider the dimensions of competence
Dimension Questions to
consider: In the
workplace...
Your response
Task skills What organisational
procedures might cover how
the task should be performed in
the workplace?
buddy shift / orientation on induction /
boarding plan/ procedures and policies /
description of job
Task
managem
ent skills
● How efficiently or quickly
must the task be
performed?
● What other tasks must
learners complete and
manage in conjunction with
the task?
● What deadlines
exist for completing
this task?
- Capability to undertake the assignment
within the stipulated timeframe; efficiently to
be capable of completing other required
responsibilities and roles
- Capability of accepting mail or delivery
- Capability of meeting timelines to particular
tasks as allocated to the trainees
- Capability of to receiving and directing
direct complaints
- Capability of taking stock, ordering and
inventor
- Satisfaction of customers
Continge
ncy
managem
ent skills
● What challenges will
commonly arise when
performing the task?
- Capability of handling / managing negative
feedback alongside aggressive consumers –
uphold composure
- Capability of monitoring and anticipating
stock inventory
- Capability of identifying and working around
equipment failure (phone/ computer / copiers)
- Capability of prioritizing based on customer
satisfaction and time management
Job/Role
environm
ent skills
● What workplace
procedures must be
followed when
performing the tasks?
● Who must learners work
with or report to when
performing the task?
- chain of command identification
- Working efficiently with coworkers
- Ensuring and maintaining efficient archiving
or filing
- Working efficiently with and being
accountable to management –
- Remaining within job description scope
- Working efficiently with each customer and
employee
Also consider transfer skills...
What is the range of ways learners may need to perform the tasks being trained? e.g. If training how
to bake a cake, what different types of cakes will they need to bake? What different types of
techniques might they need to use?

Activities ● Designing Learning
Capability of adapting to diverse industry or internal –based programs of customer.
Capability of adapting to particular job descriptions
Capability of learning and adapting to particular terms of industry.
Capability of transferring their receptionist / administration skills within all industries.

Activities ● Designing Learning
MATRIX
Program Name Apply basic communication skills
Units Covered BSBCMM101
Version Version number 1 Date 08/10/2019
Sessions 
Intro
ducti
on to
OHS
Equi
pmen
t
know
ledge
Princ
iples
of
time
mana
geme
nt
Lines
of
com
muni
catio
n
Com
muni
catio
n &
Feed
back
Indus
try
know
ledge
Wr
itte
n
co
m
mu
nic
atio
n
What
else
matters
?
1 2 3 4 5 6 7 8
Elements and performance criteria
1 Identifying procedures for workplace communication
1.1 Identifying communication needs of the organization
alongside workplace procedures with help from right
individual
 
1.2 Identifying suitable communication lines with colleagues and
supervisors 
1.3 Seeking advice on method and equipment for
communication most desirable for the role 
2 Communicating at workplace
2.1 Using efficient questioning, along with active listening as
well as speaking skills to collect and subsequently convey
info

2.2 Utilizing desirable non-verbal behavior throughout 
2.3 Encouraging, acknowledging and acting on constructive
feedback 

Activities ● Designing Learning
3 Drafting written info
3.1 Identifying suitable formats and procedures and for written
info  
3.2 Drafting and presenting allocated written info to be
approved, making sure it remains clearly and concisely
written as well as within stipulated timeframe

3.3 Ensuring written info is meeting desired detail, format
alongside style standards 
3.4 Seeking help or feedback to assist develop desired skills of
communication 