Learner Assessment Booklet 2022

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TAE40116
Certificate IV in Training and Assessment
DELIVERY CLUSTER
LEARNER ASSESSMENT BOOKLET
TAEDEL401 Plan, organise & deliver group-based learning C
TAEDEL402 Plan, organise and facilitate learning in the workplace C
BSBCMM401 Make a presentation E
Learners Name
(Please Print)
Training Venue
Trainers Name
Commencement
Date

Assessor:☐
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Introduction:
These Practical Activities and Written Questions have been developed to provide you
with the opportunity to demonstrate your skills, knowledge and ability to conceptualise,
design, develop and review learning programs to meet an identified need for a group of
learners
Resources for this Unit:
Please read the learning resource accompanying this unit before attempting to respond to
the assessment tasks:
 Vocational Training and Assessment McGraw Hill Education Series 2. (Dan Hill,
Terry Hill & Lee Perlitz2016)
 Learner AssessmentBooklet
Assessment Process:
Assessment decisions will be based on your ability to demonstrate competency against all
performance criteria (included in this booklet) and required skills and knowledge as outlined in
the attached competency standard. Competency will be determined after reviewing all of the
evidence you have submitted. Each piece of assessment will be graded S (Satisfactory) or
R (Resubmit). When all evidence has been gathered, your assessor will make a final
judgment and sign off with C (competent) or NYC (not yet competent). If you have been
deemed competent your Assessor will return your copy of the ‘Final Judgment’ as evidence
of completion of this unit. Alternatively, you will be advised what further action you need to
take to achievecompetency.
Assessment is used:
a) to measure Learners' preparedness for further study or professionalaccreditation;
b) to provide feedback on Learner learning for both Learners andstaff;
c) to define and protect academicstandards;
d) to direct Learners'learning.
Effective assessment for a unit or program of study will typically include a mix of assessment
types, selected and designed to meet these multiple and variousdemands.
An explanation of some terms commonly used in describingassessment
Formative Assessment
Assessment tasks are described as formative if they provide Learners with feedback
intended to enable improved performance on current or subsequent tasks. Formative
assessment typically has the development of Learners' understanding or skills as an
objective.

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Summative Assessment
Assessment tasks are described as summative if they are awarded a grade (or score), and if
that grade contributes to the overall grade for the unit. Many assessment tasks serve both
summative and formative purposes.
Feedback:
We adhere to the policy of two-way feedback and invite you to provide your comments on
the assessment process for this group of units at the conclusion. We thank you for taking
this seriously, as your contribution is greatly appreciated in our attempt to continuously
improve our assessment system and processes.
You will be provided with formal and informal feedback from your trainer at regular intervals
throughout this course of study to assist you in this learning process and in gaining
competency in this unit.
Reasonable Adjustment
Reasonable adjustment refers to measures or actions taken to provide all learners with
equitable support and educational opportunity. Ask your trainer to discuss this with you if you
feel that adjustments should be made within your training program

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Version Control (office use only)
Date No. Comment
07/10/12 1.1 Original version
05/11/14 1.2 Reviewed and revised for continuous improvement -
Improvements
19/01/15 1.3 Reviewed - new practical assessment tasks included
27/05/15 1.4 Reviewed and corrections made for general use
29/10/15 1.5 Design units merged as a Design Cluster version
8/5/2017 1.8 Delivery units reviewed and validated
8/12/2017 1.9 Proof reading, formatting and new footer
21/05/2018 2.0 Formatting to match updated TAE40116 books
06/09/2018 2.1 Reviewed – formatting / grammar / text.
Assessor Check boxes added
05/12/2018 2.2
Formatting – corrections to layout / spacing / grammar
Assessor Check Boxes realigned.
Instructions information added re Check Boxes

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Cover Sheet and Assessment Agreement:
By signing the competency record sheet, you are verifying that you have received
information regarding the following:
 The purpose and context of theassessment
 The type of evidence to becollected
 A Learner handbook listing RTO’s policies and procedures including a
complaints and appealspolicies.
 You understand that if you are deemed not yet competent on the first
occasion that you can apply forre-assessment
 You understand that any materials and information provided to your trainer
including your assessment decision/result will be kept confidential (Privacy
Act)
 Any written work that you have provided is your own (notfraudulent)

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Cover Sheet and Agreement
TAEDEL401 Plan, organise & deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
CANDIDATE to complete this section
Name
Candidate declaration—By signing below, 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 thistime
 this assessment contains my own work except where I have made due reference
to work by other/s. I am aware that a false declaration may lead to withdrawal of
a qualification or statement ofattainment.
Candidate
signature
Date
signed
* Candidates must provide a REAL signature. If submitting your portfolio electronically, either
insert an electronic signature in the space above, or print this page, sign it, then submit a scanof
the signedpage.
Name of assessor
Date received
Date review completed

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Assessment Documentation
Qualification: TAE40116 Certificate IV inTraini ng & AssessmeNt
Units TAEDEL401 Plan, organise and deliver group-based learning.
Learners Name
Unit Start Date: Unit Finished
Date:
Unit Result: Competent (C) Not YetCompete nt (NYC)
Trainer/
Assessor
I acknowledge that I have provided
regarding the assessment procedu
have provided the Learner with op
feedback.
feedback to the
res undertaken in
portunity torespo
Learner
this unit, and
nd to that
Name
Signature
Assessment Appeal Decision
Learners have the right to appeal an assessment decision please refer to the Healthy
Business Training Academy student handbook
Learner has indicated appealing decision
Date of appeal:
Appeal made to:
(Name of staff
member)

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Assessment Documentation
Qualification: TAE40116 Certificate IV inTraini ng & AssessmeNt
Units TAEDEL402 Plan, organise andfa cilitate learningin the workplace
Learners Name
Unit Start Date: Unit Finished
Date:
Unit Result: Competent (C) Not YetCompete nt (NYC)
Trainer/
Assessor
I acknowledge that I have provided
regarding the assessment procedu
have provided the Learner with op
feedback.
feedback to the
res undertaken in
portunity torespo
Learner
this unit, and
nd to that
Name
Signature
Assessment Appeal Decision
Learners have the right to appeal an assessment decision please refer to the Healthy
Business Training Academy student handbook
Learner has indicated appealing decision
Date of appeal:
Appeal made to:
(Name of staff
member)

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Assessment Documentation
Qualification: TAE40116 Certificate IV inTraini ng & AssessmeNt
Units BSBCMM401 Make apresentation
Learners Name
Unit Start Date: Unit Finished
Date:
Unit Result: Competent (C) Not YetCompete nt (NYC)
Trainer/
Assessor
I acknowledge that I have provided
regarding the assessment procedu
have provided the Learner with op
feedback.
feedback to the
res undertaken in
portunity torespo
Learner
this unit, and
nd to that
Name
Signature
Assessment Appeal Decision
Learners have the right to appeal an assessment decision please refer to the Healthy
Business Training Academy student handbook
Learner has indicated appealing decision
Date of appeal:
Appeal made to:
(Name of staff
member)

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Recognition of Prior Learning (RPL):
RPL is a process of assessment of your skills, knowledge and competencies that relate to a
course you are taking in any education or training sector, for the purposes of gaining entry to
a formal program of education and training leading to a national qualification under the
Australian Qualifications Framework (AQF), or having that knowledge or skills assessed so it
counts towards completion of your course. If you believe that you already have the skills and
experience to demonstrate that you are competent in this unit, or part thereof, please apply to
your trainer/assessor to begin the RPLprocess.
What is Evidence?
Evidence is any information that you gather and provide to an assessor to show that you have
the skills required to gain recognition.
Evidence may include:
a) certificates
b) reports
c) references from your paid or unpaid workexperience
d) samples of yourwork
e) qualifications
f) a practical assessment or skill demonstration
All evidence that youprovide:
a) will be checked by the assessor to ensure itsvalidity
b) should be compiled into a portfolio and clearlyreferenced

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Assessment task 1
(Written Questions & Practical Assessment Activities)
Instructions
 This is an open book assessment. You are required to research your answers for
these activities and provide aresponse.
 Where practical, respond to tasks by writing in the space provided. Refrain from
excessively answering aquestion.
 The to the right of most questions or tasks are for the assessor useonly.
 Responsestowrittenquestionsandpracticaltaskswillbemarkedandifsatisfactory, will
be.
Requirements for satisfactory completion
For a ‘satisfactory’ result in this task, all activities must be responded to, to a
‘satisfactory’ standard. At Certificate IV level this means that…
 you specifically address all parts of eachactivity
 yourresponsesincludeamixoftheorybackedupwithspecificworkplaceexamples (real
or hypothetical) whereappropriate
Thereisnospecifictimeframeforansweringthequestions,butyouarerequiredtohave
completed all assessment items within 12 months ofcommencement.
Assessment Task 1 Written Questions
Assessment Task 2 Practical Activities

