Assessment Workbook 2

This Assessment Workbook 2 is for TAE40116 Certificate IV in Training and Assessment. It covers the basic principles of assessing nationally recognised training and the dimensions of competency. The workbook provides information on competency-based assessment, assessment methods, and resources required for assessment. It also includes instructions for assessors and students, as well as knowledge assessments and projects for group-based learning and workplace learning.

TAE40116 Certificate IV
in Training and
Assessment
Delivery Cluster
Version 1.8 Produced 5 November 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval system
Assessment Workbook 2

other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission
of
Compliant Learning Resources
Assessment Workbook 2Version No. 1.8 Produced 05 November 2018
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Versio
n
7 February
2017
Version 1 final produced following
assessment validation. V1.1
10 July 2017
Version 1.2
 Added further instructions in
Projects 1, 2, 3, and 4
 Added observation checklists
for video recording
requirements
v1.2
10 August
2017
Version 1.3
 Added simulated scenarios in
Projects 1, 2, 3, and 4
v1.3
15 August
2017
Version 1.4
 Minor changes made to Project
instructions
v1.4
9 September
2017
Version 1.5 produced following outcomes
of internal validation v1.5
16
September
2017
Version 1.6
 Minor changes made to
Knowledge Assessments #32,
36, 39
v1.6
21
September
2018
fixed broken link in Project 2 Simulated
Pathway, Observation Form v1.7
5 November
2018
Rephrased a Simulated
Pathway direction to be more
consistent with other
directions
V1.8
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TABLE OF CONTENTS
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INTRODUCTION......................................................................................... 5
WHAT IS COMPETENCY BASED ASSESSMENT.................................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.....6
THE DIMENSIONS OF COMPETENCY.............................................................7
REASONABLE ADJUSTMENT........................................................................8
THE UNIT OF COMPETENCY......................................................................10
ASSESSMENT REQUIREMENTS..................................................................11
ASSESSMENT METHODS..........................................................................12
RESOURCES REQUIRED FOR ASSESSMENT...................................................12
INSTRUCTIONS TO ASSESSOR..........................ERROR! BOOKMARK NOT DEFINED.
INSTRUCTIONS TO STUDENT.....................................................................13
ASSESSMENT WORKBOOK COVER SHEET...................................................14
KNOWLEDGE ASSESSMENTS.....................................................................15
PROJECT 1 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 1.......38
Simulated Pathway......................................................................................40
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................50
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 1 – Evidence Submission Checklist.................................................60
PROJECT 2 – PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING 2.......62
Simulated Pathway......................................................................................65
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway.....................................................................................81
PARTICIPANT FEEDBACK FORM – GROUP DELIVERY.......ERROR! BOOKMARK NOT
DEFINED.
Project 2 – Evidence Submission Checklist.................................................94
PROJECT 3 – PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 1......................................................................................... 96
Simulated Pathway......................................................................................98
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
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Workplace Pathway...................................................................................113
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 3 – Evidence Submission Checklist...............................................123
PROJECT 4 - PLAN, ORGANISE AND FACILITATE WORKPLACE LEARNING FOR AN
INDIVIDUAL 2....................................................................................... 125
Simulated Pathway....................................................................................128
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Workplace Pathway...................................................................................144
PARTICIPANT FEEDBACK FORM – WORKPLACE TRAININGERROR! BOOKMARK NOT
DEFINED.
Project 4 – Evidence Submission Checklist...............................................155
WORKBOOK CHECKLIST........................................................................157
DELIVERY CLUSTER – ASSESSMENT WORKBOOK RESULTS FORM..........ERROR!
BOOKMARK NOT DEFINED.
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INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a
range of assessment kits, such as this, to facilitate a painless process for both
the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from subjective
assessment (which is based on opinions and feelings), to objective
assessment (which is based clearly on defined processes and specific
standards). Nearly all assessment involves a mixture of both types of
assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end as
far as possible and to reduce the degree of opinions and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
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these exist. Where such competencies do not exist, the outcomes
are based upon those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based
on evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed
to ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards
for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-
the-job components of training within a course.
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o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been
acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects
of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in
the workplace.
This assessment addresses the following unit of competency from TAE40116
Certificate IV in Training and Assessment:
TAEDEL401 Plan, organise and deliver group-based learning
1. Interpret learning environment and delivery requirements
2. Prepare session plans
3. Prepare resources for delivery
4. Deliver and facilitate training sessions
5. Support and monitor learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
1. Establish effective work environment for learning
2. Develop a work-based learning pathway
3. Establish the learning-facilitation relationship
4. Implement the work-based learning pathway
5. Maintain and develop the learning-facilitation relationship
6. Close and evaluate the learning-facilitation relationship
BSBCMM401 Make a presentation
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
This subject also partially addresses the requirements of -
TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill
requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment
strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix to follow:
Units of Competency
Assessment Activities
BSBCMM40
1
TAEDEL401
TAEDEL402
TAELLN411
Knowledge Assessments   
Project 1 – Group based learning 1 
Project 2 – Group based learning 2   
Project 3 – Individual work based learning 1 
Project 4 – Individual work based learning 2 
5.
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ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the
units of competency included in this subject
2. Projects
- A task or activity completed according to set instructions and
guidelines to meet the requirements of the relevant units
RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Information about work activities, as necessary
The student to provide:
 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
 Workplace-specific tools, equipment, materials and industry software
packages (where applicable)
 Access to:
o office equipment and resources
o support personnel
o learning resources, training and assessment strategies and
assessment tools
o At least eight students to deliver the group based training to
o They will be required to participate in three (3) different
training sessions
o At least two (2) different learners who will participate in an
individual work based training
 Video recording equipment (e.g. mobile phone, video recorder)
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INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions
requiring creative thought processes are covered in the case studies
assessment. You must answer all questions using your own words.
However, you may reference your learner guide to complete this assessment.
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 2
TITLE: Delivery Cluster
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment, and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided, and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENTS
1. Briefly describe the following adult learning theories.
Guidance: Each response must no more than 100 words.
a) Andragogy
vs.
Pedagogy
Pedagogy can be defined as a teaching approach that
focuses on imparting education to children. On the
other hand, andragogy can be defined as a teaching
approach that is adapted in order to impart teaching to
adults. Pedagogy forms the art and science of equipping
children to observe and learn and andragogy forms the
art and science of equipping adults to study and learn. It
should be noted in this context, that adult learners are
generally self-directed and possess the ability to acquire
control over their learning experience. Whereas,
children are not self-directed and majorly depend on
their mentors and teachers for their complete learning
process.
b) Behaviouri
st Learning
Theory
Behaviourist learning theory can be defined as the
learning theory that critically focuses on observing
behaviours and acquire learning outcomes. This learning
theory critically comprises of acquiring new ideas based
on observable behaviour that is based upon
environmental conditions. It can be described as a
psychological approach which is based on the
proposition that behaviour is capable of being
researched independently without an implication on the
mental states. It can be defined as a form of a
materialism that denies an independent significance for
mind. The theory has widely been used as a
psychological intervention that makes it one of the
remarkable contributions to pharmacological therapy.
c) Cognitive The cognitive learning theory typically defines why the
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Learning
Theory
brain is the most unique part of the human body. It
critically describes the network process of information
processing and interpretation. The theory is broadly
studied under two sub-categories which include, social
cognitive theory and cognitive behavioural theory. It can
hence be said that the theory is based upon the
understanding of the mental processes that are
influenced by both the extrinsic as well as the intrinsic
factors that facilitate the learning process in an
individual. It should be noted in this context, that
learning and processing of new information can easily be
implemented through cognitive behaviour.
d) Informatio
n
Processing
Theory
Information processing theory widely discusses the
underlying mechanisms through which the learning
process develops. It majorly focuses on the memory
encoding aspect and retrieval of memory input. It should
be noted here that the basic idea of information
processing is based upon the assumption of human mind
as an information processor rather than considering as a
mere response to a stimuli. The theory believes the
human brain acts as a computer processor that receives
input, processes information and delivers output. The
information perceives through the sense organs is stored
as input, processed by the brain and finally displayed as
an output.
2. List three (3) principles of adult learning.
i. Adults are self-directed and autonomous
ii. Adults are focused and goal-oriented
iii
.
Adults are relevancy-oriented
3. List the three (3) sensory learning styles.
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i. Visual learning style
ii. Auditory learning style
iii
.
Kinesthetic learning style
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4. Honey and Mumford Learning Styles: Identify which learning style
corresponds to the learning experience below.
Learning Styles
a. Activists
b. Reflectors
c. Theorists
d. Pragmatists
Write the letter of your responses in the spaces provided.
Learning Experience
c. i. These learners need to practice the concepts learned.
They may get impatient with long ‘theory’ sessions.
b.
ii. These learners need time to reflect on the material being
learned. They may appreciate receiving the learning
material before the training begins to give them time to
review it and think about it.
d.
iii. These learners need logic; information provided must
make sense—it must be logical and consistent. They enjoy
analysing and synthesising information to understand
how the ‘action’ works.
a.
iv. These learners need social interaction and thrive in social
learning environments. They enjoy activities in which
they can process the learning externally (socially) and
‘bounce ideas off of others.’
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5. Identify one (1) strategy to best encourage learning for each of the
following learning styles.
a) Activists Use of interactive session and innovative session plan to
stimulate learning
b) Reflectors Use of journal entry or diary entry or imaginative writing
to stimulate the learning process
c) Theorists Using stories and learning materials to boost up the
learning skills
d) Pragmatist
s
Using practical oriented teaching process to boost up the
learning process
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6. List two (2) resources that can be used to identify the different
learning styles of individuals.
Guidance: You may provide link/s to the assessment tool.
i. Aural (auditory-musical) technique that makes use of audio and
sound to impart teaching
ii. Visual (spatial) technique that makes use of pictures and images to
develop spatial understanding
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7. List three (3) examples of delivery methods that can be used in a
face-to-face group delivery.
i. seminars
ii. presentations
iii. Live-demonstrations
8. From the options below, select the two (2) techniques that a trainer
can use to recognise inappropriate behaviours among learners.
a) Conduct a self-assessment
b) Implement disciplinary measures
c) Observe the behaviour of the learner
d) Obtain feedback from other learners
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9. List three (3) ways to address inappropriate behaviours among
learners.
i. Reinforcing a positive and supportive classroom decorum wherein
students are expected to follow rules and exhibit positive
behaviour in the classroom
ii. With the establishment of a defined set of rules and punishing
disobedient students who fail to maintain the decorum of the
classroom.
iii. Organizing the classroom and ensuring that the classroom is free
from unnecessary distractions so that the students can
concentrate better.
10. Briefly explain the purpose of record management systems for
training records in your organisation.
Guidance: Your response must be no more than 100 words.
Mapping: TAEDEL401 KE9 (p)
Records management is also defined as the process of records and
information management and it is basically an organizational function
that deals with the management of the information within an
organization throughout its functioning tenure. The tenure includes the
time period when it was created to the present functioning state. The
management procedure critically includes, classification, storage,
securing, retrieving, tracking and preserving the documented records.
On a broader note, it should be stated that the management of the
records and documentation is responsible for the creation, receipt,
maintenance, utilization and disposition of the records including the
evidences of records for the business activities such as transactions in
the form of records.
