Assessment Workbook 1: TAE40116 Certificate IV Training and Assessment

The provided document is the Assessment Workbook 1 for the TAE40116 Certificate IV in Training and Assessment. It covers a range of topics essential to the field, including competency-based assessment, principles of assessment, and the dimensions of competency. The workbook includes detailed explanations of assessment requirements, methods, and resources. It also outlines the units of competency addressed, such as designing and developing learning programs, using training packages, and addressing adult language, literacy, and numeracy skills. The workbook is structured with knowledge assessments, case studies, and practical projects designed to assess the student's understanding and application of the covered concepts. It also provides guidance on reasonable adjustments for learners with disabilities and emphasizes the importance of valid, reliable, flexible, and authentic assessment practices. The workbook is a valuable resource for students seeking to demonstrate their competence in training and assessment.

TAE40116 Certificate IV
in Training and
Assessment
Design Cluster
Version 1.6 Produced 13 September2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
Assessment Workbook 1

prior written permission of
Compliant Learning Resources
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Version control & document history
Date Summary of modifications made Version
13 April 2016 Version 1 final produced following
assessment validation. v1.0
7 February 2017
Updated Questions and Case
Studies to meet External Validation
recommendations
v1.1
17 May 2017
Updated Questions and Case
Studies to meet updates in Learner
Guide
v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include
Foundation Skills
Restructured Case Studies to meet
Internal Validation
recommendations
v1.3
14 August 2017
Minor corrections in Learning
Program templates
Restructured tasks to meet Oral
Communication foundation skill
v1.4
30 May 2018 Updated link for Implementation
Guide in Project 5 V1.5
13 September
2018
added a comment on Case Study 1
Project 1 Task 1 v1.6
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TABLE OF CONTENTS
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Introduction...................................................................................................5
What is competency based assessment.........................................................5
Definition of competency...............................................................................6
The Basic Principles of Assessing Nationally Recognised Training..............6
The Dimensions of Competency....................................................................7
Reasonable Adjustment.................................................................................8
The Units of Competency............................................................................10
Context for Assessment...............................................................................11
Assessment Requirements..........................................................................11
Assessment Methods...................................................................................12
Resources Required for Assessment...........................................................13
Instructions to Assessor..............................................................................13
Instructions to Student................................................................................14
Assessment Workbook Cover Sheet............................................................15
Knowledge Assessment...............................................................................16
Practical Assessments.................................................................................49
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:.......................49
1. TAEDES401 Design and develop learning programs........................49
2. TAEDES402 Use training packages and accredited courses to meet
client needs..............................................................................................49
3. TAELLN411 Address adult language, literacy and numeracy skills..49
Case Study 1 – Catering Assistant Training......................................50
Project 1 – Conduct Training Needs Analysis 1......................................53
Project 2 – Design and Develop Learning Program 1.............................65
Project 3 – Evaluate Learning Program..................................................84
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Case Study 2 – Housekeeping Assistant Training............................89
Project 4 – Training Needs Analysis 2.....................................................92
Case Study 3 – Cascade Peak Training Institute............................100
Project 5 – Design and Develop Learning Program 2...........................104
Workbook Checklist..................................................................................122
Design Cluster - Assessment Workbook Results FormError! Bookmark not
defined.
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INTRODUCTION
Assessment is a difficult process – we understand this and have developed
a range of assessment kits, such as this, to facilitate a seamless process
for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both types
of assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end
as far as possible and to reduce the degree of opinions and feelings
present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is
seen to be ineffectual unless it assists a person to perform a task to
the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
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exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
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DEFINITION OF COMPETENCY
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather
than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
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- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
- Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at
least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy
the requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and whether
the evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
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activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed
by the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still
meet the competency requirements.
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THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in
the workplace.
This assessment addresses the following units of competency from
TAE40116 Certificate IV in Training and Assessment:
TAEDES401 Design and develop learning programs
1. Define parameters of the learning program.
2. Work within the vocational education and training (VET)
policy framework.
3. Develop program content.
4. Design the structure of the learning program.
TAEDES402 Use training packages and accredited courses to meet
client needs
1. Select appropriate training package or accredited course.
2. Analyse and interpret the qualifications framework.
3. Analyse and interpret units of competency and accredited
modules.
4. Contextualise units and modules for client applications.
5. Analyse and interpret assessment Marking Requirements.
This subject also partially addresses the requirements of:
TAELLN411 Address adult language, literacy and numeracy skills
1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill
requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment
strategies in addressing LLN requirements.
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
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www.training.gov.au/Training/Details/TAEDES401
www.training.gov.au/Training/Details/TAEDES402
www.training.gov.au/Training/Details/TAELLN411
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CONTEXT FOR ASSESSMENT
Gather evidence to demonstrate consistent performance in conditions that
are safe and replicate the workplace. Conditions must be typical of those
experienced in the training and assessment environment, and include
access to competency standards or accredited courses relevant to the
learning programs.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions
for assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the
tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must
be conducted under
The associated assessment method in this kit covers all of these components
as detailed in the matrix to follow:
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Units of
Competency
Assessment Activities
TAEDES401
TAEDES402
TAELLN411
Knowledge assessment  
Case studies   
ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of
underpinning knowledge, concepts and/or theories relevant to the
units of competency included in this subject
2. Case Studies
- Detailed scenarios and simulated environments providing all
necessary information required to complete relevant tasks and
activities
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RESOURCES REQUIRED FOR ASSESSMENT
Inspire Education to provide:
 Learner guides and supplementary learning resources
 Templates needed for activities such as training needs analysis,
session planning, competency mapping and evaluation.
 Training products, such as training packages and accredited course
documentation
 Case studies and simulations
 LLN Specialist support
 Access to:
o Information about work activities
o Documentation and resources required to complete case study
tasks and projects
The student to provide:
 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
o Email access
 Workplace-specific tools, equipment, materials and industry
software packages (where applicable)
Design Cluster Assessment Requirements:
For this cluster, the student will need access to:
 Training package components developed to meet the Standards for
Training Packages, and those developed to meet the requirements of
the Training Package Development Handbook.
 competency standards or accredited courses, that cover at least one
entire unit of competency or accredited course module
 an LLN specialist
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INSTRUCTIONS TO STUDENT
This workbook is divided into two parts:
1) Knowledge Assessment
- This consists of written questions that will assess your competence
relevant to the knowledge requirements of the units included in
this subject
2) Practical Skills Assessment
- This consists of 5 projects that you will be completing through 3
case studies. The case studies will provide you scenarios that will
allow you to demonstrate your knowledge and skills relevant to the
requirements of the units included in this subject.
 Case Study 1: Catering Assistant Training
o Project 1: Conduct training needs analysis 1
o Project 2: Design and develop learning plan 1
o Project 3: Evaluate Learning Program
 Case Study 2: Housekeeping Assistant Training
o Project 4: Conduct training needs analysis 2
 Case Study 3: Cascade Peak Performance Training Institute
o Project 5: Design and develop learning plan 2
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ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 1
TITLE: Design Cluster
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this
time.
 I am aware that there is a limit to the number of
submissions that I can make for each assessment and I am
submitting all documents required to complete this
Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted
according to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of
a qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to
contact these parties for verification purposes.
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Name: Signature: Date:
KNOWLEDGE ASSESSMENT
1. From the list below, select four (4) statements that are true about
Australian Qualifications Framework (AQF) guidelines.

i. The AQF provides the standards for Australian
qualifications, comprising of the learning outcomes
for each AQF level.
 ii. The AQF has seven (7) AQF qualification levels.
☐ iii. The AQF lists the requirements for issuance of AQF
qualifications.