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Assessment Task 5.1 Written Questions
Instructions
Answer the following questions. Write or type your responses into the space provided below each
question.
Requirements for satisfactory completion of each question
● You respond using complete sentences, making direct reference to thequestion
● You address all parts of eachquestion
● You use your own words—when quoting information from another source, youmust
acknowledge thatsource
● Each response is about 20-50 words long—this is an average only; some questionswill
require longer responses, someshorter.
Question 1
What elements form part of the learning program documentation?
Certificates, reports, references, samples, qualification certificates and practical assessment or skill
demonstration sheets will provide all developed learning program documentation. It will also include
experience and training certificate.
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Question 2
In the learning environment, what information and documentation can be used to identify the
needs of your learners?
The feedback forms and their past performance certificates can be used for evaluation of the learners need.
The complaint documents can also be used as references to identify the loopholes at the workplace.
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Question 3
List three environments in which you may face constraints to session delivery.
1. Communication barriers
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2. Linguistic barriers
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3. Technical issues ☐

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Question 4
List five current learning theories that are applied to vocational education and explain how
they might be used to optimise the learner experience.
1. Constructivism theory
In the constructivism theory Active involvement of the learner will be focused. It
will help them in developing their knowledge on their own so that they can create
a better understanding of vocational training.
☐
2. Behavioural theory
Behavioural theory will help in identification of the behaviour of the listener or
learner and then develop appropriate training so that they can enhance their
vocational attributes.
☐
3. Cognitive theory
Cognitive theory includes detailed explanation of the vocational training. This will
also help in providing instructional design through which the learner will be able
to inherit the styles of learning.
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4. Transformative learning theory
Transformative learning theory will explain the human way to re-interpret the
meanings. This learning is the cognitive process of effecting changes in frame of
reference.
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5. Multiple intelligence theory
Discovery will provide detailed understanding of the learning process and at the
same time identify the behaviour and pattern of the learner. ☐
Question 5
Define what is meant by the term “contextualise”?
The term contextualize means creating a subject into context. Every information will be provided
in the written form. It is also known as place or study in context. It will also act as a reference point
according to which the statement has been made. It could also be a circumstance which creates the
event or statement of idea through which it can be fully understood. ☐
Question 6
What is the purpose of a session plan?
The purpose of the session plan is to create the process of delivering the lectures and provide an
appropriate amount of training so that suitable lessons can be delivered. It is very important to pre-
decide the sessions so that it can be completed on time and appropriate results can be achieved.
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Question 7
What constitutes training materials?
The requirements of the trainee will constitute the training material. Training material will include
the resources through which training can be completed appropriately. It will include audio video
player, notebooks, whiteboard, notes and various educational services. ☐
Question 8
Define verbal and non-verbal communications.
Verbal:
The verbal communication words are used to communicate and it will also help in
reducing the level of complications because clear words will be pronounced.
Non-Verbal:
In non-verbal communication The sender and receiver will be use science to know the
meaning of the message. It happens most of the time and it is not a formal way of
communication.
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Question 9
What can a trainer/facilitator gain by monitoring learner verbal/non-verbal communication?
The trainer can gain a suitable control on the communication and the loopholes in the
communication channel can be identified appropriately. Suitable strategies can be designed for
conduct an appropriate communication with the other person.
☐
Question 10
What sources of WHS information could you access to determine any hazards in training
environment?
There could be an authenticated information due to which the training session can be disturbed. If
the trainer is using the unjustified sources for communicating the information to the trainees then it
will be hazardous.
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Question 11
List the legislation, regulations, codes and procedures that may be applicable to any
trainer/facilitator delivering group sessions (e.g. WHS, anti-discrimination).
 WHS
 Anti-discrimination
 Authentication of information
 Training certificates
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Question 12
Provide one example of culturally sensitive communication.
Language barrier is example of culturally sensitive communication. If the business is established
on a multicultural platform then the team members might have to undergo the problem of language. ☐
Question 13
What constitutes unacceptable behaviour in the learning environment?
Biased teaching pattern and distracted students constitute unacceptable behaviour in learning
environment. It is very important to eliminate the barriers initially so that suitable learning
environment can be generated. ☐
Question 14
What are the different types of questions you can ask during class to gauge the progress of a
Learner’s learning?
 What are the comparisons of your earlier grade and current grade?
 Have you seen any fluency while communicating to other people?
 Are you satisfied with the learning session?
 Would you like to incorporate any topic through with your progress can be enhanced?
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Question 15
List three (3) training records that RTO’s must keep?
1. Assessment records ☐
2. Personal records ☐
3. Progress records ☐
Question 16
Explain how you would use the diversity of your learner group as a resource to support and
enrich the learning process.
Different people have different languages and different pattern of communication. The diversity
can be used positively by sharing the experiences and enhancing the knowledge in different
streams. The team members can use the diversity as a learning process and this will help in
contributing towards increment of the communication strategies. ☐
Question 17
Name and explain the four standard steps in any effective risk assessment process.
1. Risk identification ☐
2. Risk evaluation ☐
3. Risk control ☐
4. Risk communication ☐

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Question 18
Explain hierarchy of controls (make note of PPE and WHS policies)
PPE:It is very important to look for risk management techniques so that risk can be managed
appropriately.PPE can be used as a last resort and as an interim measure to control the risk. It can also be
used as a back-up plan through which supplementing to higher level control measures can be observed. It is
used when there is no other safety measure.
WHS:Under the WHS model the risk must be controlled at the first place and if it is not controlled then it
can lead to words health and safety issues. Work health and safety duties are the most important set of duties
which should be performed at all the stages. It is suitable for the nature of work or Hazard is directly
connected to health. It will also promote clean and hygienic working environment and it will be implemented
in good working order.
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Question 19
What effects (positive and negative) can work-based training have in the workplace?
Positive effect is that more diverse experience can be gained during work-based training program.
Different situations will be provided through which training session can be enhanced.
Work-based training can also disturb The work of existing employees due to which the level of
efficiency can be decreased.
☐
Question 20
List four of the most common adult learner styles.
1.linguistic learner ☐
2.naturalist learner ☐
3.kinesthetic learner ☐
4.visual learner ☐
Question 21
What WHS legislation (name, year) and regulation covers workplaces in your state?
Work health and safety act 2011
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Question 22
Why is it important to know about the current work procedures and routines when planning
training in the workplace?
It is important to know the current work procedure and routines so that the mistakes can be
identified and the areas can be observed where the training is required. The training process will
only be conducted appropriately when the loopholes are identified. The direction can be said for
the training process in the workplace if past data is provided.
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Question 23
What is a learning pathway?
Learning pathway is depicted as a chosen route which is selected by learner to a range of e-learning
activities. This will also help in creating the empowerment and eliminate the milestones through
which appropriate learning can be achieved.
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Question 24
Give an example of a contractual requirement that may impact upon work-based training.
It is very important to have the agreement of training period or training hours so that future
conflicts can be avoided. For example if the trainer provides the training for three hours and the
trainee requires what demands the training of four hours then it will not be justified and the trainer
will be responsible for only providing the training for three hours. ☐
Question 25
From whom may you need to obtain agreement when seeking to implement a work-based
learning program?
Document will be conducted by the legal parties and higher authorities who would be guiding
regarding the training and learning program. The agreement would have all the necessary details
regarding the process of learning.
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Question 26
Why is it important to monitor supervisory arrangements for your learner?
It is very important to monitor the supervisory arrangements for your learner because if the
equipment and resources of the learning and training session will not be provided then appropriate
results will not be achieved. Appropriate arrangement of the resources will increase the efficiency
of the training session. ☐
Question 27
What does sequencing mean in relation to learning tasks, and why is it important?
Sequencing means arrangement of the training procedure in a systematic format so that all the
aspects and elements can be covered. Sequencing will also help in enhancing the achievement of
results so that all the tasks can be completed on time.
☐
Question 28
Who sets the objectives in a work-based learning program?
The management and human resource manager would set the objectives in the work based learning
program. The learner will influence the objectives once they are decided. The final decision will be
of the learner and the management.
☐
Question 29
What five things may you need to check/confirm in preparation for your session?
1. Stationery ☐
2. Checklist ☐
3. Exert or manager ☐
4. Audio visual resources ☐
5. Feedback ☐