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11. Briefly explain the purpose of the reporting requirements for
training in your organisation.
Guidance: Each response must be no more than 100 words and must
discuss reporting requirements in the context of training.
 Critically planning the information requirement of an organization
 Identifying the information capture technique
 Creation and implementation of policies regarding the maintenance of
records
 Development of a storage plan
 Coordination of access to reports inside and outside the organization and
the need to maintain confidentiality
 Maintenance of records for a specific period
 Execution of retention policies on the disposal of records and compliance
with organizational policies.
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12. List three (3) characteristics of learners that must be considered
when creating a learner group profile.
i. Gender
ii. Age-bracket
iii. Cultural background and specific cultural requirements
13. List two (2) possible needs of learners that must be considered when
creating a learner group profile.
i. Positive or negative attitude and perception towards leaning and
training
ii. Skills and expertise within the specific area of interest
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14. From the options below, select the three (3) techniques that are
appropriate for an effective face-to-face delivery training.
a) Make sure that you break learning content into achievable
‘chunks’ within each training session. Provide opportunities
for revision and reflection at appropriate points throughout
your delivery.
b) Only have breaks as per identified break times in the
session plan, and do not deviate from the session plan at all.
c) Consolidate and review what you have covered at the end of
each session and at the beginning of the next session.
d) Discuss a learner’s learning difficulties in front of the entire
group.
e) Prepare handouts that summarise the topic and assist the
participants with their recall of the information you
delivered.
15. Which of the following behaviours may indicate learner difficulties?
Select three (3) responses.
a) Clarifying concepts
b) Consistently failing at assessment activities
c) Looking too attentive
d) Resisting or challenging the trainer’s direction
e) Showing a blank stare on face
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16. Which of the following are effective methods to address learner
difficulties? Select two (2) responses.
a) Present materials in small units to allow those with learning
difficulties to process and follow small chunks of information.
b) Give the learner difficult and challenging assessments.
c) Provide the learner with supplementary learning materials.
d) Put the learner on the spot to discuss the topic of difficulty.
17. Which of the following describe effective evaluation and revision
techniques to improve session plans? Select two (2) responses.
a) Having other trainers review the session plans and provide
recommendations for improvement
b) Having the participants review and revise the plans
c) Revising the plan daily to ensure content relevance and
currency
d) Using feedback forms to gather and collect participant
feedback to help improve the plans
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18. List two (2) equipment that a learner who has a hearing impairment
can use to assist while in the learning program.
i. Remote microphones
ii. FM systems
19. List two (2) examples of resources for students with special needs in
a learning program.
i. Provide written or pictorial directions to help students with
auditory impairment
ii. Tape-record portion of textbooks and oral presentations to help
students with visual impairments
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20. List two (2) examples of support services for students who are
language learners.
i. Enhance peer interaction through circle chats and think-pair shares
ii. Foster parent involvement for better language understanding
21. Which of the following risk assessment measures should you do as
part of your inspection prior to the facilitation of group-based learning
sessions?
Select the two best answers.
a) ensure that all electrical cords are not trip hazards
b) set off the emergency evacuation alarm to ensure it is working
c) read and understand the emergency evacuation plan
d) store empty boxes of resources in the emergency exit
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22. James is a surf lifesaving trainer/assessor. He is conducting a risk
assessment for his Bronze Medallion training group.
Match the following hazards/risks to the most appropriate risk control
measures relating to his training. Write the corresponding letters in
the space provided.
a. Students: medical conditions, special needs, high-risk
behaviours
b. Physical exertion: strains, sprains, fatigue and exhaustion
c. Infection control: Hygiene
d. Environmental: Sun safety, weather conditions, site hazards
b. a) Continuously monitor students for signs of hypothermia
a. b) Use an enrolment form to identify whether students have any
special needs or allergies
c. c) Ensure that students use gloves when practising first aid
d. d) Monitor the wind, water and weather conditions during
training, and cease the activity if the water becomes
dangerous
23. List two (2) policies and procedures relevant to the learning
environment.
i. Junior members would only be eligible to participate in water sports
after they attain the 200m patch which goes beyond their waist
length
ii. At all times, the ratio 1 adult to 5 children must be maintained
within the pool
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24. The following statements refer to systems, processes and practices
of work-based learning within the organisation. Write T if the
statement is true and F if the statement is false.
T a) An organisation will generally undertake a work-based
learning program based on a strategic objective.
F b) Developing and implementing a work-based learning pathway
will be much more complex if it aligns with the organisation’s
strategic direction and key performance indicators.
T c) Workplace routines must be analysed to ensure that the work-
based learning program will be integrated with the work
duties, practices and processes of the workplace.
T d) Work-based learning incorporates an integrated approach to
employee development, in which learning is linked to the work
role of the individual.
T e) Workplace learning is a cost-effective process, as learning can
take place without having to incur the costs of leaving the
workplace and investing in off-site training.
25. Select the industry of your practice (or write it in the space
provided), and list two (2) examples of hazards that are often found in
your workplace and industry of practice.
Select your industry of practice from the list below and write the
corresponding letter in the space provided. If you select ‘others’, indicate
your industry of practice in the space provided:
a) Child Care
b) Individual Support (Community Services)
C. c) Training and Education
d) Financial Services
e) Others (Please specify):
List two (2) examples of hazards that are often found in your workplace
and industry of practice:
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i. Accidents and falls-Safety of children in terms of fostering a secure
environment and installation of safe infrastructural equipment
ii. Infection or poor health of children-Provision of appropriate
healthcare facility to take care of the physical health of children
26. Which of the following are standard reporting requirements for
hazards and incidents? Select the two best answers.
a) Reporting must be conducted by a qualified person, or at least
in consultation with a qualified person, such as a technical
expert or a safety specialist.
b) Anyone in the workplace must report any damage, accidents or
incidents that occur and in a learning environment, this
includes learners, management, ancillary staff, trainers and
assessors and workers at all levels.
c) Anyone in the learning environment must be trained on how to
correctly fill out the report form or must be assisted in filling it
out if training has not yet been completed.
d) A hazard or incident report form must be filled out as soon as
possible after noticing the hazard or the accident or incident
occurring.
27. List three (3) safe work procedures that trainers in face-to-face
training should follow.
i. Use good communication in order to involve the trainees in the
session
ii. Be critically aware of not using judgemental comments that could
degrade the morale of the trainees
iii. Be flexible with the training plan so as to allow the trainees to
absorb the knowledge and meet the training objectives
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28. Select the industry relevant to your Vocational Education Training
practice (or write it in the space provided). List two (2) examples of
WHS responsibilities related to the safe use and maintenance of
relevant equipment used in the learning environment.
Select your industry of practice from the list below and write the
corresponding letter in the space provided. If you select ‘others’,
indicate your industry of practice in the space provided:
a) Child Care
b) Individual Support (Community Services)
c) Training and Education
d) Financial Services
e) Others: (Please specify):
List two examples of WHS responsibilities related to the safe use and
maintenance of relevant equipment used in the learning environment:
i. Ensure reporting of injury or illness at the earliest
ii. Reinforce the use of personal protection as well as safety
equipment as and when required by the employer
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29. If you are training learners in a training room and the emergency
evacuation alarm is heard, what should you do? Select the two (2)
best responses.
a) Continue training and wait for the announcement indicating
that it is not a drill.
b) Advise learners to leave their belongings and follow the
emergency exits as previously advised.
c) Grab the attendance sheet if handy for a roll call at the
designated gathering point.
d) Advise the learners to pack up all their computers and
workbooks before they leave.
30. List three (3) typical sources of WHS information in the workplace.
i. Informative online website like:
http://www.comlaw.gov.au/details/c2011A00137
ii. Educational videos and power points
ii. Flyers and pamphlets
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31. Which of the following options must be included in the learning
program? Select the three (3) best answers.
a) WHS issues to be addressed in the delivery
b) Emergency and evacuation plan
c) Learning resources, learning materials and activities
d) Associated fees
e) Duration of training sessions
32. Which of the following must be included in the session plan?
Select the three (3) best answers.
Mapping: TAEDEL401 KE5(p)
a) The outline of the content to be addressed
b) The resources required
c) The records management policies and procedures
d) The entry requirements for trainers and assessors
e) The delivery methods for each part of the session
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33. Which of the following describes the requirements of the learning
program? Select the two (2) best answers.
a) The individual learner’s needs are considered in the assessment
process.
b) The specific learning outcomes for the program are clearly
outlined.
c) Assessment against the unit(s) of competency and the
associated assessment requirements, as the minimum
requirement, must cover the skills that are essential to
competent performance
d) The assessment must facilitate gathering assessment evidence
that is from the present or the very recent past no more than 5
years.
e) The units of competency and other benchmarks to be achieved
must be specified.
34. List two (2) information collection methods that will support the
review and feedback of presentations.
i.
Using audience evaluation worksheets to encourage the
participants to rate the presentation on the basis of different
criteria from poor to excellent
ii. Making use of self-evaluation report or reflections to enable the
presenter to write about their experience of presenting the topic
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35. Read the following scenario:
Company X, a mining company, has just implemented a new
attendance policy across the organisation. Julia was assigned to
develop and deliver a presentation that explains the details of this
new policy. She will be sent to all Company X offices and mining
locations to deliver this presentation to all the employees. You are
travelling with Julia to observe her presentations.
Briefly explain the relevant regulatory and organisational
obligations and requirements that must be observed relevant to
the following scenarios you observed during Julia’s presentation.
Guidance: Each response must be no more than 100 words.
a) Julia prefers to wear
corporate attire
instead of the
prescribed clothing
when visiting mining
sites.
It should be mentioned here that Julia is
expected to deliver the presentation to the
employees in the prescribed clothing
attire. However, she chose to wear
corporate attire which was not
synchronising with the requirement of the
official event and at the same time she
also violated the organizational policy and
hence this proves that she had not been
able to deliver an effective presentation. It
should be noted here that there must be a
rationale behind prescribing the specific
attire. It could be possible that corporate
attire was not suitable for the mining
locations and could have possibly violated
the workplace safety.
b) You noticed that Julia
is using her personal
laptop during the
presentations. Her
personal laptop has
not been tested and
tagged.
While delivering the official presentations,
Julia is expected to use her official laptop
as she has been sent for an official
purpose. However, she chose to use her
personal laptop which had neither been
tested nor been tagged. This could invite
problems while delivering the
presentation. The laptop could have major
IT issues, slow down or hand and the
purpose would then have been a futile
one. Therefore, Julia had violated the code
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of conduct by not using her official laptop
for an official purpose. As a responsible
employee, she should have atleast got her
personal laptop tested and tagged if on
account of an emergency she has to use it
for an official purpose.
c) Julia included names
of employees who
were terminated from
work because of
excessive tardiness
and absences.
This incident reflects a complete violation
of the organization policy to maintain
anonymity and respect employee privacy.
The inclusion of names of the employees
who had been terminated from the
organization because of frequent tardiness
and absence critically reflects the poor
compliance of the organization with the
professional ethics and therefore invites
strict action against Julia. According to the
professional ethics and code of conduct,
employee privacy and confidentiality must
be respected and maintained and bad
mouthing against employees is not
considered ethical and invites strict
action. Julia could have cautioned other
employees by stating that frequent
absence could invite strict action but
inclusion of names only defamed the brand
of the organization.
d) Julia included graphs
and figures from
other sources but did
not cite the sources
in her presentation.