iv. The AQF Qualification Types enclosed in the AQF are
further defined by the learning outcomes, knowledge,
and skills students are expected to have upon
completing their coursework.
 v. The volume of learning is 3 - 4 years across all AQF
levels.
☐
vi. The AQF Levels describe the complexity, depth of
achievement and autonomy required to achieve a
qualification at each level.
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2. Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master’s Degree
Match them to their correct descriptions listed in the table below.
AQF Qualification Description
d
i. Graduates at this level will have advanced and
integrated understanding of a complex body of
knowledge in one or more disciplines or areas of
practice.
a
ii. Graduates at this level will have broad and coherent
theoretical and technical knowledge with depth in
one or more disciplines or areas of practice.
b
iii. Graduates at this level will have factual, technical,
procedural and some theoretical knowledge of a
specific area of work and learning.
c
iv. Graduates at this level will have technical and
theoretical knowledge in a specific area or a broad
field of work and learning.
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3. Match the following AQF levels to their correct
characteristics/overview.
a. Level 1
b. Level 3
c. Level 4
d. Level 7
AQF Qualification Characteristics/Overview
d
i. Graduates at this level will have well developed
cognitive, technical and communication skills to
select and apply methods and technologies to
analyse and evaluate information to complete a
range of activities.
c
ii. Graduates at this level will have a broad range of
cognitive, technical, and communication skills to
select and apply a range of methods, tools, materials
and information to complete routine and non-routine
activities.
a
iii. Graduates at this level will have foundational
cognitive, technical and communication skills to
undertake defined routine activities.
b
iv. Graduates at this level will have a range of
cognitive, technical and communication skills to
select and apply a specialised range of methods,
tools, materials, and information to complete routine
activities.
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4. Complete the table below.
List at least one (1) role, function, and responsibility for each key VET
organisation listed below.
Role Function Responsibility
Council of
Australian
Governments
(COAG)
This required
coordinated action is
required from the
Australian
government for the
controlling of
matters of national
significance.
Legislature- is basically
the body of governance
that is responsible for the
voting and debate on laws.
Executive- are the
individuals responsible for
enacting and upholding
legislative laws that have
been established.
Judiciary- basically acts as
the body of the
government that is
responsible into enforcing
the laws.
Government provides
the propositions for the
delivery of restrictions
for day-to-day
performance and
protect the inhabitants
from the external
intervention.
Australian
Skills Quality
Authority
(ASQA)
It normalises
practices those are
required and
developments to
ensure the standards
that would be
nationally approved
as the quality
standards.
The functions of ASQA
encompasses the
catalogue which providers
the training as “registered
training organisations”.
This makes sure the
organizations comply with
the government for
functioning.
Its responsibility is so
the employers, students
governing bodies have
a poise in quality of the
occupational practices
and learning outcomes
offered by the
Australian registered
training enterprises.
Australian
Industry Skills
Committee
(AISC)
AISC offers
recommendations to
dexterity ministers
and commonwealth
on the application of
national VET policy
for it to be agreed as
It guarantees that the
industry determines
constituent and
importance of
requirement. The system
of VET has the capability
to offer worthy results to
AISC claims advise
from the grid of IRC. It
can be engaged into
industrial comprising
business of unification
of union bodies and
topmost body and
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a nationally
recognized packages
regarding training
for the application in
the scheme of VET.
the industry, the
governing body and
students.
welcome in allowance
to the engrossment of
practicing package.
Skills Services
Organisations
(SSOs)
IRC is been
supported in their
growing work and
review bundles of
preparation.
It understands and
identifies the emerging
and present trends in the
domestic and global
economy.
It facilitates consultant
and engagement across
the industry as well as
provide secretariat and
operational support.
Industry
Reference
Committees
(IRCs)
The main aim of
IRC is to offer
advice to AISC
about skills
requirements of their
sector based on
expertise and
knowledge.
It promotes the executive
to make inscribed process
and guidelines about
concern matters.
The manager of the
establishment must
abide by the rule
regulation and decision
of IRC on the matters.
This is precisely
needed for the
approval. The
essentiality increases
as the fund manager
and IRC might equally
agree that IRC need to
have wider instruction.
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5. From the statements below, select three (3) statements that
accurately describe the responsibilities of the Victorian Registration
and Qualifications Authority (VRQA).
 i. Investigating complaints against VRQA registered
providers.
☐ ii. Accrediting vocational education and training
(VET) courses.
 iii. Regulating apprenticeships and traineeships in
their state.
 iv. Auditing of RTOs to ensure they comply with the
conditions and standards for registration.
☐ v. Registering training organisations.
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6. Match the following dimensions of competency to their correct
definitions:
a. Task Skills
b. Task Management Skills
c. Contingency Management Skills
d. Job/Role Environment skills
Definitions
Contingenc
y
organisatio
nal services
i. Involves demonstrating the ability to deal with
responsibilities and expectations of the workplace,
including working with others.
Mission
skills ii. Managing multiple tasks at the same time to
complete a whole work activity.
Mission
managemen
t skills
iii. Completing an individual task, to an expected
standard within the workplace.
Occupation
al
environmen
t skills
iv. Responding to problems or issues that arise in the
workplace or while completing a task.
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7. Below is an excerpt from the Accredited Course Template from
ASQA.
Complete the information required. The first item has been done
for you.
Section A:
1. Person in respect
of whom the
course is being
accredited
Provide the name of the legal entity or individual
who is the Copyright Holder of the course being
submitted for accreditation.
2. AVETMISS data
The body ensures precise and reliable reporting
of professional training and edification
information about students. It stands for
Australian vocational training and education
management.
3. Period of accreditation It includes specialised programmes and
speculative programmes for the required people.
4. Course accrediting body
Training package units
If units of competency have been imported from
training packages, the following text must be
included:
The following unit (s) of competency:
 VET
 ATQF
 RTO
 USI
are from the National Training Package
administered by the Commonwealth of Australia.
© Commonwealth of Australia
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5. Licensing and franchise
Example: Personality’s strategy. For example-
Borobi.
Robyn Porter establishes licensing or franchising
arrangements with interested parties and
reserves the right to levy a licensing or
franchising fee. Information on such
arrangements can be obtained from Robyn
porter, an owner of licensing and franchise.
6. Discourse The Australian Skills Quality Authority (ASQA)
7. Type of submission
ANZSCO Code – 6
digits
[Australian and New
Zealand Standard
Classification of
Occupations]
ANZSCO codes can be
found at All-purpose
expert relocation visas
Insert code and
description
Example:
0401 Architecture and
Urban Environment
ASCED codes can be
found under the
heading
education/broad and
narrow fields at:
(link)
National Course Code For ASQA use only –
do not enter data in
this field.
8. Copyright
acknowledgement
For ASQA use only – do not enter date in this
field.
Note: For renewal applications, the accreditation
commencement date will be the day after the
current course expires.
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8. From the statements below, select four (4) statements that
correctly describe the format and structure of the unit of
competency and assessment requirements.
☐ i. The assessment requirement is composed of a code,
title, prerequisite, and elements.

ii. Following the correct format of assessment
requirements, the Performance Evidence comes
before the Knowledge Evidence.
☐ iii. Each unit of competency must be uniquely identified
by the combination of its code and title.
 iv. TAEDES401 Design and develop learning programs is
an example of a unit of competency.
 v. The unit of competency contains the qualification
code, qualification title, and qualification description.

vi. Following the correct format of units of competency,
the Foundation Skills can be found underneath the
Elements and Performance Criteria.
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9. Match the following sections to their correct descriptions, then tick
the boxes on the right to identify whether the information provided
are found in the unit of competency in the assessment
requirements.
a. Performance Criteria
b. Elements
c. Foundation Skills
d. Assessment Conditions
e. Knowledge Evidence
Description
Unit of
competenc
e
Assessment
Requiremen
t
Foundati
on skills
i. Describe any mandatory conditions
for assessment, and specifies the
conditions under which evidence
for assessment must be gathered.
 ☐
Performa
nce
criteria
ii. Describe the performance needed
to demonstrate achievement of the
element.
☐ 
Knowled
ge
evidence
Language- It can be said that linguistic skills bring
out an educational principal that creates the
apprehensions of different tasks of presentation. The
use of presentation vocabulary aids that distinguished
the methods pursue the active connection of projected
that would work along with expounding the
participation in usual and inspiration’s circumstances.
Literacy- The educators struggle for conclusion of
 ☐
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the ways of affianced pupils those require to develop
their knowledge assistances by own inscription.
Generally, analysis and inscription are considered as
the chief literacy skills to be achieved. It is worth
mention on the fact that, the skills such as unique
story writing. Thus discretional events or the
engagement by some creative ways provide the
prospect towards learners and asses their routines by
the cultural comeback during conduction in a
interpersonal technique.
Numeracy- Numeracy skill is considered as
Policymaking Occupations. It is a worthy mention on
the fact that, Executive Functions (EF) is a reasoning
mechanisms that normalize, coordinate and control
the cognitive methods during task presentation. As the
multifaceted and energetic nature of proficiency
widely justify the optimistic effects of policymaking
functions, therefore these dexterity has analysed as
indispensable.
Employment skills-According to a survey, for a good
performance, some employment skills such as
problem solving skills, working ability within a team,
leadership qualities, competency, intelligence,
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communication skills, technical proficiency, time
management, innovation, creativity, organizational
skills and analytical skills provide the quality insight.
Elements iii. Describe the essential outcomes. ☐ 
Knowled
ge
evidence
iv. Describe what the individual must
know in order to safely and
effectively perform the work task
described in the unit of
competency.
 ☐
10. Consider the assessment requirements for the unit of
competency: SITHFAB004 – Prepare and serve non-alcoholic
beverages.
Determine if the statements below are knowledge evidence,
performance evidence, or assessment conditions.
Write KE if it is a Knowledge Evidence
PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.
Mapping: TAEDES402 KE5 (p), KE8 (p)
Learner Guide: Design Cluster Learner Guide, Chapter 3, 3.2 Training Package
Structure
KE
i. Prepare and present non-alcoholic beverages to meet
different customer requests, over a minimum of three
different service periods, including at least one peak
service period.
AC ii. Skills must be demonstrated in an operational food
and beverage outlet. This can be: an industry
workplace or a simulated industry environment.
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PE iii. Major types and characteristics of non-espresso
coffees, teas and other non-alcoholic beverages
specified in performance evidence.
AC iv. Range of options to meet specific customer
preferences relating to: brand, garnishes, glassware,
ice, mixers, strength, and temperature.
PE v. Assessment must ensure access to fixtures and large
equipment.
KE
vi. Prepare above non-alcoholic beverages within
commercial timeframes and with consistent quality,
volume and appearance and in line with
organisational procedures.
11. Below are terms used in Accredited Courses:
a. Qualification level
b. Recognition given to the course
c. Assessor competencies
d. Pathways and articulation
e. Purpose of the Course
c
i. Provides details of potential pathways for course
participants following course completion into other
vocational education and training (VET) courses,
and provides details and confirmatory evidence of
any formalised articulation arrangements.
e
ii. Provides details and confirmatory evidence of any
recognition given to the course by professional or
industry bodies where course completion may result
in membership of a professional body being granted.
d iii. Where the intended vocational, community or
general education outcomes of the course are listed.
a iv. It also provides details of and justify any specialist
vocational competency requirements for assessors
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above the requirements in the Standards for
Registered Training Organisations (if applicable).
b
v. Describes how the intended course outcomes are
consistent with the AQF Qualification Type
Descriptor for the AQF level of the course.
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12. From the list below, select three (3) performance standards and
criteria, other than training packages, which can also be used as
thebasis of learning programs.
☐ i. Accredited courses
 ii. Industry standards
 iii. Standards for Registered Training (RTOs) 2015
 iv. ACSF guidelines
13. From the statements below, select three (3) statements that
accurately describe the functions oftraining packages and
accredited courses as benchmarks in a competency-based VET
training and assessment system.
 i. Training packages set out the competencies but do
not prescribe how the training should be delivered

ii. Training packages and accredited courses outline
competency standard benchmarks for training and
assessment.
☐
iii. Training packages and accredited courses detail
the requirements for assessors in competency
based assessment.