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Question 30
Why is closure important for a training/mentoring situation?
Closure is important because every training situation will have to end and close it will help in
completing the course on a disciplined note.
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Question 31
List three ways in which you can gain feedback from your learner(s).
1. Feedback forms ☐
2. Group discussion ☐
3. Personal interview ☐
Question 32
Why and how (in what format, for how long) are records of your learner’s performance and
achievement retained?
The learner’s performance has been upgraded and it will help him throughout. If the learning
process is appropriate then it will definitely help the learner to gain knowledge. It will help him
during the entire working period and even further.
☐
Question 33
When making recommendations/changes relating to a Work Based Learning Pathway how
would you record these and who would you present them to?
The recommendation then changes would be recorded in a presentation and it will be present it to
the learner or the management head. It will be provided to the assigned party in visual and audio
format so that better understanding can be developed.
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Question 34
Describe a situation in your experience when a training session didn’t go well and explain
why based on a learning theory that you think applies.
When I was having difficulty in the language which was used by the learner he refused to change
the language. Due to the language barrier training session was difficult at the earliest age and it did
not go well. Gradually the training pattern was designed as per the normal language which was
adopted by all the trainees. This helps in balancing the situation appropriately.
☐
Question 35
What are 3 fundamental principles of learning that must be in place for successful learning to
take place?
1. The learner should be active. ☐
2. Appropriate interaction should be made so that appropriate training can be
conveyed. ☐
3. Feedback should be gained from the team members so that necessary results
can be observed. ☐

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Question 36
What are the seven principles of effective communication and how would you ensure that
you utilise them within your training session
1. Clarity of words and language should be inculcated so that the training session
can be conducted successfully and the level of complexity can be reduced.
☐
2. Two ways communication process should be inculcated so that feedback can be
gained from the other end. This will help in increasing the communication of the
learner and trainer.
☐
3. Suitable mode of communication should be implemented through which the
communication process can be conducted properly. It will also help the learner to
deliver the feedback and response immediately.
☐
4. Appropriate amount of adequacy and consistency should be developed so that
the flow of communication can be maintained. This will also help in increasing the
responsiveness and reciprocation.
☐
5. Integration should be inculcated so that the communication efforts can be
depicted and the learner can gain the knowledge transferred by the trainer.
☐
6. Suitable amount of coordination to be developed so that the messages can be
communicated to the parties without any difficulty.
☐
7. The main aim of the communication should be disclosed at initial stage so that a
direction can be set. This will help in delivering the training session properly.
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Question 37
List 6 common presentation aids or materials that you would use to support your
presentations?
Audio speakers, whiteboard, laptop, projector, press enter, chart paper, visuals and folders will be required to
present the training session. With the help of all the six elements which are used for presentation increase the
level of efficiency and will also help in communicating the message to the learner properly. If any of the six
elements is missing the performance of the trainee can be disturbed.
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NOTE- A form must be filled out for each submission attempt made by a Learner
First submission for TAEDEL401/TAEDEL402/BSBCMM401 (Written Assessment)
The Learner’s performance was: Satisfactory Resubmit .......
Comments:
Learner’s signature:.................................................................. date
Assessor’s signature: ............................................................... date
Note to candidate – If you achieve a satisfactory result on the first attempt, you will not
require the second and third feedback slips.
Second submission for TAEDEL401/TAEDEL402/BSBCMM401 (Written
Assessment)
The Learner’s performance was: Satisfactory Resubmit .......
Comments:
Learner’s signature:..................................................................date
Assessor’s signature: .............................................................. date
Note to candidate – If you achieve a satisfactory result on the first attempt, you will not
require the second and third feedback slips.
Third submission for TAEDEL401/TAEDEL402/BSBCMM401 (Written Assessment)
The Learner’s performance was: Satisfactory Resubmit .......
Comments:
Learner’s signature:.................................................................. date
Assessor’s signature: ............................................................... date
Note to candidate – If you achieve a satisfactory result on the first attempt, you will not
require the second and third feedback slips.

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Assessment Task 5.2, 5.3, 5.4 Presentations
Instructions
To complete these assessment tasks, you will be required to conduct three group-based training
sessions: two consecutive sessions and another session delivered to a different group of
learners. You will need to provide evidence of physical performance in the form of either a
video recording or by having a qualified facilitator/assessor present to witness your
performance.
In addition, for each session you will be required to do the following:
1. Document your preparation for the session. Include notes on who you confirmed your role
and responsibilities with, how you confirmed the availability of materials and resources,and
any identified constraints (asrequired).
2. Record what documentation you referred to in preparation of the session. This mayinclude:
a. WHS documents orlegislation
b. policy/procedures
c. training programplans
d. national competencies, training packages or endorsedcourses.
3. Document any identified needs or requirements of your learners and notes on how youwill
address these for or during yoursession.
4. Prepare a session plan, (an example is included for your reference)including:
a. course title, session information, location, date,etc.
b. timings
c. activities
d. a list of questions you can ask your learners to support learning
e. resources required (e.g. presentation aids, materials,examples).
5. Prepare a presentation resource for yourlearners.
6. Ensure your Learners complete an attendance sheet to show who attendedthe
session
7. Deliver the session (observed by your facilitator/assessor or videorecorded).
8. Conduct a review of your delivery by discussing your performance with your learners at the
conclusion of the session or collect written feedback from your learners. Take notes of their
responses and incorporate them into a session review of at least half a page, includingyour
own reflection on your strong and weakpoints.
These documents, notes, plans and reviews will need to be submitted to your facilitator or assessor
for assessment.
Minimum evidence requirements for EACH session are:
• Must include a session plan (providedbelow)
• Copies of any training resources produced for the session, minimum 1 resource foreach
session. (e.g. handouts, digitalpresentation)
• Feedback forms plus your report of the review of your sessions (providedbelow)
• EITHER a video recording for the session or a third-party observation checklistcompleted
by your observer (may be as per template in the TAEDEL401 BSBCMM401resources
folder)
• An attendancesheet

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Requirements for satisfactory completion of each question
● You respond using complete sentences, making direct reference to thequestion
● You address all parts of eachquestion
● You use your own words—when quoting information from another source, youmust
acknowledge thatsource
● Each response is about 20-50 words long—this is an average only; some questions will
require longer responses, someshorter.
Task 5.2 First Session - Scenario 1
Your first session will be delivered to a simulated group from Julie Smithers’ real estate office. You are
required to choose a unit from the learning program that you created for Julie Smithers in the design cluster
booklet and imagine that Julie’s entire team would like to join in on one of the sessions with Julie.
The admin team consists of:
• The Administration Officer(Morag)
• Administration assistant(Julie)
• Sales team co-ordinator(Bryan)
• Rentals co-ordinator(Elizabeth)
• Trust Accounts officer(Charles)
They are all enthusiastic and keen to learn. With the exception of the Administration Officer, all have only
recently left school and for them this is their first job. When Julie told them, she was about to undertake some
training in organising meetings, because they are all keen to learn new skills, they decided to approach Morag,
the Administration Officer requesting that they all be permitted to undertake this training. Seeing how this
knowledgecouldbenefitnotonlytheemployeesbuttheorganisationasawhole,Moraghasagreedtothis
request,althoughshe’snotsurehowthiswillbeimplementedgiventheconstantinterruptionsintheoffice.
You are required to deliver the session and fill out the session plan in accordance with your proposed session
content.
Code ☐
Title ☐
Some suggested topics may include-
Some suggested topics may include- Dealing with customer complaints
How to turn on/off an alarm system How to fill out a time sheet
How to reduce stress
Schedule appointments on your phone How to put in a holiday request
How to send an email on your phone How to photocopy a document
How to set up a meeting room
How to organise a meeting successfully How to give feedback to someone
How to identify a hazard in your office and what to do about it.

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Please Describe the Real Estate Office Team’s Potential Characteristics-
The team should have knowledge about the market. The team members should have knowledge
of the raw material and costing. The team members should have experience of working in this
field so that adverse conditions can be managed appropriately. ☐
What are 3 ways that you will incorporate/adjust your delivery to cater for the audience’s
characteristics?
1. Feedback should be organized through which the reviews of the customers
can be identified. ☐
2. Simpler words should be used so that appropriately message can be
communicated. ☐
3. Direct conservation should be made so that the audience can be attracted. ☐

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Task 5.3 & 5.4 - Presentation 2 &3
1. Your second and third presentations will be delivered to people in your workplace or
fellow class Learners at your face to face course when you come to class and will be a
topic that relates to your vocational area ofcompetency.
2. They need to specifically address a unit of competency they must have relevancy to
your current vocation or future trainingcontent.
3. Each presentation must go for a duration of 40minutes.
4. Presentation 2 & 3 must be to a different group then presentationone
Safety Requirements for your Sessions
Part 1: Conduct an Inspection of your training environment before your session
delivery.
Use the following checklist to assess potential risks-Make sure that you identify at least
one hazard and how it will be dealt with.