For an effective presentation, it is
important to include citations or at least
specify the sources that have been used to
create the presentation. The issue of
copyright must not be violated and as has
already been mentioned Julia had used
several graphs and figures in her
presentations but did not cite them, this
served as a complete violation of the issue
of copyright and at the same time
presented a clear instance of fraudulence
that could invite strict action against her.
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36. Briefly explain the implications of the following principles of
effective communication for trainers.
a) It is impossible not to
communicate.
Poor communication could lead to
misunderstandings and problems in
successfully addressing the learning
outcomes
b) Communication is a
two-way process
This refers to the fact that both the trainer
as well as the trainees must be equally
involved in the communication process so
as to allow smooth flow of communication
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37. List three examples of presentation aids and materials used to
support face-to-face presentations and briefly describe each.
Examples of
presentation
aids and
materials
Brief description of each example of presentation aids
and materials provided
Graphical
charts
To explain the statistical data in a clear and articulate
manner
Decision
Trees
To explain the hierarchy of a system
Models To illustrate and make theoretical concepts clear
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38. List two (2) systems for identifying skill needs in the workplace.
i. Track the performance of the employees using key performance
indicators
ii. Using employee assessments to comprehend the employee
competencies
39. From the options below choose three (3) purposes of the
learning program.
i. To develop vocational competencies or skills
ii. To meet industry standards, legislation, licensing, or
registration requirements, or the requirements of a
funding body
iii. To impress the department supervisor
iv. To show off
v. To address gaps between a learner’s knowledge and
skills, and competency standards
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PROJECT 1 – PLAN, ORGANISE AND
DELIVER GROUP-BASED LEARNING 1
Project Overview
This project requires you to complete the following tasks:
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirements
To complete this project, you will need the following resources:
 At least eight (8) adult learners (volunteers or from your own
workplace)
 Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR observation by a qualified observer – for
candidates completing the project through the simulated scenario.
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications
to your assessor.
 Learning program documentation
Guidance: This refers to documentation that contains the delivery
requirements of the program. If you are completing this project
through the simulated pathway, this will be provided for you.
 Templates enclosed in this workbook
Additional Information
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or
gain access to a training organisation. For this pathway, you can
deliver the training of your choice. Note that you must hold
qualifications in your field of choice to conduct training in your
workplace.
Simulated
Where you will be provided with a simulated scenario to complete
the project. If you choose to complete Project 1 through this
pathway, you must conduct the training specified by the Learning
Program documentation provided to you.
 The training session must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your
workplace)
 The session must be at least 20 minutes long.
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 The session must be observed by a qualified observer OR if no
qualified observer available to observe must be video recorded.
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Simulated Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
☐ Eight (8) volunteers to play the part of your learners
☐ Templates included in this project
You must develop your Session Plan using the information provided in the
learning program documentation provided. The training you deliver to your
learners (volunteers) can cover learning outcomes of your choosing as long
as the session does not go beyond 20 minutes.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer, you can ask them
to complete the Observation Form provided in the instructions that follow.
Cascade Peak Performance Training Institute (CPPTI)
You are a trainer for Cascade Peak Performance Training Institute (CPPTI),
a Registered Training Organisation offering vocational training services for
a range of clients with different training needs.
CPPTI was contacted by a manager from Adventure Events Marketing
(AEM) to develop a learning program for the unit:
BSBCMM401 Make a presentation
They want to ensure that their staff take a standard approach to preparing
presentations for their clients. They ask CPPTI to conduct 2 sessions for
them, you will conduct the first one.
You have been tasked with delivering a 20-minute session for a group of
eight (8) learners. To complete this project, you will need access to the
Learning Program documentation you completed for Project 5 of the
Design Cluster Workbook. Learning Program documentation includes the
following: Learning Program, Learning Program Schedule, and
Competency Mapping. You will be asked to submit these for assessment
purposes.
Before conducting the training, brief your volunteers about the content of
your training and the roles that they will be playing. You are free to assign
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roles to your volunteers using the learner group description in the learning
program documentation provided.
Steps to take
1. Read and access the learning program documentation for the
session. Submit a copy of the relevant Learning Program
Documentation (the Learning Program, Learning Program Schedule
and Competency Mapping) as:
LearningProgram1
2. Prepare the Session Plan
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery method for the session. Also,
consider at least one (1) learning support and assessment strategy
you can implement to address the LLN needs of this learner group.
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan template using the filename:
[your last name, your first name] – Delivery – SessionPlan1
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What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session.
Learning Principle:
Learning Theory:
3. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the session. You must ensure that these meet the needs (LLN
or others) of your learner group and the LLN requirements of the
training by contextualising them. Alternatively, you can also develop
learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] – LPMaterials1.final
In the spaces provided on the following page explain how you
ensured that the learning materials were adjusted or created to suit
the needs of your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, support
personnel or equipment you will need for the session. Draft an email
to your supervisor requesting the resources you will need using the
form below.
Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
How did you ensure that the learning materials met the identified needs of
the learners?
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Resource Request
To: Declan Etheridge
From:
Date: Guidance: The date of your draft email must come before your delivery
date.
After sending your email, you receive this response from your
supervisor.
Hi,
Thanks for your email. I’ll have everything ready.
Give me a shout if you need anything else.
Cheers,
Declan Etheridge
Training Coordinator
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4. Confirm your role and responsibilities in planning and delivering
training.
Draft an email to Cynthia Fontaine, the manager of Adventure Events
Marketing (AEM), confirming your role and responsibilities in
planning and delivering training their employees. Briefly describe the
coverage of your 20-minute training session you planned for the
learner group and your role and responsibilities in planning and
delivering training to your learners.
Guidance: For a satisfactory result, you must confirm two (2) you’re
your responsibilities in planning and two (2) responsibilities in
delivering training.
Resource Request
To: Cynthia Fontaine
From:
After sending your email, you receive this response from Cynthia.
Hi,
That sounds great! Thanks for confirming these with me.
I think we can proceed with the training as planned.
Kind Regards,
Cynthia Fontaine
Manager
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5. Deliver the training
Conduct the training session according to the Session Plan. Note that
you must modify your delivery to suit learner group’s needs and/or
changes in circumstances during the session. Complete the table on
the following page that asks you to identify how you modified your
delivery.
You must submit a video recording of the training session for
assessment, using the filename:
[your last name, your first name] - DeliverySession1
Alternatively, if you have access to a qualified observer you can have
them complete and sign the Observation Form for this project. A
qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
If a qualified observer completes your Observation Form you must
provide them with a copy of the Learning Program documentation
provided to you and your completed Session Plan beforehand. You
must also request and submit a copy of their qualification to your
assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the
file as:
[your last name, your first name] – ObservationForm1
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Note that during your delivery, you must demonstrate the following:
 maintaining an appropriate learning environment throughout
the session
 apply at least one (1) learning support and assessment
strategy appropriate for the learner group
 using the diversity of your learners to support their learning
 using facilitation skills to ensure active learner participation
 using facilitation skills to ensure effective learner group
management
 recognising and managing inappropriate behaviour
 using communication techniques that are appropriate for the
learners and help you build rapport with them
Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
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6. Monitor and document learner progress
Have the learners evaluate the session using this form.
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms1
Write a brief description of the learners’ (volunteers’) progress or
performance in the table below. As you complete the table, note if the
learner outcomes for the session, and the learners’ needs were or
were not met.
Learner Progress Report
Training Session Date:
Name Notes
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang
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Were the learners’ outcomes achieved during the session?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
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Below, you will find CPPTI’s organisational policies and procedures
on the maintenance and storage of learner records. Submit the
learning materials, including activities and evaluation forms
completed by the candidates according to CPPTI’s requirements.
Maintaining and Storing Learner Records
1. Learner records must be securely maintained for a period of six months.
2. Learner records include:
 Learning Activities completed by the learner during the training session
 Completed Assessment Tools
 Evaluation Forms completed by the learner
 Learner Progress Report notes recorded by the trainer
 Learning Materials developed by the trainer for learners enrolled with Cascade Peak
Performance Training Institute
3. Upload requirements and naming conventions.
 Learning Activities completed by the learner group must be complied in a .zip folder
and saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-LearningActivities1
 Assessment Tools completed by the learner group must be compiled in a .zip folder
and saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-AssessmentTools1
 Evaluation Forms completed by the learner group must be compiled in a .zip folder and
saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-FeedbackForms1
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Workplace Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Learning Program documentation
☐ Eight (8) learners
☐ One (1) qualified assessor from your workplace
☐ Templates included in this project
You must develop your Session Plan and deliver training for a group of
eight (8) learners in your workplace. This training session can cover any
learning outcomes of your choosing, as long as it meets a workplace need,
and is at least 20 minutes in length.
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Steps to take
1. Read and access the learning program documentation for the
session. Submit these documents as:
[your last name, your first name] – LPDocumentation1
2. Prepare the Session Plan
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery method for the session. Also
consider at least one (1) learning support and assessment strategy
you can implement to address the LLN needs of this learner group.
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan template using the filename:
[your last name, your first name] – Delivery – SessionPlan1
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What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session.
Learning Principle:
Learning Theory:
3. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the session. You must ensure that these meet the needs (LLN
or others) of your learner group and the LLN requirements of the
training by contextualising them. Alternatively, you can also develop
learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] – Project1 – Materials1
In the spaces provided on the following page explain how you
ensured that the learning materials were adjusted or created to suit
the needs of your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, or equipment
you will need for the session. This can include support personnel, if
necessary. Submit evidence that this has been done, your evidence
can include emails, meeting minutes or request forms. In the spaces
provided on the following page identify the type of evidence, you
submitted for the facilities, technology, or equipment you organised.
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Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
How did you ensure that the learning materials met the identified needs of
the learners?
Evidence
Types of evidence
Facilities
Technology
Equipment
Support personnel
If necessary
Note that your evidence must be have dated before your training session.
Compile all evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence1
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4. Confirm your role and responsibilities in planning and delivering
training, and the overall delivery arrangements with relevant
personnel.
Send an email to your supervisor confirming your role and
responsibilities in planning and delivering training. Briefly describe
the coverage of the 20-minute training session you planned for the
learner group in your email. Your email and your supervisor’s
response must be dated before your training session. Submit a .pdf
copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] - Confirmation1.pdf
Guidance: For a satisfactory result, you must confirm two (2) of your
responsibilities in planning and two (2) responsibilities in delivering
training.
5. Deliver the training
Conduct the training session according to the Session Plan. Note that
you must modify your delivery to suit learner group’s needs and/or
changes in circumstances during the session. Complete the table on
the following page that asks you to identify how you modified your
delivery.
You must have a qualified observer at your workplace complete, sign
and date the Observation Form linked for you below. A qualified
observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
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If a qualified assessor completes your Observation Form, you must
provide them with a copy of the Learning Program documentation
provided to you and your completed Session Plan beforehand. You
must also request and submit a copy of their qualification to your
assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the
file as:
[your last name, your first name] – ObservationForm1
Note that during your delivery, you must demonstrate the following:
 maintaining an appropriate learning environment throughout
the session
 apply at least one (1) learning support and assessment
strategy appropriate for the learner group
 using the diversity of your learners to support their learning
 using facilitation skills to ensure active learner participation
 using facilitation skills to ensure effective learner group
management
 recognising and managing inappropriate behaviour
 using communication techniques that are appropriate for the
learners and help you build rapport with them
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Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
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6. Monitor and document learner progress
Have the learners evaluate the session using this form.
