Development of a Training Program for Adventure Events Marketing

This project details the development of a comprehensive training program for Adventure Events Marketing (AEM), focusing on staff presentation skills. The project outlines the purpose, duration, and participant characteristics, including their LLN (Language, Literacy, and Numeracy) levels. It specifies the training specifications, including the program title (Cascade Peak Performance Training Institute), units of competency, and delivery mode. The project addresses learner support needs, resources, and equipment, and WHS (Workplace Health and Safety) requirements. It also includes a risk control plan and details on the training and assessment staff. Finally, it presents a learning program schedule with session details, required resources, and learning outcomes, along with examples of critical LLN skills, cultural and social sensitivities, and internal sources of support and resources.

Learning Program
Client Training Requirements
Client Name Adventure Events Marketing (AEM)
Contact
Details
Contact
Number
Email Address
Purpose of
Program
staff take a standard and consistent approach to preparing
presentations
Duration of
Program
(weeks)
2-day workshop
Number of
Participants Eight (8)
Target
Learner
Overview and
Characteristic
s
List all the
learner
characteristics
of the group. Be
as detailed as
possible.
Henry Lock
 Worked 5 years at AEM and has been in
sales for 2 months.
 Works well independently and enjoys
working with new clients.
Joanne Bontley
 Employed in the contact centre for 2 years
starting as a consultant and recently
transferred to the Training team.
Sei Leong
 Just arrived from Hong Kong to join AEM
Marketing Team with extensive experience
in event sales and management.
 English is her second language.
Jerry Hiva
 Sales Supervisor in AEM’s contact centre for 1
year and would like to develop within the
organisation to become the contact centre
manager.
Tom Crockett
 Worked 2 years at AEM and has been in sales for
2 months.
 Works well independently and enjoys working
with new clients.
Abigail Ciscar
 Recently promoted as an operations manager in
the contact centre.
Minh Liu
 A visiting intern from Vietnam and is on her
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second of a three-year internship program
 English is her second language.
Sam Yang
 A visiting intern from Vietnam and is on her
second of a three-year internship program
 English is his second language.
Training Specifications
Program Title Cascade Peak Performance Training Institute
(CPPTI)
Code and Title of
Unit of Competency
Licencing
Requirements
Pre-requisites
Training Venue Adventure Events Marketing (AEM)
Delivery Mode/s Presentation
Units of Competency
Unit Code Unit Title Core/Elective
Choose an item
Choose an item
Choose an item
Other Specification/s Included in the Training
The training will be based on ensuring staff taking standards and consistent approach
to preparing presentation like oral or demonstration with standard format of
PowerPoint with visual diagrams and charts with poster and whiteboard.
Learner Additional Support Needs
Duriong the whole training there will be additional supporting need which is
including the BSB training Package like that of Workplace health and safety WHS
policy act of 2011.
Learner Name Remarks
Henry Lock He is at level 4 in all indicating LLN evaluations which
is evaluated by BJI
Sam Yang She is also on level 4 at all LLN evaluations like in
learning, reading, writing, oral communication and in
numeracy.
Learner Names Learnin
g Reading Writing
Oral
Communicatio
n
Numerac
y
Henry Lock 4 4 4 4 4
Joanne Bontley 3 4 4 4 3
Sei Leong 3 4 4 4 4
Jerry Hiva 4 4 4 4 4
Tom Crockett 2 4 4 4 3
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Abigail Ciscar 3 4 4 4 4
Minh Liu 4 4 4 4 4
Sam Yang 4 4 4 4 4
Overall Learner
Group
Core Skills
Oral
Communic
ation
Reading Numeracy
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core
skill level requirements of the training. You may access the ACSF document to help in
your determination of this. It can be found at
https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
Learnin
g
Readin
g Writing
Oral
Communicatio
n
Numerac
y
Core Skill
Levels of Work Role 4 4 4 3 3
Overall Core Skill
Levels of Units 3 3 2 3 2
Overall Core Skill
Levels of the
Training
2 3 3 2 2
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of
any referrals to specialists made.
Learner Name Support Required
Joanne Bontley resources
Tom Crockett specialist consultation
Resources and Equipment
All the candidates of training will be required with resources and equipment like that
of learning materials, presentations and reading materials. All these things will be
provided at venue only.
Resources/
Equipment Available Source
List here the resources that are already available for the training.
learning materials Venue
presentations Venue
reading materials Venue
Resources/
Equipment Required Source
List here the resources that are not currently available and will need to be acquired
for the training.