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CLASSROOM HAZARD & RISK ASSESSMENT
Date: / / Location:
1. Classroom(General)
Is the housekeeping satisfactory?..................................................Yes No
Is the lighting adequate?.................................................................Yes No
Is the floor in good condition?.......................................................... Yes No
Is there an absence of tripping or puncture hazards?...................... Yes No
Are exits clearly identified? .............................................................. YesNo
Are the aisle widths and other paths or travel adequate/ ................. YesNo
Are the entrances and exits adequate? ........................................... Yes No
Are emergency procedures (with guidelines for the disabled) clearly posted?
........................................................................................................Yes No
Is the classroom furniture in good repair and positioned safely? ..... YesNo
Are all cupboards, fixed boards & display units secure & stable? ...Yes No
Is the classroom equipment in good condition and secure? ............ YesNo
Are the light fixtures securely mounted, in good condition, clean .... Yes No Is
the glass of all windows intact?.................................................... Yes No Is
the classroom fire alarm (audit/vision) operational?..................... Yes No
Is the number of Learners using this classroom equal to or less than the capacityof
the room for safe work?...................................................................Yes No
2. Walls
Are the walls clean?........................................................................Yes No
Areallsigns,bulletinboards,andfiguresfirmlyattached?..............Yes No
3. Floors, tiles andcarpets
Are the floors in good condition and free of trip hazards? .............. YesNo Are
the carpets firmly secured with no curling edges? .................... YesNo Are
the carpets clean?..................................................................... Yes No
Are the carpets free of glue and other odours/ ................................ YesNo
are the floors clean and do they provide a good grip? ..................... YesNo
Are the floors free of splinters?........................................................ Yes No
Are any elevation differences clearly marked .................................. YesNo
Are areas that are more slippery than others clearly marked? ........ YesNo
Are spills and moisture cleaned up immediately? ............................ Yes No
4. Doors andwindows
Is there an absence of doors with:
- Loose or broken hinges.........................................................
- Broken wood panels or broken glass panels........................
- Loose or still handles...........................................................
- Obscured vision panels........................................................
Do doors that might blow open have suitable restraints/ ................. Yes No Is
glass in windows and doors intact (not broken) and not cracked?Yes No Do
windows normally used as a means of ventilation openeasily
without undue force?.......................................................................Yes No
Can the openings on windows be restricted to prevent an accidentalfall?
………………………..……………………………………………………Yes No
Are any windows that jut out non-hazardous to persons passingoutside?

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........................................................................................................Yes No
Are the fasteners and cords of windows intact?..............................Yes No
5. Lighting
Are all lightsworking?......................................................................Yes No
Are all light fixtures and switches (not loose, cracked or broken? ... YesNo
Are lights and illumination adequate for the work being done?........ Yes No
Are contrasts and glare minimised? ................................................ Yes No
Are task lights provided in areas of low light or high glare? ............. YesNo
Do all windows have blinds, drapes & other light control devices? ..Yes No
Are emergency lights illuminated?................................................... Yes No
Do emergency lights have a secondary power source? .................. Yes No
6. Air Quality, Ventilation andTemperature
Is general ventilation checked eachyear?.......................................Yes No
Are any dust extraction systems working properly?........................Yes No
Are local ventilation systems maintained each year?......................Yes No
Is there documentation of the annual exhaust/intake inspection?...Yes No
Is there provision for shading and ventilation where large areas of glass face direct
sunlight?..........................................................................................Yes No
Is temperature control adequate for each season?.........................Yes No
7. Noise
Are Learners and staff protected from excessive noise from
equipment or machinery?................................................................Yes No
8. Power Cords andCables
Are the proper cords and plugs used?............................................. Yes No
Are all cords in good condition (no fraying or exposed wires)?........ Yes No
Are all plugs in good condition(no cracks, loose or broken pieces)?Yes No
Are cords secured to avoid a tripping hazard? ................................ Yes No
Are power cords and cables:
- kept free from kinks? ............................................................ .…. .
- Not pinched or nailed/stapled to any surface? ..................... .…..
- Kept away from heat, water, oil, sharp edges and movingparts?
- Protected from damage by sheathing, protective enclosures?.....
- Positioned away from causes of damage? ...........................……
Are flexible cords used in only continuous lengths, that is, not several cords joined
together? .........................................................................................
........................................................................................................ Yes No
Are the electrical loads placed on power strips within the
proper amp rating of the circuit?......................................................Yes No
Are extension cords neatly coiled and stored in the properplace
when not in use?.............................................................................Yes No
Is fixed wiring put into place to replace temporary wiring?..............Yes No

Risks Identified and Proposed Control Measures- Risk:
Measure:
Trainer: Signature: Date:
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Part 2: Obtain a copy of the evacuation procedures for your proposed
venue/venues.
a. Attach a copy - Tick whenattached
b. List the 6 steps that you would mention to your Learners/audience to ensure safe
evacuation in the case ofemergency.
1. The emergency exit should be introduced. The people will require an exit door
from which the public can jump off. ☐
2. The fire extinguisher should be placed in all the corners and instructions should be
written to use it. This will help the public to get the control on the fire. ☐
3. Instructions should be made regarding escaping from the emergency conditions
so that people are able to save their life by their own efforts. ☐
4. Proper ventilation should be placed through which the people can evacuate
properly and people do not harm themselves from suffocation. ☐
5. Before implementing some new technology related to evacuation the learner
should have the complete knowledge regarding the uses of the technology. ☐
6. The team members should be provided with suitable amount of training regarding
the usage of fire rescuing equipment. ☐

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Assessment Task 5.2, 5.3, 5.4 – Example Session Plan
Program Name Firearms – Rifle sights Session
Type
Knowledge
Skills
Session title
Adjusting rifle scope – ‘bore
sighting’ Session
length
5 – 10 minutes
Safety and
Housekeeping
Refer below Resources Provided by learner –
target, rifle, scope, ammo
Trainer Peter Date 09/08/2018
Activities Time
INTRODUCTION
Greet
Acknowledge
Hook
Self Intro
Ice Breaker
Welcome learner.
Praise his new purchase (rifle and scope)
Perhaps chat about shooting interests. – hunting / target
(part of questioning)
1 min
Learning
Outcomes
At the conclusion, the learner will have the knowledge and skills
to bore sight a telescopic sight on a bolt action rifle
Ground Rules
1. Completer range register ifapplicable
2. Elaborate / establish range / venuerules
3. Safety, safety
4.
5.
1 min
Reason for
learning
Build knowledge
Personal achievement
Pre-learning for further concepts
Safety and
Housekeeping
PPE at range – enclosed footwear, ear / eye protection
As per venue standing orders
As per venue requirements (open field)

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Agenda
 Ensure venue is safe. Converse with other shooters to
establish safeprotocols
 Target positioned at 25m
 Set up rifle on rest. Fore end andbutt
 Boltremoved
 Visually spot target throughbarrel
 Ensure rifle remains stable ontarget
 Visually spot target usingscope
 Adjust scope to centre ontarget
 Repeat to check setup
 Fire test shot and adjust scope above ifnecessary
BODY
Explain (content)
As above agenda.
Plus…
Ques:
‘What sort of shooting do you do?’
‘Have you other rifles?’
Demonstrate process without making scope adjustments or
firing shot
Learner repeats including adjustments and shot.
5 min
Summary
The process will establish initial scope sighting. From here, the
target is set at greater distances and a finer scope adjustment is
made
Conclusion
Assessment
Observation of task
Questioning / discussion oftask
Success oftask
Feedback from learner
(in this case, it would probably be verbal)
Self-reflection
(assess how the session went. What went well? What
would you change?)

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In Partnership with
Assessment Task 5.2 Attendance Form 1- Group Delivery Minimum 4 Participants
Facilitator Name:
Session title:
Date:
Learner name Phone number Email address Signature
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Assessment Task 5.2 Feedback Checklist 1—Trainer & Assessor
Deliver group-based learning
This section is to be completed by the candidate
Learner’s name:
Session title:
Date of delivery:
Location of delivery:
Number of learners:
This section is to be completed by the Assessor
Observer’s name:
Observer’s qualification:
Please provide a copy for our
records
Observer’s contact phone
number:
Observer’s email
address:
Observer’s declaration:
I declare that the information provided by me in this observer checklist is an accurate and true
reflection of how the candidate facilitated the training session that I observed. I give my consent to
the training provider to verify my qualifications with the issuing RTO.
Signature: Date:
Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Preparation and set-up
1. Was the session plan clear, complete
and easy to follow?
2. Did the candidate set-up the
environment, equipment and other
resources so that access, equity and
safety are ensured?