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms1
Write a brief description of the learners’ progress or performance
for each session in the tables that follow. As you complete the table,
note if the learner outcomes for the session and the learners’ needs
were met. You can also consider any changes you could implement
for the next session.
You must also submit the learning activities and assessment tools
completed by the learners during the sessions, use the filenames:
[your last name, your first name] – LearningActivities1
and
[your last name, your first name] – AssessmentTools1
Write a brief description of the learners’ progress or performance in
the table below. As you complete the table, note if the learner
outcomes for the session and the learners’ needs were met.
Learner Progress Report
Training Session Date:
Name Notes
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Were the learners’ outcomes achieved during the session?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
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7. Access your organisation’s policies and procedures on the
maintenance and storage of learner records. Submit the necessary
documents relevant to the training according to their requirements.
Once this has been completed, have your supervisor sign and date
the declaration below.
Supervisor’s Declaration Form
By affixing my signature below, I declare that the candidate has accessed
our organisation’s policies and procedures on the maintenance and storage
of learner records and have followed these in submitting the required
documentation.
Supervisor’s Name: Supervisor’s Signature:
Date:
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Project 1 – Evidence Submission Checklist
Simulated Pathway
# Evidence document Completed
1 Learning Program Documentation
LearningProgram1 ☐
2 Session Plans
[your last name, your first name] – SessionPlan1 ☐
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials1
☐
4
Training Session
Video Submission:
[your last name, your first name] – DeliverySession1
Project1-QAQual
Observer:
[your last name, your first name] – ObservationForm1
Project1-QAQual
☐
5
Learning Activities
Guidance: These are the learning activities answered and
completed by the learners for each session.
[your last name, your first name] – LearningActivities1
☐
6
Assessment Tools
Guidance: These are the assessment tools answered and completed
by the learners for each session.
[your last name, your first name] – AssessmentTools1
☐
7
Feedback Forms
Guidance: These are the feedback forms completed by the learners
at the end of each session.
[your last name, your first name] – FeedbackForms1
☐
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Workplace Pathway
# Evidence document Completed
1 Learning Program Documentation
[your last name, your first name] – LPDocumentation1 ☐
2 Session Plans
[your last name, your first name] – SessionPlan1 ☐
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials1
☐
4 Evidence
[your last name, your first name] – Evidence1 ☐
5 Confirmation of Roles and Responsibilities
[your last name, your first name] – Confirmation1 ☐
6
Delivering Training
[your last name, your first name] – ObservationForm1
Project1-QAQual
☐
7 Feedback Forms
[your last name, your first name] – FeedbackForms1 ☐
8 Learning Activities
[your last name, your first name] – LearningActivities1 ☐
9 Assessment Tools
[your last name, your first name] – AssessmentTools1
☐
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PROJECT 2 – PLAN, ORGANISE AND
DELIVER GROUP-BASED LEARNING 2
Project Overview
This project requires you to complete the following tasks:
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
You must also have access to the following as you prepare for and facilitate
the training sessions:
 A computer with presentation software
(like PowerPoint, Keynote, Google Slides, etc.)
 Presentation equipment
(this can include projectors or computer monitors, speakers,
microphones, video players, etc.)
 And other materials and/or technology relevant to the presentations
you will create for this project.
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirements
To complete this project, you need access to the following resources:
 At least eight (8) adult learners (volunteers or from your own
workplace)
 Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) – for candidates completing the project through
the simulated scenario OR observation by a qualified observer.
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications
to your assessor.
 Learning program documentation
Guidance: This can refer to the documents you completed in Subject
1 – Design Cluster (e.g. training needs analysis), if using a simulated
scenario. You can also use the documents from your organisation as
long as it contains the delivery requirements for the delivery
program.
 Templates enclosed in this workbook
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Additional information and specific requirements of this project:
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or
gain access to a training organisation. For this pathway, you can
deliver the training of your choice. Note that you must hold
qualifications in your field of choice to conduct training in your
workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway,
you must conduct the training specified by the Learning Program
documentation provided to you.
 The training sessions must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your
workplace)
o utilise at least two (2) different delivery methods in each training
session. The delivery methods you use in the second training
session must differ from the delivery methods you use in the first
training session.
o must be delivered as consecutive sessions and must be part of a
learning program
(e.g. if the learning program has five (5) sessions, you could
deliver sessions 1 and 2, or sessions 3 and 4)
Each session must be at least 40 minutes long.
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Simulated Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
☐ Eight (8) volunteers to play the part of your learners
☐ Templates included in this project
You must develop your Session Plan using the information provided in the
learning program documentation provided. The training you deliver to your
learners (volunteers) can cover learning outcomes of your choosing as long
as the training is for two (2) consecutive, 40-minute sessions.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer you can ask them to
complete the Observation Form provided in the instructions that follow.
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Man Power Training Services (MPTS)
You are a trainer for Man Power Training Services (MPTS), a Registered
Training Organisation offering vocational training services for a range of
clients with different training needs.
Best Jobs Incorporated (BJI) is a not for profit organisation that helps
people gain employment in the Retail and Hospitality industries at entry
level. BJI approached MPTS to develop training that will help their
participants qualify for employment in various hospitality settings. They
asked MPTS to conduct a series of sessions for these learners, you will be
conducting Session 4 and 5.
You have been tasked with delivering two (2) consecutive 40-minute
sessions for a group of eight (8) learners training to be catering assistants.
The training session must cover a topic that relates to the unit:
BSBWOR203 Work effectively with others
To complete this project, you will need access to the Learning Program
documentation you completed for Project 2 of the Design Cluster
Workbook. Learning Program documentation includes the following:
Learning Program, Learning Program Schedule, and Competency Mapping.
You will be asked to submit these for assessment purposes.
You must develop your Session Plans using the information provided in the
learning program documentation provided. The training you deliver to your
learners (volunteers) can cover learning outcomes of your choosing as long
as the training is for two (2) consecutive, 40-minute sessions.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer, you can ask them
to complete the Observation Form provided in the instructions that follow.
Before conducting the training, brief your volunteers about the content of
your training and the roles that they will be playing. You are free to assign
roles to your volunteers using the learner group description in the learning
program documentation provided.
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Steps to take
1. Read and access the learning program documentation for the
sessions. Submit a copy of the relevant Learning Program
Documentation (the Learning Program, Learning Program Schedule
and Competency Mapping) as:
LearningProgram2
2. Prepare the Session Plans
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery methods for each session. Note
that you must determine at least two (2) different delivery methods
for each training session. The delivery methods you select for the
second session must be different from the delivery methods you
select for the first session. Also consider at least one (1) learning
support and assessment strategy you can implement for this
particular learner group.
This Session Plan template will also ask you to plan the
presentation/s for the session. Note that your chosen presentation
strategies and format must meet the characteristics of the following:
 your target audience,
 location of the training session,
 resources required for the session, and
 personnel required for the session.
You must also consider the format and purpose of the presentation
when selecting the:
 presentation aids,
 presentation materials, and
 presentation techniques.
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List your chosen presentation strategies, selected presentation aids
and techniques in the Session Plan Template. For example,
Activities Time
BODY
Explain
Using the POS system
Demonstrating how to open and
close the POS, how to process
electronic transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS
terminal and transferring cash.
Demonstration.
Presentation:
Video presentation on basic use of
the POS system, followed by a live
demonstration on how to complete
cash and electronic transactions,
clearing the POS terminal at the
end of shift and transferring cash.
9:50 – 10: 50
Apply
Practical Activity
Have the candidates use what they
learned in the workplace setting,
with real POS transactions from
customers.
Guided facilitation.
10: 50 – 11: 50
Assessment
Practical Assessments
Assess candidates use of POS
system using simulated
transactions.
Practical assessment.
12: 30 – 1:30
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan templates using the filenames:
[your last name, your first name] – Delivery – SessionPlan2
and
[your last name, your first name] – Delivery – SessionPlan3
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What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session. The learning principle and theory you list here must differ from the
learning principle and theory you identified in Project 1.
Learning Principle:
Learning Theory:
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3. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the sessions. For this project, you must prepare and submit
two (2) presentation aides and two (2) presentation materials that
you will use to support your training session. These must support the
key concepts and ideas of the session, and help keep your learner
group engaged. Compile these materials in a .zip folder with the
following filenames:
[your last name, your first name] – Project2 - Materials2
and
[your last name, your first name] – Project2 – Materials3
If you choose to use materials that are pre-developed, you must
ensure that these meet the needs of your learner group by
contextualising them.
In the spaces provided on the following page explain how you
ensured that the learning and presentation materials were adjusted
or created to suit the needs of your learners. Be as specific and
detailed as possible.
You must also organise for any facilities, technology, support
personnel or equipment you will need for the session. Draft an email
to your supervisor requesting the resources you will need using the
form below.
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Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
How did you ensure that the learning materials met the identified needs of
the learners?
Resource Request
To: Claire Geiger
From:
Date: Guidance: The date of your draft email must come before your delivery
date.
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After sending your email, you receive this response from your
supervisor.
Hi,
Thanks for your email. I’ll have everything ready.
Give me a shout if you need anything else.
Cheers,
Claire Geiger
Training Coordinator
4. Confirm your role and responsibilities in planning and delivering
training.
Draft an email to Sebastian Lockington, the training coordinator of
Best Jobs Incorporated (BJI), confirming your role as the trainer for
their employees. Briefly describe the coverage of your two (2)
consecutive 40-minute training sessions you planned for the learner
group and your responsibilities during the sessions.
Resource Request
To: Sebastian Lockington
From:
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After sending your email you receive this response from Sebastian.
Hi,
That sounds great! Thanks for confirming these with me.
I think we can proceed with the training as planned.
Kind Regards,
Sebastian Lockington
Training Coordinator
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5. Deliver the training
Conduct the training session according to the Session Plans. Note
that you must modify your delivery to suit learner group’s needs
and/or changes in circumstances during the session. Complete the
table that asks you to identify how you modified your delivery.
Remember to brief your learners about their role and responsibilities
during the session and/or your presentation.