iv. Training packages and accredited courses provide
RTO’s with assessment instruments (e.g. projects,
exams) for training and assessment.
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14. From the list below, select four (4) processes that are followed
inanalysing and using competency standards for a range of
applications and purposes in meeting the needs of a diverse
range of VET clients.
 i. Conducting a training needs analysis (TNA) to
identify learning gaps.
☐ ii. Gathering information from client regarding
desired learning outcomes.
 iii. Gathering information from employee records such
as curriculum vitae and position descriptions.
 iv. Source and use any generic resources found online
to meet different client needs.

v. Examining the dimensions of competency (tasks
skills, task management skills, contingency
management skills, and job or role environment
skills)
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15. The following are terminologies used in training packages and
accredited courses. Match each terminology to their correct
definitions.
a. Accredited course
b. Accredited unit
c. Competency standards
d. Foundation skills
e. Assessment strategy
Definitions
b
i. A structured sequence of vocational education and
training that has been accredited by a state or
territory course accrediting body and leads to an
Australian Qualifications Framework (AQF)
qualification or statement of attainment.
e ii. Define the requirements for effective workplace
performance in a discrete area of work, work
function, activity or process.
c
iii. A single component of a qualification, or a stand-
alone unit, that has been accredited by the same
process as for a whole AQF qualification, also
referred to as “module”
a
iv. The combination of English language, literacy and
numeracy skills and employability skills required
for participation in work, the community and
education and training.
d v. Describes how it effectively judges participants’
achievement of the outcomes.
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16. Write Y if the part of the training package is listed below can be
contextualised, and N if it cannotbe contextualised.
Parts of the Training Package
Y i. Units of competency
Y ii. Performance criteria
Y iii. Competency outcomes
Y iv. Entry requirements
Y v. Assessment conditions
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17. Match the following endorsed components of training packages
to their corresponding roles.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangements
Roles of endorsed components of training packages
Experiences i. They specify the standards of performance required in the
workplace, they describe the work outcomes and skills required
by the industry.
Duty
necessities ii. They specify the arrangements that exist between training
package qualifications and higher education qualifications.
Units of
proficiency
iii. They specify the core and elective units of competency combined
into meaningful groups to meet workplace roles, and aligned to
vocational qualification levels identified in the Australian
Qualifications Framework (AQF).
Recognition
Activities iv. They specify the performance evidence, knowledge evidence and
conditions for assessment for each unit of competency.
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18. Match the following endorsed components of training packages
to their corresponding purpose.
a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangement
Purpose of endorsed components of training packages
Units of
proficiency
i. To provide a benchmark for the skills and
knowledge a person must be able to demonstrate to
meet competency.
Prerequisit
e ii. To provide a standard level of knowledge and skills
required in the industry for each AQF level.
Recognition
Activities
iii. To deliver supervision on the production has
desired method to assessment of mandatory data
and skills appropriate to the unit.
Assessment
necessities
iv. They specify the performance evidence, knowledge
evidence and conditions for assessment for each
unit of competency.
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19. From the statements below, select three (3) statements that are
true about the Standards for Training Packages.
☐
i. Standard four of the Standards for Training
Packages state that units of competency specify the
standards of performance required in the
workplace.

ii. The determination of the Standards for Training Packages is to
guarantee that Training Packages are of extraordinary worth and
meet the labour force expansion needs of industry, initiatives and
entities.
 iii. Quality assured acquaintance sizes are mechanisms of training
packages, as per Standard 1 of Standards for Training Packages.
☐ iv. According to the standards, training packages must
have ten (10) components.

v. Standard 12 of the Standards for Training Packages state that
training packages are poised of mechanisms as recognised by the
ASQA.
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20. From the list below, select three (3) relevant sources of
information about training packages.
 i. training.gov.au
 ii. SSOs
☐ iii. myskills.gov.au
☐ iv. Job portals and advertisements
 v. National Skills Standards Council (NSSC)
21. From the list below, select the three (3) non-endorsed
components of training packages.
 i. Skill sets
☐ ii. Companion volumes
 iii. User guides
 iv. Units of proficiency
☐ v. Assessment requirements
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22. The following are statements about the differences and
relationships between separate training package and accredited
courses, and learning strategies and learning programs.
Write T if the statement is True and F if the statement is False.
F
i. Courses cannot be accredited if they cover
qualifications or skill sets that are already
addressed by a nationally endorsed Training
Package.
T
ii. Training packages are accredited by the
government, while accredited courses are
accredited by private nationally recognised
educational organisations.
T iii. Training packages are readily available online
while accredited courses need to be sourced from
respective course owners.
T
iv. Training packages and accredited courses are
both nationally-recognised and subject to quality
and regulatory frameworks. Training Packages are
developed by industry through IRCs and SSOs
with vocational skills and outcomes in mind.
Accredited Courses on the other hand can be
developed by anyone so long as it doesn’t overlap
with existing courses or Training Packages, and
might not necessarily have vocational outcomes.
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23. The following are statements about the differences and
relationships between learning strategies and learning programs.
Write T if the statement is True and F if the statement is
False.
T
i. Learning plans are documents that help trainers to
create cohesive and integrated learning processes
for their learners, while learning strategies, also
known as a training and assessment strategy, are
detailed documents that outline the different
processes that an RTO will follow in delivering a
Training Package or Accredited Course within their
scope
F ii. Learning programs may be complete unto itself or
may be a separate component within a learning
strategy
T
iii. Learning strategies are used to develop a student’s
vocational competencies or skills, and help address
any gaps that arise between a learner’s knowledge
and skills and the competency standards.
F iv. Learning programs always include information
about a whole Qualification or Accredited Course.
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24. From the list below, select three (3) statements that are accurate
about the purpose of learning programs.
 i. Learning agendas are used to improve occupational
capabilities or skills.
 ii. Learning agendas are cast-off to encounter industry ethics,
regulation, licensing, or recordkeeping supplies, or the
requirements of a finance body.
 iii. Learning sequencer is used to regulate the
information and skills of the trainer distributing.
☐
iv. Learning programs are used to address gaps
between a learner’s knowledge and skills, and
competency standards.
25. From the list below, select three (3) options that are included in
the focus of learning programs.
 i. Expert improvement
 ii. Workplace-based wisdom
☐ iii. Trainer feedback
 iv. Professional learning
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26. From the list below, select three (3) statements which are
correct about principles of instructional design, according to M.
David Merrill.
☐ i. Learning is promoted when learners are engaged
in solving real-world problems.
 ii. Encouragement of learning is when new knowledge
is assimilated into the learner’s world.
 iii. Learning outcomes can always be attained by
exploiting general contented.
 iv. Learning is encouraged when prevailing knowledge
is stimulated as groundwork for novel information.
27. From the list below, select the instructional design principle that
can be best applied to an e-learning type of program.
Mapping: TAEDES401 KE6 (p)
Learner Guide: Design Cluster Learner Guide, Chapter 6, 6.4 Principles of
Instructional Design
 i. Combine a mixture of group and separate learning
happenings into your culture program.
☐ ii. Include assessment activities that require a
significant amount of assessor supervision.

iii. Incorporate self-paced learning activities and
reviews at regular intervals throughout the
learning program.
☐ iv. Focus only on third-party reports from learner’s
nominated observers.
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28. From the list below, select the two (2) instructional design
principles that are best applied to a face-to-face type of learning
program.
☐ i. Incorporate a combination of group and individual
learning activities into your learning program.
 ii. Supervision requirement include assessment
accomplishments that.
☐
iii. Incorporate self-paced learning activities and
reviews at regular intervals throughout the
learning program.
 iv. Focus only on third-party reports from learner’s
voted observers.
29. Identify two (2) possible sources of learning and assessment
materials.
i. Planning- The technique of valuation is the final stage to confirm a learner
has the information and skills to perform an accepted task.
ii. Development and Design- An valuation materials includes a number of
apparatuses that make sure assessment is accompanied in manner which is
fair, flexible and reliable.
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30. Identify two (2) examples and two (2) sources of pre-developed
activities which you can use in designing and developing learning
programs.
i. Example: Content focus and erudition activities
ii. Source: TAADES501B Design and develop learning strategies and
TAADES401B Use Training Packages to meet client needs.
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31. Outline the methodology followed in developing the following:
i. New learning activities
ii. Related learning materials
i. Procedure for developing new learning activities:
It has the potential to support learning procedure. Technology continues to
the growth at phenomenal rate.
ii. Procedure for developing related learning materials
Proper training must be given to the pupils for learning supplies.
32. Outline the methodology followed in documenting learning
activities and related learning materials.
Methodology which are generally practised is a written lesson plan
whereas there are varied written lesson plan formats and methods or
approaches which are being practised currently. The Tyler’s, Basic
principles of curriculum and instructions is one of the dominant model
which promote structured, linear and conventional approaches to
learning. The educational theory has enhanced the applications of more
students-centred and constructive methods to learning and teaching.
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33. List three (3) modes and three (3) methods of delivering learning
programs.
i. Modes of delivery:
 Memorized,
 Manuscript
 Extemporaneous
ii. Methods of delivery:
 Speeches
 Group Debates & Lectures
 Part Playing
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34. Listed in the table below are policies, legal requirements, codes
of practice and national standards that impact training and
assessment in the VET sector. Identify whether these are a policy,
legal requirement, code of practice or national standard by
writing:
P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.
P i. Standards for Registered Training Organisations
L ii. Financial Viability Risk Assessment Requirements
N iii. Australian Qualifications Framework
C iv. First Aid in the Workplace
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35. The following statements are about policies, legal requirements,
commonwealth legislation, codes of practice and national
standards that impact training and assessment in the VET sector.
Write T if the statement is True and F if the statement is False.
T
i. The Fit and Proper Person Requirements only
apply to the executive officer of the applicant for
registration as an NVR registered training
organisation
T
ii. The Australian Skills Quality Authority (ASQA) is
the national regulatory body that ensures the
quality of VET Providers, Accredited Courses,
CRICOS and ELICOS providers. It was established
under the National Vocational Education and
Training Regulator Act 2011.
F
iii. The VET Quality Framework (VQF) is the set of
nationally agreed quality assurance arrangements
for training and assessment services delivered by
training organisations.
F
iv. Compliance with the Standards for Registered
Training Organisations (RTOs) 2015 is a
requirement for all ASQA registered training
organisations, and for applicants seeking
registration.
T v. ‘How to manage work health and safety risks’ is a
Code of Practice.
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36. The following are statements about commonwealth and
state/territory legislation.
Write T if the statement is True and F if the statement is False.
T i. The Vocational Education and Training Act 1996 is
the state legislation for VET in Western Australia.
F
ii. The Vocational Education and Training
(Commonwealth Powers) Act 2010 is the state
legislation for VET in Queensland.
T iii. The Training and Skills Development Act 2008 is
the state legislation for VET in South Australia.
T
iv. The Education and Training Reform Amendment
(Skills) Act 2010 is the current state legislation for
VET in Victoria.
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37. From the options below, select the three (3) options that are part
of your duty of care relating to work health and safety as relevant
to your role in designing learning programs.