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Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Structure - Did the candidate:
3. Introduce the session and explain the
learning outcomes?
4. Present information using clear, plain-
English (no unnecessary jargon)
5. Allow the learners to discuss or apply the
concepts learned in some way?
6. Conclude with a recap of the key concepts
of the presentation?
Facilitation skills - Throughout the session, did the candidate:
7. Use visual aids or other resources to help
learners understand concepts being learned?
8. Actively engage the learners and
encourage all learners to participate?
9. Provide WHS information in the
introduction and monitor safety and learner
comfort throughout the session?
10. Manage inappropriate learner behaviour?
11. Use effective verbal and non-verbal
communication techniques?
In general,
12.Was the training approach appropriate
for these learners?
13.Did the candidate manage time
effectively?
14. Persuasive communication techniques
were used to secure the audience’s
interest.
General observer comments about how the session was delivered:
I acknowledge that I have received feedback from the observer:
Candidate Signature Date

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Assessment Task 5.2
Learner Feedback Form 1 – Group delivery
Facilitator Name:
Session title: Date:
Note: the learner should not provide their name or details as this form is intended to be anonymous and used to
assist the trainer improve their training plan and individual facilitation technique.
Rating
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Comments
The facilitator maintained a safe and
comfortable environment.
The learning outcomes were clearly
defined.
The learning outcomes were
addressed.
The materials used were appropriate
for the training.
The facilitator was well prepared for
the session.
The facilitator used a variety of
training methods.
The facilitator was respectful of your
individual needs.
The training was not too technical or
difficult.
The facilitator encouraged active
participation.
The facilitator used appropriate
verbal and non-verbal
communication techniques.
What did you find to be the most useful
aspect of your training experience?
What did you least like about this
session?

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In Partnership with
Assessment Task 5.3 Attendance Form 2- Group Delivery Minimum 8 Participants
Facilitator Name:
Session title:
Date:
Learner name Phone number Email address Signature
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Assessment Task 5.3 Feedback Checklist 2—Trainer & Assessor
Deliver group-based learning
This section is to be completed by the candidate
Learner’s name:
Session title:
Date of delivery:
Location of delivery:
Number of learners:
This section is to be completed by the Assessor
Observer’s name:
Observer’s qualification:
Please provide a copy for our
records
Observer’s contact phone
number:
Observer’s email
address:
Observer’s declaration:
I declare that the information provided by me in this observer checklist is an accurate and true
reflection of how the candidate facilitated the training session that I observed. I give my consent to
the training provider to verify my qualifications with the issuing RTO.
Signature: Date:
Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Preparation and set-up
1. Was the session plan clear, complete
and easy to follow?
2. Did the candidate set-up the
environment, equipment and other
resources so that access, equity and
safety are ensured?

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Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Structure - Did the candidate:
3. Introduce the session and explain the
learning outcomes?
4. Present information using clear, plain-
English (no unnecessary jargon)
5. Allow the learners to discuss or apply the
concepts learned in some way?
6. Conclude with a recap of the key concepts
of the presentation?
Facilitation skills - Throughout the session, did the candidate:
7. Use visual aids or other resources to help
learners understand concepts being learned?
8. Actively engage the learners and
encourage all learners to participate?
9. Provide WHS information in the
introduction and monitor safety and learner
comfort throughout the session?
10. Manage inappropriate learner behaviour?
11. Use effective verbal and non-verbal
communication techniques?
In general,
12.Was the training approach appropriate
for these learners?
13.Did the candidate manage time
effectively?
14. Persuasive communication techniques
were used to secure the audience’s
interest.
General observer comments about how the session was delivered:
I acknowledge that I have received feedback from the observer:
Candidate Signature Date

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Assessment Task 5.3
Learner Feedback Form 2 – Group delivery
Facilitator Name:
Session title: Date:
Note: the learner should not provide their name or details as this form is intended to be anonymous and used to
assist the trainer improve their training plan and individual facilitation technique.
Rating
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Comments
The facilitator maintained a safe and
comfortable environment.
The learning outcomes were clearly
defined.
The learning outcomes were
addressed.
The materials used were appropriate
for the training.
The facilitator was well prepared for
the session.
The facilitator used a variety of
training methods.
The facilitator was respectful of your
individual needs.
The training was not too technical or
difficult.
The facilitator encouraged active
participation.
The facilitator used appropriate
verbal and non-verbal
communication techniques.
What did you find to be the most useful
aspect of your training experience?
What did you least like about this
session?

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In Partnership with
Assessment Task 5.4 Attendance Form 3- Group Delivery Minimum 8 Participants
Facilitator Name:
Session title:
Date:
Learner name Phone number Email address Signature
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Assessment Task 5.4 Feedback Checklist 3—Trainer & Assessor
Deliver group-based learning
This section is to be completed by the candidate
Learner’s name:
Session title:
Date of delivery:
Location of delivery:
Number of learners:
This section is to be completed by the Assessor
Observer’s name:
Observer’s qualification:
Please provide a copy for our
records
Observer’s contact phone
number:
Observer’s email
address:
Observer’s declaration:
I declare that the information provided by me in this observer checklist is an accurate and true
reflection of how the candidate facilitated the training session that I observed. I give my consent to
the training provider to verify my qualifications with the issuing RTO.
Signature: Date:
Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Preparation and set-up
1. Was the session plan clear, complete
and easy to follow?
2. Did the candidate set-up the
environment, equipment and other
resources so that access, equity and
safety are ensured?

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Observer to complete shaded areas:
Key: Y=Yes S=Somewhat N=No Y S N Comments
Structure - Did the candidate:
3. Introduce the session and explain the
learning outcomes?
4. Present information using clear, plain-
English (no unnecessary jargon)
5. Allow the learners to discuss or apply the
concepts learned in some way?
6. Conclude with a recap of the key concepts
of the presentation?
Facilitation skills - Throughout the session, did the candidate:
7. Use visual aids or other resources to help
learners understand concepts being learned?
8. Actively engage the learners and
encourage all learners to participate?
9. Provide WHS information in the
introduction and monitor safety and learner
comfort throughout the session?
10. Manage inappropriate learner behaviour?
11. Use effective verbal and non-verbal
communication techniques?
In general,
12.Was the training approach appropriate
for these learners?
13.Did the candidate manage time
effectively?
14. Persuasive communication techniques
were used to secure the audience’s
interest.
General observer comments about how the session was delivered:
I acknowledge that I have received feedback from the observer:
Candidate Signature Date

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Assessment Task 5.4
Learner Feedback Form 3 – Group delivery
Facilitator Name:
Session title: Date:
Note: the learner should not provide their name or details as this form is intended to be anonymous and used to
assist the trainer improve their training plan and individual facilitation technique.
Rating
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Comments
The facilitator maintained a safe and
comfortable environment.
The learning outcomes were clearly
defined.
The learning outcomes were
addressed.
The materials used were appropriate
for the training.
The facilitator was well prepared for
the session.
The facilitator used a variety of
training methods.
The facilitator was respectful of your
individual needs.
The training was not too technical or
difficult.
The facilitator encouraged active
participation.
The facilitator used appropriate
verbal and non-verbal
communication techniques.
What did you find to be the most useful
aspect of your training experience?
What did you least like about this
session?

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In Partnershipwith
Assessment Task 6.1, 6.2 – Performance and portfolio
of evidence for Work-Based Learning Pathways.
Scenario 1-
As the Senior Training Consultant for XYZ Training, you have been approached by an
organisation Coffee Holics, a coffee shop on the Gold Coast, who would like you to
help upskilling their employees. The owner Tim Jones asked you are required to meet
with the employees, conduct an interview to gather information and prepare a Learning
Program to facilitate their needs. The two critical areas that you have been told are
thefollowing-
Critical Area 1-
-Toby Smith is consistently getting complaints about his customer service skills and
say that he is occasionally rude, slow and barely says hello to customers, however he
is an excellent coffee barista.
Critical area 2-
-Sally Applegate is consistently getting complaints about her quality of coffee that she
is serving; however, her hospitality skills and customer service goes well beyond
expectations and customers rave about how much they love her friendly smile and
happy go lucky attitude.
You have been asked by Coffee Holics to prepare a Learning Program / Pathway to
incorporate a budget to be approved by the Tim Jones the manager of the
organisations, before the delivery of this training can be conducted. Any details
regarding the employees and their work history can be discovered and derived from
your interview with
Use the templates provided below to design the learning pathways. You must base
these on full qualifications or skill sets.
You are to use the two (2) scenarios provided to develop these learning pathways.
You may use www.training.gov.auto research appropriate qualifications or skill sets
for this project.