You must submit a video recording of the training session for
assessment, using the filename:
[your last name, your first name] – DeliverySession2
and
[your last name, your first name] – DeliverySession3
Alternatively, if you have access to a qualified observer you can have
them complete, sign and date two copies of the Observation Form,
one for each session you conduct, linked for you below. A qualified
observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must provide your qualified observer with a copy of the Learning
Program documentation and your completed Session Plan
beforehand. You must also request and submit a copy of their
qualification to your assessor using the filename:
Project2 – QAQual
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Once complete, collect the forms from your observer and submit
them using the filenames:
[your last name, your first name] – ObservationForm2
and
[your last name, your first name] – ObservationForm3
Note that during your delivery, you must:
 apply at least one (1) learning support and assessment
strategy appropriate for the learner group
 explain and discuss the desired outcomes of each session with
the learners, and brief them on what is expected of them
during the session
 maintain an appropriate learning environment throughout the
session
 use the diversity of your learners to support their learning
 use facilitation skills to ensure active learner participation
 use facilitation skills to ensure effective learner group
management
 recognise and manage inappropriate behaviour
 monitor both verbal and non-verbal communication from the
learners
 provide opportunities for the learners to ask questions and
seek clarification
 use communication techniques that are appropriate for the
learners and help you build rapport with them
 summarise key concepts and ideas at strategic points in the
session
 discuss reactions to the presentation with the learners
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Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
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6. Monitor and document learner progress
At the end of each session, have the learners (volunteers) complete a
feedback form, which can be accessed below:
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms2
Write a brief description of the learners’ (volunteers’) progress or
performance for each session in the tables that follow. As you
complete the table, note if the learner outcomes for the session, and
the learners’ needs were met. You can also consider any changes
you could implement for the next session.
Learner Progress Report
Session Number:
Training Session Date:
Name Notes
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Learner Progress Report
Session Number:
Training Session Date:
Name Notes
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Were the learners’ outcomes achieved during the sessions?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Were the learners’ outcomes achieved during the session/s?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
7. Consider the feedback you received from your learners (volunteers).
In the space provided below determine what changes you can make
to the presentation and the central ideas you presented.
8. On the following page, you will find MPTS’ organisational policies
and procedures on the maintenance and storage of learner records.
Submit the learning materials, including activities and evaluation
forms completed by the candidates according to MPTS’
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requirements.
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Maintaining and Storing Learner Records
1. Learner records must be securely maintained for a period of six months.
2. Learner records include:
 Learning Activities completed by the learner during the training session
 Completed Assessment Tools
 Evaluation Forms completed by the learner
 Learner Progress Report notes recorded by the trainer
 Learning Materials developed by the trainer for learners enrolled with Cascade Peak
Performance Training Institute
3. Upload requirements and naming conventions.
 Learning Activities completed by the learner group must be complied in a .zip folder
and saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-LearningActivities2
 Assessment Tools completed by the learner group must be compiled in a .zip folder
and saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-AssessmentTools2
 Evaluation Forms completed by the learner group must be compiled in a .zip folder and
saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-FeedbackForms2
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Workplace Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Learning Program documentation
☐ Eight (8) learners
☐ One (1) qualified observer from your workplace
☐ Templates included in this project
You must develop your Session Plan using the information provided in the
learning program documentation provided. The training you deliver to your
learners (volunteers) can cover learning outcomes of your choosing as long
as the training is for two (2) consecutive, 40-minute sessions.
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Steps to take
1. Read and access the learning program documentation for the
sessions. Submit these documents as:
[your last name, your first name] – LPDocumentation2
2. Prepare the Session Plans
Identify the learners’ characteristics and any learning support needs
they might have.
Determine the delivery requirements from the learning program
documentation, including any risks and constraints to the delivery of
the training.
Refine the learning objective/s in your Learning Program
documentation to fit the program requirements and the needs of the
learners.
Utilise your knowledge of learning principles and theories to
determine the appropriate delivery methods for each session. Note
that you must determine at least two (2) different delivery methods
for each training session. The delivery methods you select for the
second session must be different from the delivery methods you
select for the first session. Also consider at least one (1) learning
support and assessment strategy you can implement for this
particular learner group.
This Session Plan template will also ask you to plan the
presentation/s for the session. Note that your chosen presentation
strategies and format must meet the characteristics of the following:
 your target audience,
 location of the training session,
 resources required for the session, and
 personnel required for the session.
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You must also consider the format and purpose of the presentation
when selecting the:
 presentation aids,
 presentation materials, and
 presentation techniques.
List your chosen presentation strategies, selected presentation aids
and techniques in the Session Plan Template. For example,
Activities Time
BODY
Explain
Using the POS system
Demonstrating how to open and
close the POS, how to process
electronic transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS
terminal and transferring cash.
Demonstration.
Presentation:
Video presentation on basic use of
the POS system, followed by a live
demonstration on how to complete
cash and electronic transactions,
clearing the POS terminal at the
end of shift and transferring cash.
9:50 – 10: 50
Apply
Practical Activity
Have the candidates use what they
learned in the workplace setting,
with real POS transactions from
customers.
Guided facilitation.
10: 50 – 11: 50
Assessment
Practical Assessments
Assess candidates use of POS
system using simulated
transactions.
Practical assessment.
12: 30 – 1:30
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan templates using the filename:
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[your last name, your first name] – Delivery – SessionPlan2
and
[your last name, your first name] – Delivery – SessionPlan3
What learning principles and theories did you use to generate ideas for the
training session delivery? List at least one (1) learning principle and one (1)
learning theory and briefly describe how they helped you plan the training
session. The learning principle and theory you list here must differ from the
learning principle and theory you identified in Project 1.
Learning Principle:
Learning Theory:
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3. Prepare the resources required for the session
Determine and access the learning materials that you will need
during the sessions. For this project, you must prepare and submit
two (2) presentation aides and two (2) presentation materials that
you will use to support your training session. These must support the
key concepts and ideas of the session, and help keep your learner
group engaged. Compile these materials in a .zip folder with the
following filenames:
[your last name, your first name] – Project2 - Materials2
and
[your last name, your first name] – Project2 – Materials3
If you choose to use materials that are pre-developed, you must
ensure that these meet the needs of your learner group by
contextualising them.
In the spaces provided on the following page explain how you
ensured that the learning and presentation materials were adjusted
or created to suit the needs of your learners. Be as specific and
detailed as possible.
You must also organise for any facilities, technology, or equipment
you will need for the session. This can include support personnel, if
necessary. Submit evidence that this has been done, your evidence
can include emails, meeting minutes or request forms. In the spaces
provided on the following page identify the type of evidence you
submitted for the facilities, technology, or equipment you organised.
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Learning Materials
Did you contextualise existing learning materials or develop new learning
materials for your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit
both the original and final version, and label each accordingly.
How did you ensure that the learning materials met the identified needs of
the learners?
Evidence
Types of evidence
Facilities
Technology
Equipment
Support personnel
If necessary
Note that your evidence must be have dated before your training session.
Compile all evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence2
4. Confirm your role and responsibilities in planning and delivering
training, and the overall delivery arrangements with relevant
personnel.
Send an email to your supervisor confirming your role and
responsibilities in planning and delivering training. Briefly describe
the coverage of the two (2) 40-minute training sessions you planned
for the learner group in your email. Your email and your supervisor’s
response must be dated before your training session. Submit a .pdf
copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] – Confirmation2.pdf
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5. Deliver the training
Conduct the training session according to the Session Plans. Note
that you must modify your delivery to suit learner group’s needs
and/or changes in circumstances during the session. Complete the
table that asks you to identify how you modified your delivery.
Remember to brief your learners about their role and responsibilities
during the session and/or your presentation.
You must have a qualified observer complete and sign two (2) copies
of the Observation Form for this project, one for each session you
conduct. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must provide your qualified observer with a copy of the Learning
Program documentation and your completed Session Plan
beforehand. You must also request and submit a copy of their
qualification to your assessor using the filename:
Project2 – QAQual
Once complete, collect the forms from your observer and submit
them using the filenames:
[your last name, your first name] – ObservationForm2
and
[your last name, your first name] – ObservationForm3
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Note that during your delivery, you must:
 apply at least one (1) learning support and assessment
strategy appropriate for the learner group
 explain and discuss the desired outcomes of each session with
the learners, and brief them on what is expected of them
during the session
 maintain an appropriate learning environment throughout the
session
 use the diversity of your learners to support their learning
 use facilitation skills to ensure active learner participation
 use facilitation skills to ensure effective learner group
management
 recognise and manage inappropriate behaviour
 monitor both verbal and non-verbal communication from the
learners
 provide opportunities for the learners to ask questions and
seek clarification
 use communication techniques that are appropriate for the
learners and help you build rapport with them
 summarise key concepts and ideas at strategic points in the
session
 discuss reactions to the presentation with the learners, or other
key personnel involved in the presentation
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Did you adjust the delivery session to reflect the learners’ needs and
specific circumstances that came up during the session?
Yes
No
If yes, what adjustments did you make to your session? Briefly describe and
explain each specific learners’ needs and circumstances and how these
were addressed during the session.
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6. Monitor and document learner progress
At the end of each session, have the learners complete a feedback
form, which can be accessed below:
Participant Feedback Form
(Username: learner Password: studyhard)
Once complete, compile the completed Feedback Forms and save
them using the filename:
[your last name, your first name] – FeedbackForms2
Write a brief description of the learners’ progress or performance
for each session in the tables that follow. As you complete the table,
note if the learner outcomes for the session, and the learners’ needs
were met. You can also consider any changes you could implement
for the next session.
You must also submit the learning activities and assessment tools
completed by the learners during the sessions, use the filenames:
[your last name, your first name] – LearningActivities2
and
[your last name, your first name] – AssessmentTools2
Learner Progress Report
Session Number:
Training Session Date:
Name Notes
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Learner Progress Report
Session Number:
Training Session Date:
Name Notes
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Were the learners’ outcomes achieved during the sessions?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still
achieved?
Guidance: Your responses can include making recommendations for the learner to
undergo further training, consult the situation with supervisor or colleagues, and
so on.
Was the instructional strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
Was the assessment strategy you used effective in addressing the LLN
needs of your learners? Explain why or why not.
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7. Consider the feedback you received from your learners. In the space
provided below determine what changes you can make to the
presentation and the central ideas you presented.
8. Access your organisation’s policies and procedures on the
maintenance and storage of learner records. Submit the necessary
documents relevant to the training according to their requirements.
Once this has been completed, have your supervisor sign and date
the declaration below.
Supervisor’s Declaration Form
By affixing my signature below, I declare that the candidate has accessed
our organisation’s policies and procedures on the maintenance and storage
of learner records and have followed these in submitting the required
documentation.
Supervisor’s Name: Supervisor’s Signature:
Date:
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Project 2 – Evidence Submission Checklist
Simulated Pathway
# Evidence document Completed
1 Learning Program Documentation
LearningProgram2 ☐
2
Session Plans
[your last name, your first name] – SessionPlan2
[your last name, your first name] – SessionPlan3
☐
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials2
[your last name, your first name] – Materials3
☐
4
Training Session
Video Submission:
[your last name, your first name] – DeliverySession2
[your last name, your first name] – DeliverySession3
Project2-QAQual
Observer:
[your last name, your first name] – ObservationForm2
[your last name, your first name] – ObservationForm3
Project2-QAQual
☐
5
Learning Activities
Guidance: These are the learning activities answered and
completed by the learners for each session.
[your last name, your first name] – LearningActivities2
☐
6
Assessment Tools
Guidance: These are the assessment tools answered and completed
by the learners for each session.
[your last name, your first name] – AssessmentTools2
☐
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7
Feedback Forms
Guidance: These are the feedback forms completed by the learners
at the end of each session.
[your last name, your first name] – FeedbackForms2
☐
Workplace Pathway
# Evidence document Completed
1 Learning Program Documentation
[your last name, your first name] – LPDocumentation2 ☐
2
Session Plans
[your last name, your first name] – SessionPlan2
[your last name, your first name] – SessionPlan3
☐
3
Learning and Presentation Materials
Guidance: These are the learning and presentation materials
developed by the candidate for each session.