Projectors Online
Tables and chairs From market
WHS Requirements of the Training Environment
Identify all the resources and equipment learners will need, to complete the training.
Identify where the resources/equipment will be sourced (e.g. purchased online,
available in training venue, etc.)
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 sample signs
 Material Safety Data Sheets (MSDS)
 accident and incident forms
 workplace lists of departmental OHS&W representatives and
 evacuation wardens
 relevant policies and procedures
 key workplace speakers
 suitable videos
 available work areas for audit purposes
Risk Control Plan
You can identify the Likelihood of Incident as either,
Almost certain- key workplace speakers
Likely - work areas for audit purposes
Possible- evacuation wardens
Unlikely Material Safety Data Sheets
Rare- sample signs
For more information on these likelihood definitions please refer to the Incident
Reporting Risk Matrix published by The University of Melbourne here
Incident Reporting Risk Matrix
Training
Hazards
Likelihood
of Incident Possible Severity of Incident Risk Control
Plan
Machinery Likely High Training to staff
Equipment Possible Medium Training to staff
Training and Assessment Staff Details
Name Role Qualifications Held
Trainer
Assessor
Support Staff
Trainer
Assessor
Support Staff
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
For your reference, below is an example of how to fill in the fields in the
template:
Learning Program Template Version No. 1.
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Learning Program Template Version No. 1.
© Compliant Learning Resources

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in
hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and
learning outcomes for each session.
Program Timeframe Date From: 06/10/18 Date To: 08/10/18
Duration (hrs) 1200 hours
Session Schedule and Resources Required
Session No.
Time Session Name &
Learning Outcome Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
1 9:30 –
10:30
Introduction to Food Preparation
The learner should, by the end of
this session, be able to confirm
food preparation requirements,
identify the appropriate knives to
use for specific tasks, prepare
food items using knives, and
confirm the cleanliness of
equipment before use.
Learner will be guided
through the process of
confirming food prep
requirements, identifying
the appropriate knives to
use for specific tasks,
preparing food items
using knives, and
confirming the cleanliness
of equipment before use.
Food prep
demonstratio
n using
knives
Handouts Knife set
Guided
facilitatio
n
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Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in
hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment
and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe Date From: 06/10/18 Date To: 08/10/18
Duration (hrs) 1200 hours
Session Schedule and Resources Required
Session
No.
Time Session Name &
Learning Outcome/s Content Summary Learning
Activities
Learning
Resources Equipment Delivery
Method
10:30-
11: 30
Initiating the
training with
introduction
All the candidates who are
included within the task will
identify or introduced to
each other so that they
could be familiar.
Introductio
n of
program
hand-outs
Guided
facilitati
on
11:30-2:30 Oral presentation will
be started
All the candidates then will be
given the training so that they
are able to understand
importance of oral
presentation
Briefly
describing
the oral
presentation
Presentation
and written
material
Projector
Oral
presentati
on
2:30-3:00 Lunch break Lunch break Lunch break Lunch break Lunch break Lunch
break
3:00-5:30 PowerPoint
presentation
The actual power point
presentation will be giving to
all candidates so that they
could be able to understand
how to deliver presentation in
presentable form
power point
presentation
Presentation
and written
material
Projector
power
point
presentati
on
5:30-7:00 Listening to the All the people who will; be Questions PowerPoint Whiteboard Oral
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queries of candidates
related to presentation
present there will be asking
questions based on delivery of
presentation
asked
Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the
sessions in your Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will
be covered in Sessions 1 and 2, tick the boxes corresponding to Sessions 1 and 2. ALL requirements must be
addressed in the competency map.
The first rows of each template have been filled in as guidance.
Session - Competency Mapping
To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a
session/s. The first two rows have been filled for guidance.
Unit Code Element /
Performance Criteria
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
Session
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Learning Program Template Version No. 1.3 Produced 10 August 2017
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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further
guidance.
Unit
Code PE K
E PC Assessment Methods Location Assessment
Tools
Assessment Resources
(equipment, etc.)
Observation in workplace
Venue
observation
checklist
receptionist, taking
telephone calls, greeting
clients
Observation in simulated work
environment Venue
description of
competent
performance
training kitchen
Fault finding Venue
assessor
observation
checklist
meeting minutes and correct
them.
Fault finding
Venue
assessor
observation
checklist
• leadership techniques
Role-play
Venue
instructions to
candidates and
assessors
Could be useful at higher AQF
levels.