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To provide sufficient evidence for competency you will need to maintain a portfolio of
evidence, retaining all documents you prepare and notes you take in the development,
implementation and review of the program. You are required to complete the
following documentation for each employee.
 Consultation Form: This form is designed to assist you in gathering the
necessary information while consulting with the employee (learner). Use this
template below as a guide to research job descriptions to match eachlearner’s
situation. Complete this consultation form to assist you in choosing the
appropriate qualification for thelearner.
 Learning Program / Pathway for an individual: A Training Consultant could
use this form to assist in structuring the appropriate learning program / pathway
for the employee (learner). This form is designed to consolidate the
information gathered in the consultation stage and prepare a proposed
Learning Program / Pathway for the employee. Before training can commence,
the Learner’s employer is required to assess the information you have provided
in this Learning Program / Pathway and give their approval for training. The
Learning Program / Pathway is the plan of how the appropriate qualification will
be delivered to meet the needs of thelearner.
 Covering Letter: After you have developed your Learning Program / Pathway
for an individual, prepare and attach a covering Letter to accompany the
Learning Program / Pathway for an individual. This letter is to be addressed to
the Employee’s Manager seeking approval for the training to commence.
Outline the chosen qualification, how this will best meet the needs of the
learner and how delivery of the qualification will beconducted.
 Session Planning: In order to implement the Learning Program / Pathway,
you are required to prepare an outline for the delivery of the qualification.
Session Planning is an important step in the development of a Learning
Program. This enables you to develop each session’s plan for delivery.
Consolidate all the information gathered and developed in the Consultation
Form, Learning Program / Pathway (for approval from the learner’s manager)
to create your Session Planning document for the implementation of the
Training. Use the templateprovided.
 Review of the Learning Program: After the development and implementation
of the training, you are required to complete the Review of the Learning
Program Template. This is a reflection of your overall performance and
consultation to facilitate the Learning Program for a work-based learner.
Complete the templateprovided.

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ConsultationProcess–MeetingwithClient /Learner
Role Play – Toby Smith
Meeting with Toby prior to developing session plan
TRAINER: HiToby,thanksfortakingthetimetomeetwithme.So,Tim’stoldyouthatwe’ll
beconductingsometrainingaroundcustomerserviceoverthenextfourweeks.Hetellsmethat
he’shappytopayforthetraining,butheexpectsyoutocompleteallcourseworkinyourowntime.
Areyoucoolwiththat?
TOBY: Yep. That’sOK.
TRAINER:So,we’llmeetforourtrainingsessionseveryThursdaybetween6:30and8:00and
I’llsetyousometaskstobecompletedinyourowntime.
TOBY: That’llbeOK.Idon’tdomuchafterwork,soitwillgivemesomethingtodo.
TRAINER: Assessments will consist of work-based activities and I’ll also pop into the
workplaceeverynowandthenandobserveyoumakingcoffees,interactingwithcustomers.I’ll
alsohaveachatwithTimandwhenI’msatisfiedthatyou’reperformingalltaskstoindustry
standard,I’llsignyouoff.FinalassessmentwilltakeplaceonthelastThursday.
Thetrainingprogramwillfollowasystemsimilartothis:
Session 1. Basicgreetings
Session 2. Welcome customers
Session3.Dealingwithdifficultcustomers
Session 4.Assessment
Toby,ifyoufindthatwe’regoingtoofast,oryouneedmoretimetograspsomething,youneedto
tellme.
TOBY: Yes,Iwilltry.IdofindthatIsometimesneedtohaveinstructionswrittendown
becauseIdon’talwaysunderstandwhatIneedtodojustbyhearingsomeonespeak.
TRAINER:Thanksfortellingmethat,Toby.I’llmakeanoteofthat.Attheendofthetraining,
we’llsendyouandTimasurveysheettocomplete,soweknowwhetherweneedtomakeany
adjustmentstothetrainingprogram.Ofcourse,ifyouneedanyfurtherhelpbetweensessions,
pleasefeelfreetophonemeorsendmeanemail.Ithinkyou’llenjoywhatIhaveplannedforyou
–itwon’tbemejusttalkingtoyou,you’llbeinvolved–I’vegotsomequizzesandpuzzlesforyou
to complete and you can always request an additional meeting if you need it.
I’mgoingtogiveyouthisself-reflectionjournal.I’dlikeyoutostartusingit–notnecessarilyevery
day,but,say,twiceorthreetimesaweek,justrecordanincidentthatoccurred,howyouresponded
andwhetheryouwouldrespondthesamewayifasimilarsituationarose.
I’llalsoaskTimtoconductaperformancereviewwithyouoncebeforetrainingcommencesand
once at the end of the course.

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |66
Task 6.1 - A LEARNING PROGRAM TEMPLATE – Consultation Form
Scenario 1
Date of initial consultation:
Name of Client (Organisation):
Name of employee (Learner): Toby Smith
☐
Type of business: ☐
Standards:
Identify the standards this program is based on:
Competency standards 
Accredited course 
Legislation/compliance 
☐
Contact person: Name:
Position:
Phone:
Email:
☐
KEY DISCUSSION POINTS
What are the biggest areas of concern
for your employee’s performance?
The key focus area with the customer service department and quality of the
company is also not high.
☐
What do you need your employee to
be able to do within your workplace?
The employees should have the ability to communicate appropriately and enhance
the skills in which he is lacking.
☐
Client learning requirements/needs?
Gen. overview statement
Contractual requirements
Traineeships, training plans, govt. funded
programs
Organisational constraints?
Legal, HR, IR, Time, Access, Finance,
etc
The customers are requiring high-quality services so that they can get justified
services for the money they are paying.
The contractual agreement would require the training plans and once it is
mentioned in the contract then company will be responsible to provide the training
to the team members.
The HR department of the company is not appropriate and they are not making
any effort to provide appropriate pay to the employees
☐

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Your Recommendations to your Client:
Competency or competencies that
could be mapped to client
requirements?
Correct codes/check pre-requisites
The procedure will be set through with the complaints of the clients can be noticed
and suitable action can be taken against it.
☐
Delivery/assessment
context and
pathways
On the job? Where
Off the job? Where
Opportunities for practice?
Self – directed learning?
On the job training will be provided so that the work is not disturbed and they can
enhance their skills and knowledge while working there.
☐
Possible schedule for delivery and
assessment activities taking into
consideration the routines of your
learner’s work requirements.
The learning process should be developed for a shorter period of time so that the
team members can easily attend the meeting. If the learning duration is very long
then on job training will not be suitable.
☐
Characteristics of likelyLearners
Any special/specific needs? Existing
qualifications/skills of learners?LLN
Learner should be attentive and active so that he can easily reciprocate with the
trainer. It is very important to have the ability to read and write to learn anything
new. ☐
WH&S requirements specific to this
workplace & using it for training
purposes
Emergency procedures
The health factors should be noticed and appropriate ventilation should be
provided in the rooms so that people can manage surviving properly.
☐
Relevant workplace documents
Policies and procedures manual?
Standard Operating Procedures?
Enterprise policies?
☐
Trainer’s Signature:
Date Signed:

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |68
Learning Program / Pathway for individual
Name of RTO ☐
Trainer/Assessor ☐
Client and
Employee’s Name ☐
Goals of the
work-based
learning pathway
(Organisational
strategies)
☐
Name /Class Roll:
Job description and responsibilities:
Learner Profile
and
Characteristics
Career goals: ☐
Profile and characteristics:
Training Package
Code and title
of qualification:
☐

In Partnership with
Learning and
Assessment outline
Unit of Competency (code) Learning timeframes
e.g. weeks/hours
C/E Assessment methods
Obs, Written Test, Portfolio, Sim Tasks, VQ&A,
Other.
Delivery Total Duration:
Assessor:☐
TAE40116DeliveryCluster Version2.2DEC2018 Page |69

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Assessor:☐
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Delivery
strategies
and options:
Suitable communication will be provided through which the team members will be able
to learn appropriately
☐
Organisation
al strategies
The following organisational strategies are proposed to support the
work-based learning program: (Time away from work to complete the
training etc.)
If the work based learning program will be provided then the employee
will be able to manage the work and training simultaneously.
☐
Monitoring The following strategies will be used to monitor learning: (Outline the
learning ways you will monitor the progress of the learner)
The monitoring will be done by observation method where the performance of
the team members and learners will be observed.
☐
The following strategies will be used to address barriers to effective
participation: (Outline the ways you will provide support to the learner
should barriers exist)
 Suitable mode of communication should be selected through which the
messages can be conveyed properly.
 Feedback should be conducted through which the responses of the learner can
be gained
☐

ub
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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |71
Program
Budget
Item Quantity and cost S
☐
al
Salary of staff
Trainers
Admin
Guest speakers
Total $
Equipment
Purchases
Hire
Video
Books resources
Total $
Learning material
Stationery
Certificates
Texts
Pencils etc.
Total $

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Venue and catering
Venue hire
Catering
Total $
OVERALL TOTAL $