[your last name, your first name] – Materials2
[your last name, your first name] – Materials3
☐
4 Evidence
[your last name, your first name] – Evidence2 ☐
5 Confirmation of Roles and Responsibilities
[your last name, your first name] – Confirmation2 ☐
6
Delivering Training
[your last name, your first name] – ObservationForm2
[your last name, your first name] – ObservationForm3
Project2-QAQual
☐
7 Feedback Forms
[your last name, your first name] – FeedbackForms2 ☐
8 Learning Activities
[your last name, your first name] – LearningActivities2 ☐
9 Assessment Tools
[your last name, your first name] – AssessmentTools2
☐
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PROJECT 3 – PLAN, ORGANISE AND
FACILITATE WORKPLACE LEARNING
FOR AN INDIVIDUAL 1
Project Overview
This project requires you to complete the following tasks:
 Facilitate work-based learning
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain
access to a training organisation. For this pathway, you can deliver the
training of your choice. Note that you must hold qualifications in your
field of choice to conduct training in your workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway, you
must conduct the training specified by the Learning Program
documentation provided to you.
To complete this project, you need:
 At least one (1) adult learner to participate in the learning program
o If conducting a simulation, your participant must be briefed
about the simulated environment before you can conduct a pre-
consultation with them.
 Access to relevant stakeholders in the workplace (e.g. supervisor,
employer)
o If using a simulated scenario, indicate the job title/position of the
required stakeholders in the templates, and conduct the
consultation with your assessor.
 Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR a qualified assessor – for candidates
completing this project through the simulated pathway
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications to
your assessor.
 Templates enclosed in this workbook
Additional information and specific project requirements
The learning plan must:
 be tailored to the specific needs of the learner.
 be a real or simulated work-based need,
o It must include on-the-job training and some off-the-job training.
The learning must be setup so that safety and workplace
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productivity are maintained. The minimum acceptable duration for this plan is a 30-minute
session.
Simulated Pathway
Simulated Pathway Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
☐ One (1) volunteer to play the part of your learner
☐ Templates included in this project
You must develop your Work Based Learning Plan using the information
provided in the scenario below.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer you can ask them to
complete the Observation Form provided in the instructions that follow.
Man Power Training Services
You are a trainer for Man Power Training Services and have been put in
charge of training the new administrative team member, Katarina Yeltzin.
Your task is to develop and implement, a Work Based Learning Plan for
Katarina.
You consult with Katarina’s supervisor, Sheila Larsson, and she tells you
that Katarina is having trouble sending, recalling, and forwarding emails.
Sheila tells you that Katarina can undergo training in the morning in the
first hour of her 9AM – 5PM shift.
You visit their workspace one day and briefly observe the administrative
team as they complete their tasks. The administrative team use Gmail to
send and receive emails about a range of client enquiries. Katarina is in
charge of sending acknowledgement emails for general enquiries and
sending them off to the correct contact person.
The team does not have their own set of procedures for sending and
recalling emails, however, you can access these procedures from Gmail
Help to guide your training.
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Send or unsend Gmail messages
On the following page, you will find the administrative team’s procedures
on forwarding emails.
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Administrative Team – General Enquiries
1. When a general enquiry is received, send this response to the client:
‘Dear [Client’s Name],
Thank you for contacting Man Power Training Services.
Your enquiry is important to us. Your email has been forwarded to the
appropriate resource personnel, and they will get back to you shortly.
Kind Regards,
[Administrative Team Member’s Name]’
2. Forward the email to the Administrative Staff member in charge of the area of enquiry, see the
list below.
Admin Tasks Email
Max Sani Enrolments [e-mail]
Darcy Denham Course transfers [e-mail]
Caitlyn Troup Refunds [e-mail]
Aaron Austral Sales [e-mail]
On the following page, you will find an excerpt from the contract signed by
both departments, outlining your requirements and responsibilities as a
trainer.
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Contract [Excerpt]
Article 4 – Responsibilities and Requirements for training at work
The trainer must submit any and all documentation related to the training of the learner, including
learning materials, assessments completed, and learner records, for storage using the relevant
templates provided for each.
The trainer is expected to handle the personal information of the learner according to the Privacy Act
1988, where they are to collect only necessary information that are relevant to the training being
commenced by the learner. The learner can access their files upon request.
The training must primarily take place within MPTS premises, any training or additional support
accessed outside must be approved by the supervisor of the employee being trained.
Article 7 – WHS in the workplace
The training activities must be carried out according to the laws and regulations, including any relevant
Codes of Practice, enforced in the state the training is being delivered.
MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that
the training personnel, employees, other persons and students are not exposed to health and safety
risks arising from the training.
The trainer is responsible for managing and minimising risks associated with the training to be
delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with
company policies and procedures relating to health and safety in the workplace.
You can also find Katarina Yeltzin’s pre-employment LLN assessment
results and her overview below.
Katarina moved to Australia from Russia in 1999. In the early 2000s she
worked in administration, but stopped in 2007 to take care of her
grandchildren. Her role as administrative assistant with Man Power
Training Services is her first job since then. Katarina is enjoying her work
and has previous experience with computers. However, she is having
trouble sending, receiving and forwarding emails using Gmail.
Katarina is diabetic, and self-administers her medication 15 minutes before
her breaks.
Her pre-employment LLN evaluation results can be found below.
Learning Reading Writing
Oral
Communicatio
n
Numerac
y
Katarina
Yeltzin 3 3 3 4 3
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Steps to take
Mapping: TAEDEL402 PC 1.1 (p), 1.2, 1.3 (p), 3.1, 3.2 (p), 3.4, 5.2 (p), PE1.0 (p),2.1, 2.2, 2.3, 3.1 (p), FS1.0 (p),
2.0 (p), 4.0 (p), 5.0 (p), 6.0 (p)
1. Access and complete the Work Based Learning Plan using the
information provided in the scenario and details provided in later
instructions. Remember to structure the learning activities in a way
that will help her best retain information. The template can be
accessed below.
Work Based Learning Plan
(Username: learner Password: studyhard)
Mapping: TAEDEL402 PC1.1 (p), 1.3 (p), 2.1, 3.2 (p), 3.3, PE1.0 (p), 3.1, 3.3, FS2.0 (p), 3.0 (p), 6.0 (p)
2. Arrange a consultation session with your learner (volunteer).
Before beginning your consultation session with your volunteer, brief
them on the details of the scenario and Katarina’s profile.
You must submit a video recording of your consultation session with
your learner, using the filename:
[your last name, your first name] – WorkPlaceConsulatation1
Alternatively, if you have access to a qualified observer you can have
them complete, sign and date two copies of the Observation Form,
one for each session you conduct, linked for you below. A qualified
observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must provide your qualified observer with a copy of the Work
Based Learning Program beforehand. You must also request and
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submit a copy of their qualification to your assessor using the
filename:
Project3 – QAQual1
Once completed, submit the Observation Form using the filename:
WorkplaceConsultation-ObservationForm-1
During your consultation session, run through the details of the Work
Based Learning Plan with your learner (volunteer). Explain why you
chose the specific techniques or processes to facilitate their learning.
Note any suggestions from your learner (volunteer).
At the end of your session, your learner must confirm that they agree
with the information in the Work Based Learning Plan and the
objectives and scope of the training.
During your session with the learner’s, you must demonstrate the use
of communication techniques to:
 identify the learner’s (volunteer’s) needs
 build rapport with the learner (volunteer)
You must:
 select appropriate vocabulary for the learner (volunteer)
 adjust language, tone and pace of speech to maintain effective
interactions with the learner (volunteer)
 build and maintain engagement with the learner (volunteer)
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What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
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3. Draft an email to Katarina’s supervisor, Sheila Larsson, explaining
the objectives and scope of the training. Include the details of the
training session and any activities you plan on conducting. Do this in
the spaces provided for you below.
To: Sheila Larsson
From:
Date: Guidance: This email must be dated before the date of training.
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After sending your email, you receive this response.
Hi,
This sounds great. But I think it might be good to get
Katarina some training in MS Excel because we’re
considering building a database soon. Can you organise
something for her? I spoke to Katarina earlier, and she’s
happy to go to training on weekdays.
Thanks!
Kind regards,
Sheila Larsson
4. Arrange external learning activities for Katarina.
Research Beginner MS Excel training courses that Katarina can enrol
in. In the spaces provided below list the name of the company
offering the training, the duration, date and price of the course.
Guidance: You do not need to contact the training provider or book a session with
them. However, the details you list below must be for a real company.
Company/
Website:
Duration:
Date:
Course Price:
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You come up with a list of possible training providers and submit them to
Sheila Larsson for approval. She decides to go with Progressive Learning
Group and has scheduled Katarina for training with them. Draft an email to
Katarina’s trainer at Progressive Learning Group asking them about their
WHS training policy, to ensure that Katarina will have a safe learning
environment. Your email should also request that they inform you of
Katarina’s progress after the training and to send you a copy of her
certificate of completion.
To: Ruth Snyder
From:
After sending the email, you receive a reply from Ruth Snyder, Katarina’s
trainer, with Progressive Learning Group. Her response enumerates the
WHS training policies of their group. She also ensures you that they will
send a copy of Katarina’s certificate of completion to you and will inform
you of her progress.
5. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
Draft an email to Jemma Gafton, the office administrator, requesting the
equipment you will need to conduct Katarina’s in office training.
To: Jemma Gafton
From:
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6. Conduct the session with your learner (volunteer).
You must submit a video recording of your training session with your
learner (volunteer).
You must submit a video recording of the training session for
assessment, using the filename:
[your last name, your first name] – WorkPlaceTraining1
Alternatively, if you have access to a qualified observer, you can have
them complete, sign and date the Observation Form linked for you
below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to Katarina
(your volunteer) the objectives of the training and the processes
involved, including the external support she will be receiving for MS
Excel.
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During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
Record the outcome of your training session with the candidate in the
form provided for you below. List the learning outcomes for the
session and if the learner was able to achieve these during your
training.
Guidance: This must be an accurate record of your learner’s (volunteer’s)
performance during your session.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP1
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Training Record
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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7. You meet with Katarina again to discuss the outcomes of her training,
including the external training she received from the Progressive
Learning Group.
You must submit a video recording of your meeting with your learner
(volunteer), using the filename
[your last name, your first name] – WorkPlaceMeeting1
Alternatively, if you have access to a qualified observer, you can have
them complete, sign and date the Observation Form linked for you
below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual3
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
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Once completed, submit the Observation Form using the filename:
WorkplaceMeeting-ObservationForm-1
Before beginning your meeting, brief the learner (volunteer) using
the additional prompts provided for you on the following page.
During your meeting with Katarina you must:
 discuss with her the outcome of her Microsoft Excel training
with Progressive Learning Group
 discuss with her the outcome of her training with you
 discuss how she feels she is doing at work now that she has
received training
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Additional prompts for your volunteer:
 Katarina is now comfortable with her role because she is able to
carry out her emailing tasks smoothly.
 Their department has started to create a database for client
inquiries. Katarina feels confident in her ability to record
information using Microsoft Excel.