Construction of role-play
Venue
instructions to
candidates and
assessors
management techniques'
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Games Venue formative
assessment management techniques'
Game construction Venue formative
assessment. management techniques'
Verbal questioning
Venue
corresponding
answers (key
aspects).
Useful in formative assessment to
check progress.
Verbal presentation to assessor
Venue
instructions to
candidates and
assessors
Requires basic research and
communication skills.
Verbal presentation to assessor and
audience Venue
instructions to
candidates and
assessors
Allows further elaboration and
discussion.
Oral examination with panel
Venue
instructions to
candidates and
assessors
Higher AQF level.
Formal oral examination Venue list of question Higher AQF level.
Interview Venue list of questions interaction
Production of audio/visual and other
media application Venue observation checklist discussion-based formats
Debate
Venue
instructions to
candidates and
assessors
Higher AQF level.
Group discussion
Venue
instructions to
candidates and
assessors
discussion-based formats
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Production of audio
Venue
instructions to
candidates and
assessors
oral presentation to panel
Formal examination
Venue
instructions to
candidates and
assessors
time controlled situations.
Short-answer test Venue answer sheet. Testing where clear and finite
tasks can be set.
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Supplementary Task 1 – Compare Training Packages
1. Compare the current BSB Training Package to its superseded version on training.gov.au. Identify at
least three (3) changes that have been made to the Training Package. List these changes below.
BSBLDR401 Communicate effectively as a workplace leader
BSBLDR402 Lead effective workplace relationships
BSBLDR403 Lead team effectiveness
2. Look at BSBCMM401 and compare it to its superseded equivalent. Identify at least three (3) changes
that have been made to the unit of competency. List these changes below.
BSBLDR401 Communicate effectively as a workplace leader
BSBLDR402 Lead effective workplace relationships
BSBLDR403 Lead team effectiveness
3. After comparing the current and superseded units, determine if you need to make changes to the
Learning Program you have developed for this unit of competency. Tick the correct box below.
Do you need to make changes to the Learning Program you have
developed?
☐ No
If you selected yes, submit your rectified Learning Program as:
Project 5 – LPv2.0
You can access a copy of the Learning Program Template here:
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Learning Program Template Version No. 1.3 Produced 10 August 2017
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Supplementary Knowledge Questions
1. List two (2) examples of critical LLN skills essential to workplace
performance in the Marketing industry. Complete the table
below:
Guidance:
 In the “LLN Skill” column, write “L” for Learning, “R” for
Reading, “O” for Oral Communication, “W” for Writing, and
“N” for Numeracy.
 In the “Details” column, write specific tasks demonstrating
the skills
 In the “Workplace Application” column, explain how the
skill relates to the workplace
LLN
Skill Details Workplace Application
Writing While keeping the record of
workplace
routine, everyday workplace
Numera
cy
While keeping record of
accounts
data onto a spreadsheet
LLN Skill Details Workplace Application
Learning feedback into account quality improvement processes
in the workplace
Reading emergency stop procedures written or pictorial instructions
Oral
Communicati
on
face to face discussions with
customers or co-worker formal workplace meeting
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2. List two (2) examples of cultural sensitivities and two (2) examples
of social sensitivities relevant to communicating with individuals
who are identified as requiring LLN support:
2.1 Cultural sensitivities
i. cultural background
ii. ethics and religion
2.2 Social sensitivities
i. social prespective
ii. community
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3. Explain two examples of techniques you use for evaluating your
own training and assessment practice
3.1 Technique 1:
Feedback
3.2 Technique 2:
practicing new skill
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4. Identify possible sources of resources, strategies and LLN
support in your own organisation.
In the spaces provided below the possible internal sources of LLN
resources, strategies and LLN support in your organisation. You
must identify two (2) of each and include any procedures you
must follow when accessing them.
LLN Resources
Source: WHS policy
Procedures:
http://compliantlearningresources.com.au/network/wp-
content/uploads/2016/04/TAE-Assessment-Project-7-
AEM-policy-WHS1.pdf
Source: ACSF
Procedures: https://www.training.com.au/training-packages/
Learning Strategies
Source: Communication
Procedures: By obtaining feedback
Source: Continuous learning
Procedures: Key performance indicator
LLN Support
Source: Oral communication
Procedures: By effectively communicating
Source: Numeracy
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Procedures: By taking correct calculation
Learning Program Template Version No
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