i. Collaborating and communicating with others to
identify and manage potential hazards of the
learning program.
 ii. Assessing risks posed by potential hazards of the
learning program.
☐
iii. Deciding on controls that will be implemented to
reduce or eliminate the likelihood of an incident
once training begins.
 iv. Ensuring that at least one of the training
participants is certified to administer first aid.
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38. Consider an industry or a workplace setting and a work role you
are familiar with.
a. Describe the WHS risks associated with working in this
industry and work role.
b. Discuss WHS considerations that you will need to
incorporate if you will be assigned to design learning
program for this work role and industry.
Guidance: Sample responses have been provided for your
reference.
Sample
responses: Your responses:
Industry/
workplace Individual Support
Unsafe practises associated
with the process of their
job.
Understanding the nature of
job and the hazards related
with the job, before
initiating any task
Work role Aged care worker
Injury while manually
lifting.
Proper skill need to be
developed while assigning
for the duty as a small
mistake can cause a fatal
injury.
Associated WHS
risks
Workers in this industry
are commonly exposed
to manual handling
hazards, infections, etc.
There are varied risk which
prevails in such sectors, and
thus proper measure needs
to be incorporated for
providing safer work
premises.
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WHS
considerations
that must be
incorporated if
you are to design
a learning
program for this
industry
When designing
learning program for
aged care workers,
ensure that learning
program includes
requirements for first
aid to be readily
available during
training
The process of designing
learning program is a very
crucial task and its
importance can be
overlooked , hence varied
aspects are to be
considered such as
importance of first aid
availability, delivering
approaches to handle and
manage uncertain situations
.
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PRACTICAL ASSESSMENTS
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:
1. TAEDES401 Design and develop learning programs
2. TAEDES402 Use training packages and accredited courses to
meet client needs
3. TAELLN411 Address adult language, literacy and numeracy
skills
This assessment will facilitate your completion of the following
requirements relevant to the units included in this cluster through the
following Projects:
 Case Study 1 – Catering Assistant Training
o Project 1 – Conduct training needs analysis 1
o Project 2 – Design and develop learning plan 1
o Project 3 – Evaluate Learning Program
 Case Study 2 – Housekeeping Assistant Training
o Project 4 – Conduct training needs analysis 2
 Case Study 3 – Cascade Peak Performance Training Institute
o Project 5 – Design and develop learning plan 2
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Case Study 1 – Catering Assistant Training
Case Study 1 provides you with a detailed scenario and all the
information you will require to complete Projects 1, 2, and 3:
 Project 1 – Conduct training needs analysis 1
 Project 2 – Design and develop learning plan 1
 Project 3 – Evaluate Learning Program
SCENARIO
Man Power Training Services (MPTS)
You work as a trainer for Man Power Training Services (MPTS), a
Registered Training Organisation offering vocational training services
for a range of clients with different training needs.
Best Jobs Incorporated (BJI) is a non-profit organisation that helps
people gain employment in the Retail and Hospitality Industries at
entry level.
BJI has approached MPTS to develop training that will help
participants qualify for employment in various hospitality settings.
Your task is to conduct a training needs analysis that will provide
participants with the necessary qualification to apply for an entry level
position as a catering assistant.
During your early consultation sessions with BJI, they requested that
the following elective units be included in the training:
SITHCCC001 Use food preparation equipment
SITXFSA001 Use hygienic practices for food safety
SITHCCC004 Package prepared foodstuffs
You are also required to create a learning program for the unit:
BSBWOR203 Work effectively with others
The training should take place over a twelve (12) month period [1200
hours, 52 weeks].
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BJI’s contact details are:
[e-mail]
[phone]
The training can be held at BJI’s training centre which has all the
necessary resources to conduct the training and assessment.
Note the following candidate information:
1. Matilda Jeffries – Works well independently and with
others. Matilda completed a Senior Secondary Certificate
last year but to date has no work history.
2. Norman Howard – Has been a client of BJI for 2 years;
however, this will be Howard’s first placement for training
purposes. Works well with others. Left school after year 10
two years ago; based on reports, he was a very good
student.
3. Yon Leong – Just arrived from overseas and has extensive
experience working as a kitchen hand. English is her
second language and has never been in a training situation
previously. Her written and spoken English skills are
sufficient, but she sometimes has trouble when asked to
read long texts.
4. Robert Bentley – Robert has been unemployed for 3
years following an accident. Previously Robert ran his own
small business which was retail based. Robert wants to re-
build his skills and has jumped at this opportunity.
5. Eri Touma – Eri was born and raised in Japan. She moved
to Australia 1 year ago and has been studying English to
help her gain employment. Although she is able to
understand written English quite well, she is still having
challenges conversing in English.
6. Shintaro Touma – Shintaro was born and raised in Japan.
He and Eri are siblings. He moved to Australia about 6
months ago. He is able to converse in English sufficiently;
however, his English reading and writing skills are quite
poor.
7. Thomas Fjelbonde – Danish student in Australia. His
English reading and writing skills are sufficient; however,
his English conversational skills are still a bit problematic.
Thomas is enrolled in an English Bridging Program in
preparation for commencing his Bachelors Degree.
8. Sherry Santos – Filipino student in Australia. Sherry is in
her second year of university completing a Bachelors
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Degree in Business.She is very proficient in the written
and spoken English. Before coming to Australia, she used
to work weekends at her family’s small retail business in
the Philippines.
All of the candidates have completed the LLN evaluation provided
by BJI. They have also mapped the results against the ACSF, the
table of their results can be found below.
Names Learnin
g
Readin
g Writing
Oral
Communicatio
n
Numerac
y
Matilda Jeffries 3 4 4 4 5
Norman Howard 4 4 4 4 4
Yon Leong 3 2 3 3 3
Robert Bentley 4 4 4 4 4
Eri Touma 4 3 3 2 3
Shintaro Touma 3 2 2 3 3
Thomas Fjelbonde 4 3 3 2 3
Sherry Santos 4 4 5 4 5
Other requirements of the client:
 Must be based on the qualification for catering assistant
 Must be in compliance with Man Power Training
Services Quality Assurance Policies located here:
MPTS Policy Manual
(Username: learner Password: studyhard)
 Must be in compliance with BJI’s Workplace Health and
Safety Policy located here:
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BJI Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
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Project 1 – Conduct Training Needs Analysis 1
Project Overview
Project 1 will require you to complete a Work Role LLN Evaluation and
conduct a Training Needs Analysis for your client. Follow the
instructions below to complete the project.
To complete this project, you will need access to the following:
☐audio recording equipment
(phone, computer, etc.)
☐templates provided in this Project
☐a volunteer to play the role of your client
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Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form provided
in the links below, determine the Work Role LLN levels required for the
catering assistant role.
Catering Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for
the training. For example, if you selected ACSF Level 2 for Reading, you
can remove the fields for Reading ACSF Level 1, 3 – 5 from the template
before submission. The same can be done for the other Foundation
Skills.
Once complete, save the Work Role LLN Evaluation Form as:
TAE40116 - Project 1 – WorkRoleLLNForm
NOTE: the template will be in Read-only form. Save a separate copy to
your computer and edit the document.
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
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Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your
client. They must be briefed on the details of the assessment before you
begin with the role-play.
During your session with the client (volunteer) you must confirm
the details outlined in the TNA draft. You must:
 Advise the client of the training package, qualification
and/or accredited course selected to meet their training
needs
 Advise the candidate of the elective units, skill sets or
accredited modules selected for the program, and provide
your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback
Form. Before beginning your session with the client (volunteer) you
must brief them on the details of the session. You must also provide
them with the candidate instructions and Participant Feedback Form,
which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the
task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’
field as a trainer/assessor from MPTS, while your client (volunteer)
must sign the ‘Approved By’ field as a representative of Best Jobs
Incorporated. Note that both signatures must be hand signed, print off
the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your
session with the client (volunteer):