Hi,
As requested, I am sending over Katarina Yeltzin’s certificate for
the Microsoft Excel training she completed with us. Katarina did
really well she completed all of the requirements without
problems and let us know when she needed further assistance
during her training with us. I’m confident that she’s well
equipped with Excel basics.
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Let us know if you need anything else.
Cheers,
Ruth Snyder
Coordinator
Progressive Learning Group
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Progressive Learning Group | MS Office Training
14 [Month] 20xx
Katarina Yeltzin
has successfully completed all requirements to be recognised as a Microsoft Office Specialist for Excel
2016.
Ruth Snyder
Ruth Snyder
Training Coordinator
Progressive Learning Group
8. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If
yes, explain how they were met. If no, explain why they were not met.
Give specific examples.
2. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain. Give specific examples.
3. What learning support and assessment strategies did you use for the
training? Were these effective? Explain. Give specific examples.
4. Considering your answers to the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
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Workplace Pathway
Workplace Pathway Overview
To complete this project, you will need access to the following resources:
☐ Learning Program documentation
☐ One (1) learner
☐ One (1) qualified observer from your workplace
☐ Templates included in this project
☐ Procedures relevant to the training you will deliver
You must develop your Work Based Learning Plan using the Learning
Program documentation available to you in your workplace. This training
session can cover any topic of your choosing, as long as it meets a
workplace need, and is at least 30 minutes in length.
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Steps to take
1. Access relevant documentation.
To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based
learning, these can include:
 compliance information,
(laws, regulations and company policies that apply to the
learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS
responsibilities of the people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help
your learner best retain information.
Work Based Learning Plan
(Username: learner Password: studyhard)
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2. Arrange a consultation session with your learner (volunteer) and
other relevant personnel.
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual1
Once completed, collect the Observation Form from your assessor
and submit this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the
training, including the external learning activities that need to
be arranged for the learner
 identify and address any WHS implications of using work as the
basis of training, consider your, and other relevant parties,
WHS responsibilities
 address any contractual requirements and responsibilities for
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the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate
learning and explain these to the learner and relevant personnel
present
 document and discuss the Work-Based Learning Plan with the
learner
At the of your session your learner, and other relevant personnel
must agree with the information you documented in the Work Based
Learning Plan and the objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner
 adjust language, tone and pace of speech to maintain effective
interactions with the learner
 build and maintain engagement with the learner
What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
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3. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning
activity for your learner. This includes any supervisory arrangements
that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include:
emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceExternalDocs1
4. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
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5. Conduct the session with your learner (volunteer).
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to the
learner the objectives of the training and the processes involved,
including the external support they will be receiving
During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
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transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
You must also record the outcome of your training session with the
candidate in the form provided for you below. List the learning
outcomes for the session and if the learner was able to achieve these
during your training.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP1
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Training Record
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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6. Meet with the learner, and other relevant personnel, again to monitor
the effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the
outcome of the training, both external and internal
 discuss how the learner feels after completing the training in
relation to their role
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Have your supervisor or qualified observer sign the declaration below
to confirm this has been done. You must submit evidence that this
has been done, this can include: emails, request forms, meeting
minutes, etc. Compile these in a .zip folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration
By affixing my signature below, I declare that the candidate completed the
tasks in this project under the observation of a qualified observer. I also
declare that the candidate was able to gain feedback from the learner and
closed the learning-facilitation relationship using the appropriate
interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:
Date:
Supervisor/Observer’s Role: Supervisor/Observer’s Contact
Details:
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7. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If
yes, explain how they were met. If no, explain why they were not met.
2. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain.
3. What learning support and assessment strategies did you use for the
training? Were these effective? Explain.
4. Considering your answers for the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
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Project 3 – Evidence Submission Checklist
Simulated Pathway
# Evidence document Completed
1
Workplace Consultation
Video Submission:
[your last name, your first name] –
WorkplaceConsultation1
Project3-QAQual1
Observer:
WorkplaceConsultation – ObservationForm1
Project3-QAQual1
☐
2
Workplace Training
Video Submission:
[your last name, your first name] – WorkplaceTraining1
Project3-QAQual2
Observer:
WorkplaceTraining - ObservationForm1
Project3-QAQual2
☐
3 Work Based Learning Program
WorkBasedLP1 ☐
4
Workplace Meeting
Video Submission:
[your last name, your first name] – WorkplaceMeeting1
Project3-QAQual3
Observer:
WorkplaceMeeting – ObservationForm1
Project3-QAQual3
☐
5 Feedback Form ☐
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WorkplaceFeedbackForm1
Workplace Pathway
# Evidence document Completed
1
Workplace Consultation
WorkplaceConsultation – ObservationForm1
Project3-QAQual1
☐
2 External Learning Activities
WorkplaceExternalDocs1 ☐
3
Workplace Training
WorkplaceTraining – ObservationForm2
Project3-QAQual2
☐
4 Work Based Learning Program
WorkBasedLP1 ☐
5 Workplace Meeting
WorkplaceMeeting1 ☐
6 Feedback Form
WorkplaceFeedbackForm1 ☐
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PROJECT 4 - PLAN, ORGANISE AND
FACILITATE WORKPLACE LEARNING
FOR AN INDIVIDUAL 2
Project Overview
This project requires you to complete the following tasks:
 Develop a work-based learning plan
 Facilitate work-based learning
This project can be completed through a real workplace or simulated
scenario. Choose the pathway that best suits your needs. If you have any
concerns or queries, please direct them to your assessor.
Before proceeding, select the pathway you will be
completing this project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.
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Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain
access to a training organisation. For this pathway, you can deliver the
training of your choice. Note that you must hold qualifications in your
field of choice to conduct training in your workplace.
Simulated
Where you will be provided a simulated scenario to complete the
project. If you choose to complete Project 1 through this pathway, you
must conduct the training specified by the Learning Program
documentation provided to you.
To complete this project, you need:
 At least one (1) adult learner to participate in the learning program
o If conducting a simulation, your participant must be briefed
about the simulated environment before you can conduct a pre-
consultation with them.
 Access to relevant stakeholders in the workplace (e.g. supervisor,
employer)
o If using a simulated scenario, indicate the job title/position of the
required stakeholders in the templates, and conduct the
consultation with your assessor.
 Video recording device (e.g. mobile phone with camera, handheld
video recorder, etc.) OR a qualified observer – for candidates
completing this project through the simulated scenario
Note: if you are completing the projects with the help of a qualified
observer you must request and submit a copy of their qualifications to
your assessor.
 Templates enclosed in this workbook
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Additional information and specific project requirements
The learner for Project 4, must be different from the learner in Project 3
for both real and simulated pathways.
The learning plan must:
 be tailored to the specific needs of the learner.
 be a either a real or simulated work-based need,
o It must include on-the-job training and some off-the-job
training. The learning must be setup so that safety and
workplace productivity are maintained.
 The minimum acceptable duration for this plan is a 30-minute
session.
 meet a different set of learning outcomes to Project 3.
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Simulated Pathway
Simulated Pathway Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)
OR one (1) qualified observer
☐ One (1) volunteer to play the part of your learner,
different from your volunteer in Project 3
☐ Templates included in this project
You must develop your Work Based Learning Plan using the information
provided in the scenario below.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer, you can ask them
to complete the Observation Form provided in the instructions that follow.
Man Power Training Services
You are a trainer for Man Power Training Services and are asked to train
Milla Alderman on how to use the office scanner. Your task is to develop
and implement, a Work Based Learning Plan for Milla.
You consult with Milla’s supervisor, Oliver Ritchard, and he tells you that
Milla is having trouble using the office scanner. Milla is a new member of
the training team and will need to learn how to use the office scanner to
complete her daily tasks. Oliver tells you that Milla can undergo training in
the morning in the first hour of her 9AM – 5PM shift.
You visit their workspace one day and briefly observe the training team as
they complete their tasks. They use the office scanner to send off hand
signed documents.
The team does not have their own set of procedures for scanning
documents, they use the procedures outlined in the manual for the product.
Guidance: Where possible, use the instructions provided in the manual that comes with
your scanner. If you do not have a physical copy of instructions to operate your machine
you can look for a copy on the internet, most brands, especially newer models, will have
manuals published by their manufacturer.
On the following page, you will find the training team’s procedures for
scanning and sending off documents.
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Training Team – Signing and sending scanned document/s
1. When a hand signed document is required you must first print off the document and sign it
with a pen with clear ink. Scan and save the document as a .pdf file.
a. Multiple-paged documents
Multiple-paged documents must be compiled together as a .pdf file.
2. Employees are required to maintain copies of the scanned documents for a period of up to one
(1) month.
On the following page, you will find an excerpt from the contract signed by
both departments, outlining your requirements and responsibilities as a
trainer.
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Contract [Excerpt]
Article 4 – Responsibilities and Requirements for training at work
The trainer must submit any and all documentation related to the training of the learner, including
learning materials, assessments completed, and learner records, for storage using the relevant
templates provided for each.
The trainer is expected to handle the personal information of the learner according to the Privacy Act
1988, where they are to collect only necessary information that is relevant to the training being
commenced by the learner. The learner can access their files upon request.
The training must primarily take place within MPTS premises, any training or additional support
accessed outside must be approved by the supervisor of the employee being trained.
Article 7 – WHS in the workplace
The training activities must be carried out according to the laws and regulations, including any relevant
Codes of Practice, enforced in the state the training is being delivered.
MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that
the training personnel, employees, other persons and students are not exposed to health and safety
risks arising from the training.
The trainer is responsible for managing and minimising risks associated with the training to be
delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with
company policies and procedures relating to health and safety in the workplace.
You can also find Milla Alderman’s pre-employment LLN assessment
results and her overview below.
Milla is a newly hired TAE trainer for MPTS. She has four (4) years of
experience in the field and can adapt easily to new technology. Milla has
used similar office equipment before but is unsure of how to operate the
brand of scanner used in the training department.
Her pre-employment LLN evaluation results can be found below.
Learning Reading Writing
Oral
Communicatio
n
Numerac
y
Milla
Alderma
n
4 3 3 3 4
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Steps to take
1. Access and complete the Work Based Learning Plan using the
information provided in the scenario and details provided in later
instructions. Remember to structure the learning activities in a way
that will help her best retain information. The template can be
accessed below.
Work Based Learning Plan
(Username: learner Password: studyhard)
2. Arrange a consultation session with your learner (volunteer).
Before beginning your consultation session with your volunteer, brief
them on the details of the scenario and Milla’s profile.
You must submit a video recording of your consultation session with
your learner, using the filename:
[your last name, your first name] – WorkPlaceConsulatation1
Alternatively, if you have access to a qualified observer you can have
them complete, sign and date two copies of the Observation Form,
one for each session you conduct, linked for you below. A qualified
observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
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You must provide your qualified observer with a copy of the Work
Based Learning Program beforehand. You must request and submit a
copy of your qualified observer’s qualification to your assessor using
the filename:
Project4 – QAQual1
Once completed, submit the Observation Form using the filename:
WorkplaceConsultation-ObservationForm-2
During your consultation session, run through the details of the Work
Based Learning Plan with your learner (volunteer). Explain why you
chose the specific techniques or processes to facilitate their learning.
Note any suggestions from your learner (volunteer).