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |73
Workplace
Application
(how would you
ensure that
learner is able to
transfer their
skills and
knowledge back
to the
workplace?)
The learner will be able to transfer the knowledge in the form of increased efficiency
and tailored skills so that the profit margins of the company can be increased.
☐
Learning
material and
resources
required
Booklet
Notes
White board
Projector
Trainers
Stationaries ☐
WHS
(evacuation/
hazard or
incident
reporting)
Evacuation should be selected through which proper functioning of the organization
could be observed.
☐
Strategies to
monitor and
review learning
program
The observation techniques should be used through which performance of the team
member can be observed.
☐
Program
Manager’s
endorsement:
The manager will have to manage the time and skills of the team members so that
appropriate results can be achieved.
☐
Date: ☐
Client/Industry
Representative ☐
Date: ☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |74
LEARNING PROGRAM TEMPLATE –
Session Plan for One of the Units
Choose one of the units from your Learning Plan and create a plan
on how you will approach the unit’s Delivery & Assessment
Date of initial consultation:
Name of client
and employee: ☐
Type of business:
Program Title ☐
Contact person
POSITION
Phone:
Email:
☐
Qualification to
be delivered: ☐
Unit to be
delivered
Code and title
☐
Target Group
☐
Entry
Requirements
☐

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |75
Delivery model
and duration
Total days:
☐
Delivery Method
Brief description of the methods of delivery)
☐
Assessment  ClassroombasedwithobservationWorkplaceobservationQ&A–oral Logbooks
Place a tick
beside the
assessment
methods that will
be used.Classbasedactivities Portfolio ofwork
 Writtenquiz ThirdParty ☐
 RoleplayCase StudiesGroup Work
Brief Description
of assessments
process
When and how?
The company will have to organize the process through which team members can be
easily learn the new techniques. It is also very important to arrange the functioning of
the team members.
☐

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Possible schedule for delivery and assessment activities
Identify the key focus for each session in the learning program. (main topics)
i.e. session one – Introduction & WHS – Include the Unit of Competency Code and Title
Session titles
Session 1. Learning and training
☐
Session 2. Professional training
☐
Session 3. Elements of the training session
☐
Session 4. Overview of the training session
☐
Session 5. New course session
☐
Session 6. Doubt session
☐
Session 7. Running class session
☐
Session 8. Feedback session
☐

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |77
Review of
learning
program
For the risk plan it is very important to evaluate the risk and implement suitable
control on it.
☐
Assessment Evidence-gathering techniques
The ticks on this chart refer to the documented evidence gathering
techniques used in each unit
Key
☐
A Demonstration B
Questioning
-Written or
Oral
C Workplace
observation D
Scenario-
Problem
Solving
E Role-play F Case Study G Interview H Third Party
Unit of Competency A B C D E F G H
Organisational
strategies
The following organisational strategies are proposed to support the work-based
learning program:
 Time management
 Employee motivation
 Training program ☐
Monitoring
learning
The following strategies will be used to monitor learning:
 Observation
 Examination
 Assessment
The following strategies will be used to address barriers to effective participation:
 Practical assessment
☐

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |78
Learner
Engagement
strategies.
How will you encourage your learner to take responsibility for their own learning? &
Self Reflect on their own progress?)
 Resolve the doubts through feedback sessions
☐
Learning
materialand
resources
required
Note books and assessment sheets
☐
WHS
(evacuation /
hazard or
incident
reporting)
Provide suitable and hygienic working conditions
☐
Strategies to
monitor and
review learning
program
Observation and checklist
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |79
Assessment Task - Session Plan 1
Program
Name
How to use the high end technology Session
Type
Knowledge
Skills
Session title Session
length
Trainer Date
Safety and
Housekeeping
Resources
Activities Time
INTRODUCTION
Greet
Acknowledge
Hook
Self Intro
Ice Breaker
Welcome to the learning session
Learning
Outcomes
After this session the learner will be able to use the latest
technologies appropriately.
Ground Rules
Be attentive and active
Reason for
learning
This will help the employees to learn the usage of new technologies
Safety and
Housekeeping
The shoes will be kept out of the room.
Agenda
The agenda of the training session is to enhance the knowledge
regarding the new technologies

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |80
BODY
Explain
(content)
In this training session the uses of latest technology will be described
through with the team members can appropriately use the techniques.
Apply/Activities
Practical sessions will be provided
Summary
The team members will be able to enhance their skills and knowledge
properly.

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Meeting with Learner-
You are to meet with your learner and discuss the learning pathway and set up the
learning facilitation relationship. Your meeting must cover the following-
Points Discussed. (Meeting must address-Your Learners Preferred learning style, specific
Personalised Goals and arrangements in order to best support them)
☐
Learner Signature:
Trainer Signature:
Date:
I hereby have witnessed and observed the above meeting take place. The appropriate
and necessary interpersonal and communication skills were demonstrated by the trainer
throughout the process.

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |82
Review of learning Program
(To be Filled out of a Colleague or 3rd Party)
Name of learning
program or
Qualification
☐Facilitator’s name
Learner’s name
Date of review
Learning goals of program
Usage of the technologies
☐
Strengths of the Program
Effective communication
☐
Weaknesses of the Program
Network issues
☐
Recommendations/improvements
It is recommended that:
Use proper audio visual
sessions
☐
Signature of reviewer
Date:

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |83
Post Implementation Review:
Once you have implemented your program (in a simulated environment)
Answer the following questions to review the success of your plan and how it went well you
achieved your outcomes with your learner-
1. What cues did you notice that your learner was understanding what you taught them
through the program?
He was timely responding to the questions.
☐
2. When there was a challenge for the Learner how did you adjust your process or
teaching style in order to maintain momentum of the program?
The learners were distracted.
☐
3. In your opinion how successful was the work-based pathway in achieving the
objectives of the client? Why?
It was highly effective because the feedback session was conducted where all the team members
were able to learn appropriately.
☐
4. How did you as the trainer demonstrate ethical behaviour at all times?
It was easier because I have inculcated the ethical behaviour by myself.
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |84
Completion Meeting:
DATE MUST CORELATE TO AFTER THE COMPLETION OF THE PROGRAM
Date Time
Conduct a Finalisation / Completion meeting with your Candidate
Discuss the following items with your Learner-
Their overall progress, future recommendations for further study. Elicit feedback on the
outcomes achieved & the process used. Make Notes below.
☐
Trainer Signature:
Learner Signature:
Qualified Assessor:
I hereby have witnessed and observed the above meeting take place. The appropriate and
necessary interpersonal and communication skills were demonstrated by the trainer throughout
the process.

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |85
Observation Checklist
Each item must be a yes for a satisfactory result to be achieved
During the meeting and simulated program, I observed the candidate demonstrate the
following skills:
Oral communication and language skills to:
 motivate the learner
 transfer skills andknowledge
 interpersonal skills to maintain appropriate relationships andrapport
 observation skills to monitor individualprogress
Literacy skills to:
 read and interpret organisational documents, legal documentsand
contracts
 complete and maintaindocumentation
 organisational skills to provide guidance and feedbackto
individual’s
Communication skills, including:
 using effective verbal and non-verballanguage
 using critical listening and questioningtechniques
 giving constructive and supportivefeedback
 assisting learners to paraphrase advice or instructions back to the
trainer/facilitator
 providing clear and concrete options andadvice
 using appropriate industry/profession terminology andlanguage
 ensuring language, literacy and numeracy used is appropriateto
learners
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
LearnerSignature: Date:
TrainerSignature Date:
Overall Feedback-

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |86
Task 6.2 - A LEARNING PROGRAM TEMPLATE – Consultation Form
Scenario 2
Date of initial consultation:
☐
Name of Client (Organisation):
Name of employee (Learner):
Sally Applegate
Type of business:
Standards:
Identify the standards this program is based on:
Competency standards 
Accredited course 
Legislation/compliance 
☐
Contact person: Name:
Position:
Phone:
Email:
☐
KEY DISCUSSION POINTS
What are the biggest areas
of concern for your
employee’s performance?
Their skills and quality of work
☐
What do you need your
employee to be able to do
within your workplace?
Communicate appropriately
☐
Client learning
requirements/needs? Gen.
overview statement
Contractual requirements
Traineeships, training plans, govt.
funded programs
Organisational constraints?
Legal, HR, IR, Time, Access,
Finance, etc
High standard of the service
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |87
Your Recommendations to your Client:
Competency or competencies
that could be mapped to
client requirements?
Correct codes/check pre-
requisites
The services should be better as compared to the services of other parties.
☐
Delivery/assessment
context and
pathways
On the job? Where
Off the job? Where
Opportunities for practice?
Self – directed learning?
On job training will be provided
☐
Possible schedule for delivery
and assessment activities
taking into consideration the
routines of your learner’s work
requirements.
The training will be provided in job and it will be conducted for 2 hours
☐
Characteristics of likely
Learners
Any special/specific needs?
Existing qualifications/skills of
learners? LLN
The learner should be active and alert
☐
WH&S requirements specific to
this workplace & using it for
training purposes
Emergency procedures
The work environment should be secured and health of the employees should be
focused
☐
Trainer’s Signature:
Date Signed:

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |88
Learning Program / Pathway for individual
Name of RTO
☐Trainer/Assessor
Client and
Employee’s
Name
Goals of the
work-based
learning pathway
(Organisational
strategies)
☐
Name /Class Roll:
Job description and responsibilities:
Learner Profile
and
Characteristics Career goals: ☐
Profile and characteristics:
Training
Package
Code and title of qualification:
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |89
Learning and
Assessment
outline
Unit of Competency (code) Learning
timeframes
e.g.
weeks/hours
C/E Assessment
methods
Obs, Written
Test, Portfolio,
Sim Tasks,
VQ&A, Other.
Delivery Total Duration:
Delivery
strategies and
options:
The lessons should be appropriately communicated to the learners so that appropriate
results can be achieved.
☐

In Partnershipwith
Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |90
Organisati
onal
strategies
The following organisational strategies are proposed to support the work-
based learning program: (Time away from work to complete the training etc.)
The balance can only be developed with the appropriate work based training
schedule.
☐
Monitoring
learning
The following strategies will be used to monitor learning: (Outline the ways
you will monitor the progress of the learner)
Observation will be used to implement the appropriate results and outcomes
The following strategies will be used to address barriers to effective
participation: (Outline the ways you will provide support to the learner should
barriers exist)
Suitable communication and feedback will be used to achieve the results.
☐

S
u
b
$
$
$
$
In Partnershipwith
Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |91
Program
Budget
Item Quantity and cost Total
Salary of staff
Trainers
Admin
Guest speakers
Total
Equipment
Purchases
Hire
Video
Books resources
Total
☐
Learning material
Stationary
Certificates
Texts
Pencils etc
Total
Venue and catering
Venue hire
Catering
Total
OVERALL TOTAL

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |92
LEARNING PROGRAM TEMPLATE
Session Plan for One of the Units
Choose one of the units from your Learning Plan and create a plan on how you will
approach the unit’s Delivery & Assessment
Date of initial consultation:
☐
Name of client and
employee:
Type of business:
Program Title
Contact person
POSITION:
Phone:
Email:
☐
Qualification to be
delivered:
(enter the qualification code and title)
☐
Unit to be delivered
Code and title
☐
Target Group
☐

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |93
Entry Requirements
☐
Delivery model and
duration
Total days
☐
Delivery Method
. (Brief description of the methods of delivery)
☐
Assessment Class room based with observation Workplace
observation
Place a tick beside the
assessment methods that
will be used.
 Q & A– oral Logbooks
 Classbasedactivities Portfolio ofworkWritten quiz ThirdParty ☐Role playCase StudiesGroup Work
Brief Description of
assessments process
When and how?
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |94
Possible schedule for delivery and assessment activities
Identify the key focus for each session in the learning program. (main topics)
i.e. session one – Introduction & WHS – Include the Unit of Competency Code and Title.
Session plan titles
Session 1. Learning program
☐
Session 2. Feedback session
☐
Session 3. Training session
☐
Session 4. Feedback session
☐
Session 5. Training session
☐
Session 6. Feedback session
☐
Session 7. Training session
☐
Session 8. Overview of the training session
☐

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |95
Review of learning
program
Consider the risks in your plan (budget, resources)
☐
Post
Implementation
review
How will you review your plan post-delivery (survey?)
☐
Assessment Evidence-gathering techniques
The ticks on this chart refer to the documented evidence gatheringtechnique
used in eachunit
Key
s
A Demonstration B
Questioning
-Written or
Oral
C Workplace
observation D
Scenari
Proble
Solvin
o-
m
g
E Role-play F Case Study G Interview H ThirdPa rty
Unit of Competency A B C D E F G H
Organisational
strategies
The following organisational strategies are proposed to support the work-based
learning program:
☐
Monitoring
learning
The following strategies will be used to monitor learning:
The following strategies will be used to address barriers to effective participation:
☐
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |96
Learner
Engagement
strategies
How will you encourage your learner to take responsibility for their own learning? &
Self Reflect on their own progress?)
☐
Learning material
and resources
required
☐
WHS evacuation/hazard or incident reporting
☐
Strategies to
monitor and
review learning
program
☐

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |97
Assessment Task - Session Plan 2
Program
Name
Session
Type
Knowledge
Skills
Session title Session
length
Trainer Date
Safety and
Housekeeping
Resources
Activities Time
INTRODUCTION
Greet
Acknowledge
Hook
Self Intro
Ice Breaker
Learning
Outcomes
Ground Rules

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TAE40116 DeliveryCluster Version2.2DEC2018 Page |98
Reason for
learning
Safety and
Housekeeping
Agenda
BODY
Explain
(content)
Apply/Activities
Summary

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Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |99
Conclusion
Assessment

In Partnershipwith
Assessor:☐
TAE40116 DeliveryCluster Version2.2DEC2018 Page |
100
Meeting with Learner-
You are to meet with your learner and discuss the learning pathway and set up the
learning facilitation relationship. Your meeting must cover the following-
Points Discussed. (Meeting must address-Your Learners Preferred learning style, specific
Personalised Goals and arrangements in order to best support them)
Learner Signature
Trainer Signature
Date
I hereby have witnessed and observed the above meeting take place. The appropriate
and necessary interpersonal and communication skills were demonstrated by the trainer
throughout the process.

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Assessor:☐
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101
Review of learning Program
Refer previous example
(To be Filled out of a Colleague or 3rd Party)
Name of learning
program or
Qualification
English training
Facilitator’s name ☐
Learner’s name
Date of review
Learning goals of program
Improvise the English communication
☐
Strengths of the Program
Use of appropriate mode of communication
☐
Weaknesses of the Program
Sound and vocal issues
☐
Recommendations/improvements
It is recommended that:
The trainer should be more polite
☐
Signature of reviewer
Date: ☐

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Assessor:☐
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Post Implementation Review:
Once you have implemented your program (in a simulated environment)
Answer the following questions to review the success of your plan and how it went well you
achieved your outcomes with your learner-
1. What cues did you notice that your learner was understanding what you taught them
through the program?
They were able to easily manage in the working environment.
☐
2. When there was a challenge for the Learner how did you adjust your process or
teaching style in order to maintain momentum of the program?
Suitable communication channel will be selected
☐
3. In your opinion how successful was the work-based pathway in achieving the
objectives of the client? Why?
It has been highly successful because this has helped in achieving the results properly.
☐
4. How did you as the trainer demonstrate ethical behaviour at all times?
It should be described by the attitude of oneself.
☐

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Assessor:☐
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103
Completion Meeting:
DATE MUST CORELATE TO AFTER THE COMPLETION OF THE PROGRAM
Date Time
Conduct a Finalisation/Completion meeting with your Candidate
Discuss the following items with your Learner-
Their overall progress, future recommendations for further study. Elicit feedback on the
outcomes achieved & the process used. Make Notes below.
Trainer Signature:
Learner Signature:
Qualified Assessor:
I hereby have witnessed and observed the above meeting take place. The appropriate and
necessary interpersonal and communication skills were demonstrated by the trainer throughout
the process.

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Assessor:☐
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Observation Checklist
During the meeting and simulated program, I observed the candidate demonstrate the
following skills:
Oral communication and language skills to:
 motivate the learner
 transfer skills andknowledge
 interpersonal skills to maintain appropriate relationships andrapport
 observation skills to monitor individualprogress
Literacy skills to:
 read and interpret organisational documents, legal documentsand
contracts
 complete and maintaindocumentation
 organisational skills to provide guidance and feedbackto
individual’s
Communication skills, including:
 using effective verbal and non-verballanguage
 using critical listening and questioningtechniques
 giving constructive and supportivefeedback
 assisting learners to paraphrase advice or instructions back to the
trainer/facilitator
 providing clear and concrete options andadvice
 using appropriate industry/profession terminology andlanguage
 ensuring language, literacy and numeracy used is appropriateto
learners
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
Y / N
LearnerSignature: Date:
TrainerSignature Date:
Overall Feedback-

In Partnershipwith
Assessor:☐
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First submission for TAEDEL401, TAEDEL402, BSBCMM401 (Practical Tasks)
The Learner’s performance was: Satisfactory Resubmit .....
Comments:
Learner’s signature: .......................................................... date
Assessor’s signature: ....................................................... date
Note to candidate – If you achieve a satisfactory result on the first attempt, you
will not require the second and third feedback slips.
Second submission for TAEDEL401, TAEDEL402, BSBCMM401 (Practical Tasks)
The Learner’s performance was: Satisfactory Resubmit .....
Comments:
Learner’s signature: .......................................................... date
Assessor’s signature: ....................................................... date
Note to candidate – If you achieve a satisfactory result on the first attempt, you
will not require the second and third feedback slips.
Third submission for TAEDEL401, TAEDEL402, BSBCMM401 (Practical Tasks)
The Learner’s performance was: Satisfactory Resubmit .....
Comments:
Learner’s signature: .......................................................... date
Assessor’s signature: ....................................................... date
Note to candidate – If you achieve a satisfactory result on the first attempt, you
will not require the second and third feedback slips.