 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and
pronunciation
 using language appropriate to the audience, and
 using language that demonstrates cultural sensitivity and
builds and maintains understanding and rapport with the
client
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Save the candidate’s (volunteer’s) completed Participant Feedback
Form using the filename:
Project 1 -TNAFeedbackForm
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Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs
Analysis (TNA) of the training requirements described in the case study
scenario provided. Draft your TNA using the template provided below.
Remember to consider MPTS’s quality assurance policies and
procedures when completing your TNA. These were provided for you in
the Case Study.
Training Needs Analysis Template 1
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or
accredited course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging
rules of the qualification.
3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job
roles
4. Select a skill set, individual units, or accredited modules to
include in the Training Needs Analysis. Read, analyse, and
interpret the units or accredited modules to determine if they
meet the client’s needs.
5. Read and interpret the assessment information of the chosen
training package or accredited course.
6. Once complete, save your TNA using the filename:
Project 1 – TNA1
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Training Needs Analysis 1
Guidance notes are provided for you in the template below for your
reference.
NOTE: The template below is only provided for your reference. You
are required to complete the TNA as a separate document, to be
submitted to your trainer/assessor.
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Training Needs Analysis
Client Training Requirements
Client Name <name of the client>
Contact Details
Contact
Number +41-XXXX-XXXX
Email Address *******@gmail.com
Purpose of Program To ensure that the right people is hired for the job as the
assistant to the catering head
Duration of Program 3 months
Number of Participants 12
Target Learner Group
Overview and
Characteristics
The target learner group would be required for the
effective decision analysis of the candidates to imply the
job for the assistant to the catering head.
Training Specifications
Training Package Title The training package would include the identification of
the explicit and developed work alignment.
Code and Title of
Qualification
Assistant Caterer
Licensing Requirements Practising of the Assistant Caterer
Pre-requisites NA
Qualification Rules NA
Qualification
Framework
AQF Levels:
☑1 | 2 | 3 | 4 | 5 | 6 | 8
AQF Level
Requirements
Summary
Knowledge
Skills
Application
of
Knowledge
and Skills
Course Packaging
Core/Elective Unit Code Unit Name
Core 37456 Catering Basics
Core 37457 Commercial Food Preparation Course
Elective 37458 Buffet Catering Course
Elective 37459 Food Safety and Sanitation Course
Core Skills Learner Profile
Names Learnin
g
Readin
g
Writin
g
Oral
Communicatio
n
Numerac
y
Learner Group Skill
Levels High Low High Low High
Core Skill Levels of Units Low High High High Low
Core Skill Levels for
Workplace
High High Low Low High
Core Skill Levels for
Training
High High Low High Low
LLN Support Required
Guidance:
You are required to identify at least two resources that can support the LLN skill
development of the target learners. Note these resources beside the relevant learner.
Where no LLN support resources are required, note ‘N/A’
Name Support Required
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(resources, specialist consultation, etc.)
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Task 3
Seek and use advice from specialist LLN practitioners
1. Source specialist LLN support for the program you are developing.
List the details of two (2) LLN specialists. Draft an email to one (1)
of the LLN specialists you identified. Your email must be a request
for training and assessment idea that can help support the LLN
needs of your learning program participants.
The LLN specialists you list below must be real LLN specialist from
a real organisation.
Note that you do not have to contact the LLN specialist you
sourced. Complete the table below to simulate the task with your
trainer/assessor.
Name/organisation
name: MW Training Consultants
Contact details: NA
Source of
information: http://www.mwtrain.com.au/
Name/organisation
name: Shelley Richards
Contact details: NA
Source of
information:
https://au.linkedin.com/in/shelley-
richards-a8756419
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2. Draft your letter in the space provided below. It must be addressed
to one (1) of the LLN specialists you listed above.
Guidance: Simulate this requirement by completing the table
below.
To Shelley Richards
Subject Asking for training and course enlistment
for LLN actioners
Message
I would like to request you to allow me for
joining your esteem course for developing a
sense of auctioneer for LLN.
3. For the purposes of this assessment, this is the advice given to you
by the LLN specialists you accessed.
“You may consider running one session and then asking the participants if they are
having challenges keeping up with the training. You may want to get their feedback in
individual sessions so you could get more detailed feedback on their LLN challenges
during the session.
Should they find the course too difficult, you will have to discuss with them the challenges
they will potentially encounter in the duration of the training, including the possibility of not
being able to finish the course.
Another option you may consider is to have team teaching delivery in sessions that may
require extra LLN assistance for your participants.”
Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4
Note that the advice given to you must appear in your Learning
Program.
4. Explain how you used the LLN advice to identify the LLN
resources you will use for your learners and learning program:
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The various listed materials and resources for LLN practice
development were followed for developing the sense of
operability for the affectionate alignment of the works.
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Project 1 Checklist
At the end of Project 1 you must have completed the following:
Complet
e
1. Work Role LLN Evaluation Form
TAE40116 - Project 1 – WorkRoleLLNForm ☑
2. Training Needs Analysis Template 1
Project 1 – TNA1
☑
3. Participant Feedback Form
Project 1 -TNAFeedbackForm
☑
4. Task 4 ☑
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Project 2 – Design and Develop Learning Program 1
Project Overview
Project 2 requires you to develop a learning program for a group-based
delivery that meets the needs of your organisation or client as described
in the case study provided, based on the unit:
BSBWOR203 Work effectively with others
The learning program must be designed for the group of candidates
identified in the case study.
There is no specified ‘length’ of the learning program that you design for
this project, but it must be comprehensive enough to allow your assessor
to see your ability to ‘chunk’ program content and sequence these
‘chunks’ to ensure a safe, effective learning progression.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following
page to document your completion of the following steps:
1. Investigate the unit of competency and break the learning
content into manageable segments, and document the
timeframe for each segment. Document your completion of this
by preparing the Learning Program Schedule.
2. Ensure that all unit requirements are addressed by the Learning
Program and Learning Program Schedule by completing the
Competency Mapping Template provided on the following
pages.
3. Remember that you must document the Learning Plan in line
with organisational requirements by completing the Learning
Plan template on the following pages. You must also remember
to follow the organisational protocols, policies and procedures,
which have been provided to you in Case Study 1.
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WHS Requirements
When identifying WHS concerns for the training environment at BJI, refer
to the photo provided below. Consider all possible WHS concerns that
must be considered in this training environment. You must identify two (2)
in your Learning Program.
Click here to
access a
high-
resolution version of this photo.
Resources and Equipment
Identify at least three (3) resources and equipment needed for the training
in an industrial kitchen setting, be as specific as possible when listing
sources for available and required resources for the training.
Training and Assessment Staff Details
For the purposes of Project 2, you can list yourself as the trainer and
assessor for this learning program, with qualifications in Certificate I in
Hospitality and Certificate IV in Training and Assessment.
Program Duration
The allocated duration for delivering this program is three (3) weeks.
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Learning Program 1
Plan your learning program using the learning program template below.
Guidance notes are provided within the template for your reference:
Training Needs Analysis
Client Training Requirements
<name of the
client>
<name of the client>
+41-XXXX-XXXX
*******@gmail.c
om
+41-XXXX-
XXXX +41-XXXX-XXXX
*******@gmail
.com *******@gmail.com
To ensure that
the right people
is hired for the
job as the
assistant to the
catering head
To ensure that the right people is hired for the job as the assistant to
the catering head
3 months 3 months
12 12
The target
learner group
would be
required for the
effective
decision analysis
of the
candidates to
imply the job for
the assistant to
the catering
head.
The target learner group would be required for the effective decision
analysis of the candidates to imply the job for the assistant to the
catering head.
Training Specifications
The training package
would include the
identification of the explicit
and developed work
alignment.
The training package would include the identification of
the explicit and developed work alignment.
Assistant Caterer Assistant Caterer
Practising of the Assistant
Caterer
Practising of the Assistant Caterer
NA NA
NA NA
AQF Levels:
☑1 | 2 | 3 |
4 | 5 | 6 | 8
AQF Levels:
☑1 | 2 | 3 | 4 | 5 | 6 | 8
Unit Name Unit Name Unit Name
Catering
Basics Catering Basics Catering Basics
Commercial Food Preparation Course
Buffet Catering Course
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Food Safety and Sanitation Course
Core Skills Learner Profile
Oral Communication
Learner Name Remarks
Learner LLN Analysis
Learner Names Learnin
g
Readin
g
Writin
g
Oral
Communicati
on
Numerac
y
Matilda Jeffries ☑ ☑ ☑ ☑ ☑
Norman Howard ☑ ☑ ☑ ☑ ☑
Yon Leong ☑ ☑ ☑ ☑ ☑
Robert Bentley ☑ ☑ ☑ ☑ ☑
Eri Touma ☑ ☑ ☑ ☑ ☑
Shintaro Touma ☑ ☑ ☑ ☑ ☑
Thomas Fjelbonde ☑ ☑ ☑ ☑ ☑
Sherry Santos ☑ ☑ ☑ ☑ ☑
Overall Learner Group
Core Skills
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
Writin
g
Oral
Communicati
on
Numerac
y
Core Skill
Levels of Work Role
☑ ☑ ☑ ☑ ☑
Overall Core Skill
Levels of Units
☑ ☑ ☑ ☑ ☑
Overall Core Skills
Levels of the Training
☑ ☑ ☑ ☑ ☑
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
Johnathan Lewis specialist
Jessie Keith consultant
Resources and Equipment
Resources/
Equipment Available Source
Training Manuals Documenter
Trainer Consultation Officer
WHS Requirements of the Training Environment
Describe any WHS concerns for operating equipment or conducting training in the
learning environment.
Risk Control Plan
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You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
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
Development
Issues Low High Training
Development
Analysis Issues Medium Medium Alignment work
Training and Assessment Staff Details
Name Role Qualifications Held
Josh Field
Trainer ☑
Assessor
Support Staff
Mathew Jones
Trainer
Assessor ☑
Support Staff
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Learning Program Schedule and Competency Mapping
Mapping: TAEDES401 PC2.1 (p), 3.1(p),3.3, 4.2 (p), 4.1, 4.3 (p), PE1.0 (p) FS1.0, 2.0, 4.0, 7.0 (p)
Complete the template provided to you on the following page. Use this template to create a schedule
incorporating all the subject matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each
segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:
Learning Program Schedule
Program Timeframe Date From: 02/07/2019 Date To: 09/09/2019
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
demonstrati
on using
knives
Handouts Knife set
Guided
facilitati
on
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Learning Program Schedule
Program Timeframe Date From: 02/07/2019 Date To: 09/09/2019
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
1 2 hrs Development NA NA NA NA NA
2 3 hrs Training NA NA NA NA NA
3 4 hrs Certification NA NA NA NA NA
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Complete the competency map template provided below for BSBWOR203. 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.
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Session - Competency Mapping
Unit Code Element /
Performance Criteria
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Session 11
Session 12
Session 13
Session 14
Session 15
Session 16
BSBWOR20
3
PC 1.1 Identify own responsibilities and
duties in relation to workgroup members and
undertake activities in a manner that
promotes cooperation and good relationships
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 1.2 Take time and resource constraints
into account in fulfilling work requirements
of self and others
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in
the workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 2.1 Provide support to team members to
ensure workgroup goals are met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 2.2 Contribute constructively to
workgroup goals and tasks according to
organisational requirements
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 2.3 Share information relevant to work
with workgroup to ensure designated goals
ae met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 2.4 Identify and plan
strategies/opportunities for improvement of
workgroup in liaison with workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 3.1 Respect differences in personal values
and beliefs and their importance in the
development of relationships
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
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PC 3.2 Identify and linguistic and cultural
differences in communication styles and
respond appropriately
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 3.3 Identify issues, problems and conflict
encountered In the workplace
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
PC 3.4 Seek assistance from workgroup
members when issues, problems and conflict
arise and suggest possible ways of dealing
with them as appropriate or refer them to
the appropriate person
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
Unit Code PE KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
BSBWOR20
3
1 Observation in simulated
work environment
BJI Training
Centre
observation
checklist Blenders, Food Processors,
Graters, Knife Sharpening
2.1 Observation in simulated
work environment
BJI Training
Centre assessor guide Equipment, Knives,
Mandolin Slicers,
2.2
Production of audio
BJI Training
Centre
instructions to
candidates and
assessors
Measures, Mouli, Peelers,
2.3 Essay BJI Training
Centre
assessor guide Corers or Slicers, Planetary
Mixers,
2.4 Work-based project BJI Training
Centre
assessor guide Scales, Thermometers,
Whisks
2.5 Work-based project BJI Training
Centre
instructions to
candidates and
assessors
Equipment, Knives
3 Debate BJI Training
Centre
instructions to
candidates and
assessors
Food Processors, Graters,
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Supplementary Task 1 – Learning Program Resources
Source and review at least two (2) available learning resources from any
of the following:
 your workplace
 online
 from industry experts, and so on.
These learning resources must be relevant to the learning program you
are developing.
1. Submit the two learning resources that you have reviewed and found
relevant to the learning program you are developing. List the
filenames of the two (2) learning resources you are submitting and
where you have sourced them in the table below:
Learning Resources Sources
a) your workplace
b) online
2. Explain how the learning resources you’ve selected are relevant to
the learning program you are developing. Also, describe the overall
quality of the resources, i.e. currency and reliability.