At the end of your session your learner must confirm that they agree
with the information in the Work Based Learning Plan and the
objectives and scope of the training.
During your session with the learner’s you must demonstrate the use
of communication techniques to:
 identify the learner’s (volunteer’s) needs
 build rapport with the learner (volunteer)
You must:
 select appropriate vocabulary for the learner (volunteer)
 adjust language, tone and pace of speech to maintain effective
interactions with the learner (volunteer)
build and maintain engagement with the learner (volunteer)
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What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
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3. Draft an email to Milla’s supervisor, Oliver Ritchard, explaining the
objectives and scope of the training. Include the details of the
training session and any activities you plan on conducting. Do this in
the spaces provided for you below.
To: Oliver Ritchard
From:
Date: Guidance: This email must be dated before the date of training.
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After sending your email, you receive this response.
Hi,
This sounds great. But I think it might be good to get Milla
some advanced training in MS PowerPoint because she
will be using that to teach her classes. Can you organise
something for her? I spoke to Milla earlier, and she’s
happy to go to training on weekdays.
Thanks!
Kind regards,
Oliver Ritchard
4. Arrange external learning activities for Milla.
Research Advanced MS PowerPoint training courses that Milla can
enrol in. In the spaces provided below list the name of the company
offering the training, the duration, date and price of the course.
Guidance: You do not need to contact the training provider or book a session with
them. However, the details you list below must be for a real company.
Company/
Website:
Duration:
Date:
Course Price:
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You come up with a list of possible training providers and submit them to
Oliver Ritchard for approval. He decides to go with Progressive Learning
Group and has scheduled Milla for training with them. Draft an email to
Milla’s trainer at Progressive Learning Group asking them about their WHS
training policy, to ensure that Milla will have a safe learning environment.
Your email should also request that they inform you of Milla’s progress
after the training and to send you a copy of his certificate of completion.
To: Ruth Snyder
From:
After sending the email, you receive a reply from Ruth Snyder, training
coordinator with Progressive Learning Group. Her response enumerates
the WHS training policies of their group. She also ensures you that they
will send a copy of Milla’s certificate of completion to you and will inform
you of her progress.
5. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
Draft an email to Persimmon Gleam, the office administrator, requesting
the equipment you will need to conduct Katarina’s in office training.
To: Persimmon Gleam
From:
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6. Conduct the session with your learner (volunteer).
You must submit a video recording of your training session with your
learner (volunteer).
You must submit a video recording of the training session for
assessment, using the filename:
[your last name, your first name] – WorkPlaceTraining1
Alternatively, if you have access to a qualified observer, you can have
them complete, sign and date the Observation Form linked for you
below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project4 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to Milla
(your volunteer) the objectives of the training and the processes
involved, including the external support she will be receiving for MS
Excel.
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During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
Record the outcome of your training session with the candidate in the
form provided for you below. List the learning outcomes for the
session and if the learner was able to achieve these during your
training.
Guidance: This must be an accurate record of your learner’s (volunteer’s)
performance during your session.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP2
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Training Record
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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7. You meet with Milla again to discuss the outcomes of her training,
including the external training she received from the Progressive
Learning Group.
You must submit a video recording of your meeting with your learner
(volunteer), using the filename
[your last name, your first name] – WorkPlaceMeeting1
Alternatively, if you have access to a qualified observer, you can have
them complete, sign and date the Observation Form linked for you
below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project4 – QAQual3
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
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Once completed, submit the Observation Form using the filename:
WorkplaceMeeting-ObservationForm-1
Before beginning your meeting, brief the learner (volunteer) using
the additional prompts provided for you on the following page.
During your meeting with Milla you must:
 discuss with her the outcome of her Microsoft Excel training
with Progressive Learning Group
 discuss with her the outcome of her training with you
 discuss how she feels she is doing at work now that she has
received training
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Additional prompts for your volunteer:
 Milla feels that she is able to carry out her scanning tasks
smoothly.
 She feels confident in her PowerPoint skills now after receiving
advanced training.
Hi,
As requested, I am sending over Milla Alderman’s certificate for
the Microsoft Excel training she completed with us. Milla did
really well she completed all of the requirements without
problems and let us know when she needed further assistance
during her training with us. I’m confident that she’s well
equipped with Excel basics.
Let us know if you need anything else.
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Cheers,
Ruth Snyder
Coordinator
Progressive Learning Group
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Progressive Learning Group | MS Office Training
14 [Month] 20xx
Milla Alderman
has successfully completed all requirements to be recognised as an Advanced Microsoft Office
Specialist for PowerPoint.
Ruth Snyder
Ruth Snyder
Training Coordinator
Progressive Learning Group
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8. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If
yes, explain how they were met. If no, explain why they were not met.
Give specific examples.
2. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain. Give specific examples.
3. What learning support and assessment strategies did you use for the
training? Were these effective? Explain. Give specific examples.
4. Considering your answers to the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
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Workplace Pathway
Workplace Pathway Overview
To complete this project, you will need access to the following resources:
☐ Learning Program documentation
☐ One (1) learner, different from the learner in Project 3
☐ One (1) qualified observer from your workplace
☐ Templates included in this project
☐ Procedures relevant to the training you will deliver
You must develop your Work Based Learning Plan using the Learning
Program documentation available to you in your workplace. This training
session can cover any topic of your choosing, as long as it meets a
workplace need, and is at least 30 minutes in length.
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Steps to take
1. Access relevant documentation.
To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based
learning, these can include:
 compliance information,
(laws, regulations and company policies that apply to the
learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS
responsibilities of the people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help
your learner best retain information.
Work Based Learning Plan
(Username: learner Password: studyhard)
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2. Arrange a consultation session with your learner (volunteer) and
other relevant personnel.
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual1
Once completed, collect the Observation Form from your assessor
and submit this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the
training, including the external learning activities that need to
be arranged for the learner
 identify and address any WHS implications of using work as the
basis of training, consider your, and other relevant parties,
WHS responsibilities
 address any contractual requirements and responsibilities for
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the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate
learning and explain these to the learner and relevant personnel
present
 document and discuss the Work-Based Learning Plan with the
learner
At the of your session your learner, and other relevant personnel
must agree with the information you documented in the Work Based
Learning Plan and the objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner
 adjust language, tone and pace of speech to maintain effective
interactions with the learner
 build and maintain engagement with the learner
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What are the WHS risks in using work as the basis for learning?
How did you address these WHS risks?
What are the contractual requirements and responsibilities you addressed
for the work based training? List at least two (2) requirements and (2)
responsibilities.
Briefly explain how you addressed each of these contractual requirements
and responsibilities below.
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3. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning
activity for your learner. This includes any supervisory arrangements
that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include:
emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceExternalDocs1
4. Prepare for the session.
Gather the resources you will need for the session, including
equipment, learning materials, etc.
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5. Conduct the session with your learner (volunteer).
Have a qualified observer complete, sign and date the Observation
Form, linked for you below. A qualified observer must:
 hold the qualification equivalent to or above
TAE40110/TAE40116 Certificate IV in Training and Assessment
OR
 hold at least one of the following:
o TAE50111/TAE50116 Diploma of Vocational Education
and Training
o TAE50211/TAE50216 Diploma of Training Design and
Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:
Observation Form
(Username: learner Password: studyhard)
You must request and submit a copy of your qualified observer’s
qualification to your assessor using the filename:
Project3 – QAQual2
Note that you do not need to submit this is your observer for the
delivery is the same observer for your consultation session with the
learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to the
learner the objectives of the training and the processes involved,
including the external support they will be receiving
During your session, you must:
 sequence the introduction of tasks, activities and processes in a
way that reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s
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transfer of skills and knowledge
 apply learning support (instructional and assessment) strategies
in delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the
learner’s LLN requirements
 adjust your use of vocabulary, language, tone and pace to keep
the learner engaged, and to effectively facilitate and monitor
learning
 build rapport with the candidate
 practice ethical behaviour at all times
You must also record the outcome of your training session with the
candidate in the form provided for you below. List the learning
outcomes for the session and if the learner was able to achieve these
during your training.
Once complete, save the Work Based Learning Plan using the
filename:
WorkBasedLP1
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Training Record
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.
Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments
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6. Meet with the learner, and other relevant personnel, again to monitor
the effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the
outcome of the training, both external and internal
 discuss how the learner feels after completing the training in
relation to their role
 seek their feedback using this form:
Feedback Form
(Username: learner Password: studyhard)
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner,
using the appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace
to the needs of the learner and to engage with the learner
Have your supervisor or qualified observer sign the declaration below
to confirm this has been done. You must submit evidence that this
has been done, this can include: emails, request forms, meeting
minutes, etc. Compile these in a .zip folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration
By affixing my signature below, I declare that the candidate completed the
tasks in this project under the observation of a qualified observer. I also
declare that the candidate was able to gain feedback from the learner and
closed the learning-facilitation relationship using the appropriate
interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:
Date:
Supervisor/Observer’s Role: Supervisor/Observer’s Contact
Details:
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7. Evaluate the effectiveness of the learning-facilitation relationship in
the spaces provided below. Use both the learner’s (volunteer’s)
feedback and your own evaluation to complete the evaluation
process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If
yes, explain how they were met. If no, explain why they were not met.
2. What were the learning facilitation processes and techniques you used
for the training? Were these effective? Explain.
3. What learning support and assessment strategies did you use for the
training? Were these effective? Explain.
4. Considering your answers for the questions above and the responses
given by your learner (volunteer), how can you improve your work –
based, learning – facilitation practice?
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Project 4 – Evidence Submission Checklist
Simulated Pathway
# Evidence document Completed
1
Workplace Consultation
Video Submission:
[your last name, your first name] –
WorkplaceConsultation2
Project4-QAQual1
Observer:
WorkplaceConsultation – ObservationForm2
Project4-QAQual1
☐
2
Workplace Training
Video Submission:
[your last name, your first name] – WorkplaceTraining2
Project4-QAQual2
Observer:
WorkplaceTraining – ObservationForm2
Project4-QAQual2
☐
3 Work Based Learning Program
WorkBasedLP2 ☐
4
Workplace Meeting
Video Submission:
[your last name, your first name] – WorkplaceMeeting2
Project4-QAQual3
Observer:
WorkplaceMeeting – ObservationForm2
Project4-QAQual3
☐
5 Feedback Form ☐
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WorkplaceFeedbackForm2
Workplace Pathway
# Evidence document Completed
1
Workplace Consultation
WorkplaceConsultation – ObservationForm2
Project4-QAQual1
☐
2 External Learning Activities
WorkplaceExternalDocs2 ☐
3
Workplace Training
WorkplaceTraining – ObservationForm2
Project4-QAQual2
☐
4 Work Based Learning Program
WorkBasedLP2 ☐
5 Workplace Meeting
WorkplaceMeeting2 ☐
6 Feedback Form
WorkplaceFeedbackForm2 ☐
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review
the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Written Questions
Project 1
Project 2
Project 3
Project 4
The candidate has submitted/completed all of the
following evidences:
This completed workbook
Project 1
Refer to Project 1 Evidence Checklist
Project 2
Refer to Project 2 Evidence Checklist
Project 3
Refer to Project 3 Evidence Checklist
Project 4
Refer to Project 4 Evidence Checklist
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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End of Document
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