3. Customise the learning resources.
You must customise the two (2) learning resources to the LLN needs
of your participants. Consider the following advice:
Advice 1
“Simplify the vocabulary used in your learning materials.”
Advice 2
“Use visual guides or images for your client.”
To complete this task, you must customise one (1) learning resource
according to one (1) advice given above. For example, you chose to
customise Learning Resource 1 according to Advice 2 and Learning
Resource 2 according to Advice 1.
In the table below identify which learning resource you will be
customising according to which advice.
Learning Resource Advice
1. Vocabulary Integration of the Work
Development
2. Journals Peer Reviewed Journals must be
selected
Once complete you must submit both the original and customised
learning resource using the following filenames:
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
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Supplementary Task 2 – Confirm Delivery Strategies
To complete this task, you will need one (1) volunteer to play the role of
your client, they must be briefed on the details of the assessment
beforehand. Note that this can be the same volunteer in Project 1.
You must walk the client (volunteer) through the competency standards
(or other training specifications the learning program is based on),
delivery strategies, required assessment methods and tools that you
identified in the Learning Program and Learning Program Schedule and
Competency Map. You must also provide the client with appropriate
advice regarding the assessment requirements for the competency
standard.
During your session, your client (volunteer) must agree with the delivery
strategies, required assessment methods and tools you discuss with
them.
You will be required to submit an audio recording of your session with
the client (volunteer) for assessment. Submit your audio recording as:
TAE40116 – Project2 – ConfirmationSession
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Supplementary Task 2: Marking Result Form
This form is for you to complete. For a satisfactory result, the candidate’s
audio recording of their confirmation session with the client (volunteer)
meets all the criteria outlined below. A separate copy of the form must be
completed. This can be accessed here.
Once completed, sign and date the declaration field at the end of the
form.
Project 2 Supplementary Task 2: Marking Result Form
Legend:
For each statement select,
S – Satisfactory, if the candidate has satisfactorily met the assessment criteria
below
NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the
assessment criteria below
Once completed, sign and date the Assessor Declaration section at the end of
the form.
Assessment Criteria S NYS
1. The candidate confirmed the delivery strategies with the
client (volunteer).
☑ ☑
2. The candidate confirmed the required assessment methods
and tools with the client (volunteer).
☑ ☑
3. The candidate used information and communications
technology (ICT) based tools to complete this task.
☑ ☑
4. The candidate confirmed the competency standards, or
other training specifications the learning program is based
on.
☑ ☑
5. The candidate provided the client with appropriate advice
on the assessment requirements for the unit of competency
the learners will be assessed against.
☑ ☑
The candidate used appropriate communication techniques
to provide and elicit information from the client, confirm
their understanding of the assessment requirements and
communicate conclusions with them.
☑ ☑
Assessor Declaration
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By affixing my signature below, I am declaring that this document is a true
and accurate record of the candidate’s performance.
Assessor Name: Assessor’s Signature:
Date:
Project 2 Checklist
At the end of Project 2 you must have completed the following:
Complete
d
1. Learning Program 1 ☑
2. Learning Program Schedule and Competency
Mapping
☑
3. Supplementary Task 1 ☑
4. Learning Resources
TAE40116 – Project2 – LearningResource1
TAE40116 – Project2 – LearningResource2
TAE40116 – Project2 – ContextLR1
TAE40116 – Project2 – ContextLR2
☑
5. Confirmation Session Audio Recording
TAE40116 – Project2 – ConfirmationSession
☑
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Project 3 – Evaluate Learning Program
Project Overview
This project requires you to review the complete program with key
stakeholders to find areas for improvement and make the
adjustments as required. To ensure successful completion of this
project, follow the steps below and complete the evaluation form
provided on the following page.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ a computer
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Step 1
To complete this Project, you will need one (1) volunteer to play the part
of your key stakeholder. These may be the same volunteer that took part
in the previous projects. Where possible, find a volunteer with a
Certificate IV qualification in Training and Assessment. Write their name
and contact information below.
Name Contact Number Email Address
Your volunteer must be briefed about the details of the completed
learning program before proceeding with the task. You can provide them
a copy of the Learning Plan, the Competency Map, Learning Program
Schedule, and other relevant documents that will help you conduct the
review of the learning program such as:
 units of competency
 training package
 LLN advice, and so on.
They must also be informed that your assessor may contact them for
confirmation purposes.
You must submit an audio recording of your review of the learning
program with your key stakeholder (volunteer) for assessment.
Review the program with your key stakeholder (volunteer). During your
conversation, you must seek feedback on the learning support you
included in the program. Once complete submit your audio recording
using the filename:
TAE40116 – Project3 - Evaluation
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Step 2
Review your completed learning program with your trainer/assessor by
sending them an email.
Send your trainer/assessor a copy of the Learning Program. Make sure to
seek feedback on the learning support you have included in the program.
Send a copy of your Learning Program, Learning Program Schedule and
Competency Map along with your email.
To complete this part of the project you must post a screenshot of your
assessor’s response here.
Screenshot
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Step 3
Adjust your Learning Program, if necessary.
Look at the feedback you received from your key stakeholders and
determine if you need to adjust your Learning Program 1.
Do you need to make adjustments to your Learning Program 1?
☐ Yes
 No
If you do, revise your Learning Program 1 and submit this as:
TAE40116 – Project 3 – RevisedLP1
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Project 3 Checklist
At the end of Project 3 you must have completed the following:
Completed
1. Step 1 
2. Evaluation Session Audio Recording
TAE40116 – Project3 - Evaluation

3. Step 2 
4. Step 3 
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Case Study 2 – Housekeeping Assistant Training
Case Study 2 provides you with a detailed scenario and all the
information you will require to complete Project 4: Conduct a training
needs analysis 2
SCENARIO
Best Jobs Incorporated (BJI) was very pleased with the training
program you have created for their Catering Assistant participants,
and has also approached Man Power Training Services (MPTS) to
create the training program for their Housekeeping Assistant Group.
You’ve been assigned to create the said program for BJI. Your task is
to design a plan that will provide participants the necessary
qualifications to apply for an entry level position as housekeeping
assistants.
BJI is looking to train eight (8) candidates in line with nationally
recognised standards through a relevant certificate 1 qualification.
The overall training should take place over a six (6) month period.
In line with the previous requirement for the catering assistant
program, the following units must be included in the course, and must
be grouped together in one learning program:
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SITXCCS001 Provide customer information and assistance
BSBWOR203 Work effectively with others
This will allow participants from the Catering Assistant Training Group
join the sessions without having to take units only specific to the
training for housekeeping assistants.
The training can be held at BJI’s training centre which has all the
necessary resources to conduct the training and assessment.
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Note the following candidate information:
1. Vicky Sheokeen
Vicky is born and raised in India. He moved with his brother,
Kapil to Australia to work as housekeeping assistants for a local
hotel run by their uncle. Vicky still requires assistance in
understanding written and spoken English.
2. Kapil Sachdeva
Kapil is Vicky’s brother, and is also born and raised in India.
They moved together to work as housekeeping assistants for
local hotel run by their uncle. Like Vicky, Kapil also still requires
assistance in understanding written and spoken English.
3. Juan Pedro
Juan Pedro is a Filipino student in Australia looking for a part
time job as a housekeeping assistant while completing his
studies. English is his second language.
4. Jiyoon Jeong
Jiyoon is born and raised in Korea. She has been staying in
Australia for the past year as a full-time student, learning
English as second language. Her English reading and writing
skills are sufficient to complete the training; however, she still
struggles a bit with her English listening and speaking skills and
still requires an English dictionary handy. She wants to work as
housekeeping assistant.
5. Eunji Park
Eunji is born and raised in Korea but is attending her 3rd year in
university in Australia. English is her second language. She is
comfortable with reading and writing in English but sometimes
has trouble when conversing with others. She will be taking a
year off from school and wants to work as housekeeping
assistant during this period.
6. Adam Martin
Adam Martin just finished high school in Australia and is looking
to work as a housekeeping assistant before pursuing higher
education. He has not had any formal vocational training.
7. Stella Chapman
Stella Chapman completed a couple of freshman units at a local
university studying culinary arts before giving birth to her first
child. She wants to work part time as a housekeeping assistant.
8. Betty Christopher
Betty Christopher is a catering assistant and would like to
expand her skills by completing the housekeeping assistant
training too.
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Other requirements of the client:
 Must be based on a current certificate 1 qualification and
current units
 Must be based on qualifications for housekeeping
assistants
 Must also include the following unit:
SITXWHS001 Participate in safe work practices
 Must be in compliance with BJI’s Workplace Health and
Safety Policy located here:
BJI Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
 Must reflect the results of the results of the LLN Assessments
conducted by BJI and MPTS for the clients.
Names Learning Reading Writing Oral
Communication Numeracy
Vicky Sheokeen 2 1 1 2 2
Kapil Sachdeva 2 1 1 2 3
Juan Pedro 3 3 3 3 3
Jiyoon Jeong 4 2 2 3 2
Eunji Park 4 3 3 2 3
Adam Martin 4 3 3 3 3
Stella Chapman 3 3 3 3 3
Betty Cristopher 4 4 3 3 3
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Project 4 – Training Needs Analysis 2
Project Overview
This project requires you to conduct and record a Training Needs
Analysis (TNA) on BJI’s training requirements described in the case
study scenario provided. To ensure successful completion of this
project, follow the steps provided below.
To complete this project, you will need access to the following:
☐ audio recording equipment
(phone, computer, etc.)
☐ templates provided in this Project
☐ a volunteer to play the role of your client
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Task 1
Determine the Work Role LLN Requirements of the training.
Using the job description and Work Role LLN Evaluation Form
provided in the links below, determine the Work Role LLN levels
required for the housekeeping assistant role.
Housekeeping Assistant Job Description
(Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate
for the training. For example, if you selected ACSF Level 2 for
Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5
from the template before submission. The same can be done for the
other Foundation Skills.
Once complete, save the Work Role LLN Evaluation Form as:
Work Role LLN Evaluation Form
(Username: learner Password: studyhard)
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Confirm the training and assessment needs with the client
To complete this task, you will need a volunteer to play the role of your
client. They must be briefed on the details of the assessment before you
begin with the role-play.
During your session with the client (volunteer) you must confirm
the details outlined in the TNA draft. You must:
 Advise the client of the training package, qualification
and/or accredited course selected to meet their training
needs
 Advise the candidate of the elective units, skill sets or
accredited modules selected for the program, and provide
your reasons for selecting them.
Your client (volunteer) must complete the TNA Participant Feedback
Form. Before beginning your session with the client (volunteer) you
must brief them on the details of the session. You must also provide
them with the candidate instructions and Participant Feedback Form,
which can be accessed through this link:
Project Brief and Participant Feedback Form
(Username: learner Password: studyhard)
You must review the Participant Feedback Form before completing the
task to get an idea of what you must do during the session.
After completing the task, you must sign the ‘Document Created By’
field as a trainer/assessor from MPTS, while your client (volunteer)
must sign the ‘Approved By’ field as a representative of Best Jobs
Incorporated. Note that both signatures must be hand signed, print off
the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral
communication skills. You must demonstrate the following during your
session with the client (volunteer):

 active listening,
 adequate comprehension,
 appropriate use of grammar, vocabulary, and
pronunciation
 using language appropriate to the audience, and
 using language that demonstrates cultural sensitivity and
builds and maintains understanding and rapport with the
client
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Save the candidate’s (volunteer’s) completed Participant Feedback
Form using the filename:
Project 2 -TNAFeedbackForm
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TNA Participant Feedback Form
Legend:
For each statement select,
Y – Yes, if the candidate met the assessment criteria below.
N – No, if the candidate did not meet the assessment criteria below
Once completed, sign and date the Declaration section at the end of the form.
Note that you must include your contact details, the assessor may contact you
to confirm your responses.
Assessment Criteria Y N
1. Did the candidate clearly identify your characteristics?  ☐
2. Did the candidate confirm your training needs?  ☐
3. Did the candidate use simple and understandable
language when providing you information?  ☐
4. Did the candidate use simple and understandable
language when asking you questions, asking for your
opinions or confirming your understanding during the
session?
☐ 
5. Did the candidate use simple and clear language when
confirming your understanding of the training
requirements during the session?
 ☐
6. Did the candidate confirm their plans and required
outcomes of the training with you?  ☐
7. Did the candidate successfully source information
relevant to your training needs? ☐ 
8. Did the candidate successfully analyse and interpret
information that was relevant to your needs?  ☐
9. Did the candidate was able to demonstrate the following
during your conversation
 active listening
 adequate comprehension
 appropriate use of grammar, vocabulary and
pronunciation
when asking for information or coming to conclusions
about your
☐ 
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needs?
10. Did the candidate use language that demonstrated
cultural sensitivity and helped build understanding
between you?
 ☐
11. Did the candidate identify and respond to problems and
opportunities for improvement during their session with
you and considered different approaches to solve them?
☐ 
Declaration
By affixing my signature below, I am declaring that this document is a true
and accurate record of the candidate’s performance. I declare that the name
and contact information I state below are my own (not the name assigned to
me during the role-play session).
Client’s Name: Client’s Signature:
Contact Details:
Date:
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Task 2
Draft your Training Needs Analysis
This project requires you to conduct and document a Training Needs
Analysis (TNA) of the training requirements described in the case study
scenario provided. Draft your TNA using the template provided below.
Remember consider MPTS’s quality assurance policies and procedures
when completing your TNA. These were provided for you in the Case
Study.
Training Needs Analysis Template 2
(Username: learner Password: studyhard)
1. Identify and source the training package, qualification and/or
accredited course that will satisfy your client’s needs.
2. Read and interpret the qualification framework and packaging
rules of the qualification.
3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client’s needs and job
roles
4. Select a skill set, individual unit, or accredited module. Read,
analyse, and interpret the unit or accredited module to
determine if it meets the client’s needs.
5. Read and interpret the assessment information of the chosen
training package or accredited course.
6. Once complete, save your TNA Draft.
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Project 4 Checklist
At the end of Project 4 you should have completed the following:
Complete
d
1. Work Role LLN Evaluation Form
TAE40116 - Project 1 – WorkRoleLLNForm

2. Training Needs Analysis Template 1
Project 1 – TNA1

3. Participant Feedback Form
Project 2 -TNAFeedbackForm

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Case Study 3 – Cascade Peak Training Institute
Case Study 3 provides you with a detailed scenario and all the
information you will require to complete Project 5: Design and
Develop Learning Program 2
SCENARIO
Cascade Peak Performance Training Institute (CPPTI)
You are working as a Trainer and Assessor for Cascade Peak
Performance Training Institute. The manager from Adventure Events
Marketing (AEM) has contacted you and asked you to develop a
learning program for the unit BSBCMM401 Make a Presentation for
eight (8) of their staff. They want to ensure that their staff take a
standard and consistent approach to preparing presentations.
Your brief is to contextualise the unit specific to the needs of the client:
- Presentation strategies commonly used at work:
 Oral presentation
 Demonstration
- Standard presentation formats used at work:
 PowerPoint
 Storyboards
- Preferred visual aids by clients:
 Diagrams, charts and posters
 Whiteboard
You must also consult the contextualisation guidelines for the BSB
Training Package, which you can access here:
BSB Implementation Guidelines
(Click on the link and refer to the latest release of the Implementation
Guide)
AEM manager Neville Swanson has also provided the following
information on the target participants:
1. Henry Lock
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- Worked 5 years at AEM and has been in sales for 2
months.
- Works well independently and enjoys working with new
clients.
2. Joanne Bontley
- Employed in the contact centre for 2 years starting as a
consultant and recently transferred to the Training team.
3. 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.
4. 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.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2
months.
- Works well independently and enjoys working with new
clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the
contact centre.
7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-
year internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on her second of a three-
year internship program
- English is his second language.
Neville also advised that AEM’s specialist LLN practitioner has
appraised the unit and has provided this tool outlining the required
Core Skill levels for the unit:
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Some things you need to know to complete this task are:
 AEM has a documented Workplace Health and Safety Policy
located here:
AEM Workplace Health and Safety Policy
(Username: learnerPassword: studyhard)
 The training must be conducted in a 2-day workshop with
the assessment tasks to be built into the workshop.
 AEM does not currently have any existing learning program
resources you can use for this training.
 The Work Role LLN Evaluation fields in this learning
program can be left empty as the participants are a mixed
group with different work roles. When determining the Core
Skills Level of the Training, follow the Core Skill Levels of
the Unit.
 BJI has already conducted LLN Evaluations of the candidates
the results are provided for you below.
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
Abigail Ciscar 3 4 4 4 4
Minh Liu 4 4 4 4 4
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ACSF Level
Unit/
element
Learnin
g Reading Writing Oral Numerac
y
BSBCMM401 4.0
1
4.0
2
4.0
3
4.0
4
4.0
5
4.0
6
4.0
7
4.0
8 3.09 3.1
0

Sam Yang 4 4 4 4 4
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Project 5 – Design and Develop Learning Program 2
Project Overview
Project 5 requires you to develop a learning program for a group-based
delivery that meets the needs of your organisation or client as
described in the case study provided, based on the unit:
BSBCMM401 Make a presentation
The learning program must be designed for the group of candidates
identified in the case study.
The learning program must be comprehensive enough to allow your
assessor to see your ability to ‘chunk’ program content and sequence
these ‘chunks’ to ensure a safe, effective learning progression.
To complete this project, you will need access to the following:
☐ templates provided in this Project
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Task 1
Steps to take:
Use the Learning Program Plan Template provided on the following
page to document your completion of the following steps:
1. Investigate the unit of competency and break the learning
content into manageable segments, and document the
timeframe for each segment. Document your completion of this
by preparing the Learning Program Schedule.
2. Ensure that all unit requirements are addressed by the Learning
Program and Learning Program Schedule by completing the
Competency Mapping Template provided on the following
pages.
3. Note that you must contextualise the unit of competency to the
specifications of the training. Remember to use the information
from the client and contextualisation advice from the training
package developer, both are provided for you in Case Study 3.
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Learning Program 2
Plan your learning program using the learning program template below.
Guidance notes are provided within the template for your reference:
Learning Program
Client Training Requirements
Client Name John Leith
Contact
Details
Contact
Number +41-XXXX-XXXX
Email
Address leithjohn.765@****mail.com
Purpose of
Program
Development of specific work alignment for the purpose of the
program
Duration of
Program
(weeks)
4
Number of
Participants 20
Target
Learner
Overview and
Characteristic
s
List all the
learner
characteristics
of the group. Be
as detailed as
possible.
The target learner would include the specific development of
the works
Training Specifications
Program Title MNR2019
Code and Title of
Unit of Competency PPD
Licencing
Requirements NA
Pre-requisites NA
Training Venue NA
Delivery Mode/s NA
Units of Competency
Unit Code Unit Title Core/Elective
B7456 PPD Core
Other Specification/s Included in the Training
List any additional support needs learners might need for their training (e.g. Does the
learner have a disability that might require reasonable adjustment during
training/assessment?).
Learner Name Remarks
LearnerLLN Analysis
Learner Names Learnin
g
Readin
g
Writin
g
Oral
Communicatio
n
Numerac
y
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Henry Lock     
Joanne Bontley     
Sei Leong     
Jerry Hiva     
Tom Crockett     
Abigail Ciscar     
Minh Liu     
Sam Yang     
Overall Learner Group
Core Skills
    
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
Writin
g
Oral
Communicatio
n
Numerac
y
Core Skill
Levels of Work Role
    
Overall Core Skill
Levels of Units
    
Overall Core Skill
Levels of the Training
    
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
(resources, specialist consultation, etc.)
Resources and Equipment
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.)
Resources/
Equipment Available Source
List here the resources that are already available for the training.
White Board NA
Desk/Chair NA
Electric Connection NA
Resources/
Equipment Available Source
List here the resources that are not currently available and will need to be acquired
for the training.
Markers/Duster NA
Projector/Screen NA
Manuals NA
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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Risk Control Plan
You can identify the Likelihood of Incident as either,
Almost certain
Likely
Possible
Unlikely
Rare
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
Lack of
Information Likely High Information
Assessment
Power Failure
Possible Low
Development of
Power
Contingency
Training and Assessment Staff Details
Name Role Qualifications Held
Josh Field
Trainer ☑
Assessor
Support Staff
Mathew Jones
Trainer
Assessor ☑
Support Staff
Document Created By
Name Position Organisation Signature Date
Approved By
Name Position Organisation Signature Date
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Learning Program Schedule & Competency Mapping
Complete the template provided to you on the following page. Use this template to create a schedule
incorporating all the subject matter content from the unit of competency.
Guidance:
To ensure successful completion of this task, the Learning Program schedule you design must:
 Demonstrate the learning content broken into manageable segments, with allotted timeframes for each
segment
 Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:
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: Date To:
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: 02/07/2019 Date To: 09/09/2019
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
1 2 hrs Development NA NA NA NA NA
2 3 hrs Training NA NA NA NA NA
3 4 hrs Certification NA NA NA NA NA
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Mapping: TAEDES401 PE1 (p)
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
37456
PC 1.1 Identify own responsibilities and duties
in relation to workgroup members and
undertake activities in a manner that promotes
cooperation and good relationships
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37457
PC 1.2 Take time and resource constraints into
account in fulfilling work requirements of self
and others
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37458
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in
the workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37459 PC 2.1 Provide support to team members to
ensure workgroup goals are met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37456
PC 2.2 Contribute constructively to workgroup
goals and tasks according to organisational
requirements
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37457 PC 2.3 Share information relevant to work with
workgroup to ensure designated goals ae met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37458
PC 2.4 Identify and plan
strategies/opportunities for improvement of
workgroup in liaison with workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37459
PC 3.1 Respect differences in personal values
and beliefs and their importance in the
development of relationships
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37456 PC 3.2 Identify and linguistic and cultural ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑

differences in communication styles and
respond appropriately
37457 PC 3.3 Identify issues, problems and conflict
encountered In the workplace
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37458
PC 3.4 Seek assistance from workgroup
members when issues, problems and conflict
arise and suggest possible ways of dealing with
them as appropriate or refer them to the
appropriate person
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37459
PC 1.1 Identify own responsibilities and duties
in relation to workgroup members and
undertake activities in a manner that promotes
cooperation and good relationships
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37456
PC 1.2 Take time and resource constraints into
account in fulfilling work requirements of self
and others
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37457
PC 1.3 Encourage, acknowledge and act on
constructive feedback provided by others in
the workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37458 PC 2.1 Provide support to team members to
ensure workgroup goals are met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37459
PC 2.2 Contribute constructively to workgroup
goals and tasks according to organisational
requirements
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37456 PC 2.3 Share information relevant to work with
workgroup to ensure designated goals ae met
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37457
PC 2.4 Identify and plan
strategies/opportunities for improvement of
workgroup in liaison with workgroup
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37458 PC 3.1 Respect differences in personal values
and beliefs and their importance in the
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
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development of relationships
37459
PC 3.2 Identify and linguistic and cultural
differences in communication styles and
respond appropriately
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
37456 PC 3.3 Identify issues, problems and conflict
encountered In the workplace
☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑ ☑
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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 KE PC Assessment Methods Location Assessment Tools Assessment Resources
(equipment, etc.)
37456 X Observation in workplace NA NA NA
37457
X Observation in simulated
work environment
NA NA NA
37458 X Self-assessment NA NA NA
37459 X Fault finding NA NA NA
37456 X Role-play NA NA NA
37457 X Role-play NA NA NA
37458 X Verbal questioning NA NA NA
37459 X Games NA NA NA
37456 X Short-answer test NA NA NA
37457 X Formal examination NA NA NA
37458 X Debate NA NA NA
37459 X Free choice essay NA NA NA
37456 X Work-based project NA NA NA
37457 X Essay NA NA NA
37458 X Third party reports NA NA NA
37459 X Multiple-choice answer test NA NA NA

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.
Development of Change Management
Implementation of documentation
Continuation of the works
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.
Documentation
Linear Management
Development
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?
X Yes
☐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:
Learning Program Template
(Username: learnerPassword: studyhard)

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
Professionalis
m
Na Meetings
Conceptualisati
on
Na Strategy Development
LLN
Skill Details Workplace Application
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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. Religion
ii. Work Aesthic
2.2 Social sensitivities
i. Gender
ii. Sexual Preference
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3. Explain two examples of techniques you use for evaluating your
own training and assessment practice
3.1 Technique 1:
Self Assessment Checklist
3.2 Technique 2:
Development of journals
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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: Manuals
Procedures: Self Assessment
Source: Tests
Procedures: Quiz and Online Tests
Learning Strategies
Source: Personal
Procedures: Development of Journals
Source: Work
Procedures: Feedbacks
Project 5 Checklist
At the end of Project 5 you should have completed the following:
Complete
d
1. Learning Program 2 ☑
2. Learning Program Schedule and Competency Mapping ☑
3. Supplementary Task 1 ☑
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4. Supplementary Knowledge Questions ☑
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WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review
the candidate’s submission against the checklist below:
The candidate has completed all the assessments in the
workbook and has submitted all of the required evidence:
Knowledge Assessment
Case Studies
Case Study 1 – Catering Assistant Training
Project 1 – Conduct training needs analysis 1
Project 2 – Design and develop learning plan 1
Project 3 – Evaluate Learning Program
Case Study 2 – Housekeeping Assistant Training
Project 4 – Conduct training needs analysis 2
Case Study 3 – Cascade Peak Performance Training
Institute
Project 5 – Design and develop learning plan 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment
tasks to be awarded COMPETENT for the units relevant to this
cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
End of Document
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Assessor Guide 1 Version No.1.4 Produced 14 August 2017
Page 138 © Compliant Learning Resources