HBA TAE40116 Skills Gap Workbook: Knowledge Questions and Answers

This document contains the solutions for the HBA Learning Centres TAE40116 Skills Gap Workbook, focusing on the skills gap requirements for the units TAEASS401, TAEASS403, and TAEASS502. The workbook includes knowledge questions related to training.gov.au, qualification details, and unit of competency components, such as SIR20216 Certificate II in Retail Services and SIRRINV001. The assignment requires the learner to navigate training.gov.au to source a Training Package, Qualification and a Unit of Competency. The document provides answers to questions about course outlines, packaging rules, core units, and elective units. It also addresses elements, performance criteria, and evidence requirements for the selected unit of competency. The document provides a comprehensive overview of the skills gap workbook, covering topics such as design learning, training delivery, assessment, and administration. The document also includes practical assessment, and information on what needs to be submitted to HBA.

HBA Learning Centres TAE40116 Skills Gap Workbook
Contents
About This Assessment........................................................................................3
Knowledge Questions – Skills Gap.........................................................................4
Design Learning........................................................................................................4
Training Delivery.....................................................................................................11
Assessment..............................................................................................................12
Administration.........................................................................................................23
APPENDIX 1 – PHOEBE’S COMPLETED ASSESSMENT..................................................27
APPENDIX 2 – PHOEBE’S ASSESSOR GUIDE..............................................................29
Practical Assessment – Skills Gap.............................................................................31
Plan, Develop & Validate Assessment Tools..................................................31
What to Submit....................................................................................................32
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HBA Learning Centres TAE40116 Skills Gap Workbook
About This Assessment
This workbook is designed to be used in conjunction with the TAE40116
Certificate IV in Training & Assessment learner guide. You will also be required to
undertake research and demonstrate the knowledge that will be needed for the
assessment tasks. The work you complete in this workbook will be used as
evidence to your overall competence in the three (3) required units of
competency.
A completed assessment cover sheet is required with each assessment
submission. Assessments will not be assessed without the completed
assessment cover sheet.
You are completing the requirements of the skills gaps for the following units of
competency:
 TAEASS401 Plan assessment activities and processes
 TAEASS403 Participate in assessment validation
 TAEASS502 Design and develop assessment tools
COMPONENTS OF ASSESSMENT
The elements of each activity in this workbook need to be undertaken,
completed, and returned to HBA electronically for assessment
[e-mail]. Any additional answer sheets, information, or evidence
supplied by the learner to support their assessments must be clearly named and
be returned with this workbook.
In completing this workbook you will be asked to:
 Answer underpinning knowledge questions
 Conduct research
 Complete practical activities using the templates provided
NOTE
Some activities may require you to undertake internet or other research. This
research assists in meeting competency and in answering some questions.
Provide a response to each question / request in the left hand column of the
table below. Your responses should be entered into the adjacent area in the right
hand column.
Answers need to contain sufficient information and detail to demonstrate a
sound understanding of the area/s the question relates to.
Each question must be completed and deemed satisfactory in order to complete
this section of the workbook.
Resources
• TAE40116 Learner Guide
• HBA Learner Resources Folder
NOTE: Additional research may also be required
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HBA Learning Centres TAE40116 Skills Gap Workbook
Knowledge Questions – Skills Gap
Design Learning
Provide a response to each question / request in the left hand column of the
table below. Your responses should be entered into the adjacent area in the right
hand column.
Answers need to contain sufficient information and detail to demonstrate a
sound understanding of the area/s the question relates to. Answers must be in
your own words unless otherwise instructed.
Each question must be completed and deemed satisfactory in order to complete
this section of the workbook.
This section relates to the following Sections of your Learner Guide.
 Section 1: Vocational Education and Training
 Section 2: Learning Design
All questions must be completed
NOTE: Additional research may also be required
Examples are provided in some instances. The use of the example as your
answers is not acceptable.
1
In this activity you will be required to navigate training.gov.au. You may
copy and paste.
The following instructions will provide you with assistance navigating
training.gov.au to source a Training Package, Qualification and a Unit of
Competency. On completion of your navigation you will detail the
Qualification details in the table at the end of this activity.
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Training.gov.au navigation instructions:
Step 1
Follow the link: http://training.gov.au/ to the
Australian Government – Department of
Education and Training Home page. Continue to
training.gov.au by selecting ‘National Register
VET’
Step 2
The Quick Search Function - ‘Nationally
Recognised Training’ (top right hand corner) will
assist with your navigation. Here you can type in
any key words of an industry you work in or are
familiar with to navigate if any/ what nationally
recognised training is available for your
selection.
(For example, if you type in ‘engineering’ results
will indicate how many Training Packages,
Qualifications, Accredited Courses, Units of
Competency and Skills Sets are available for this
field.)
NOTE: Ensure ‘Include Superseded Data’ is not
checked, you only want to search currently
endorsed Training Packages.
Results will indicate how many Training
packages, Qualifications, Accredited Courses,
Units of Competency and Skills Sets are available
for the field you searched.
Click on the blue arrow next each field to reveal
each within
Alternatively, you can search Step 2 like
this:
Leave the code and title field blank and select
search
Click off ‘All’ and select only ‘Training Packages’.
Select ‘Search’.
NOTE: This will take you to a new page listing all
of the currently endorsed Training Packages.
Scroll through the pages of Training Packages

HBA Learning Centres TAE40116 Skills Gap Workbook
2
Sourced a Nationally Recognised Qualification. You are now required to
source a current Unit of Competency from the Qualification you have
selected on training.gov.au.
NOTE: You must select a Unit of Competency; you are familiar with the
subject matter.
For each of the items listed in the table below, list or copy/paste the
corresponding component from your chosen Unit of Competency.
IMPORTANT NOTE:
This information should be directly from the Unit of Competency
you have selected
Unit or Competency
Question
Code and Title SIRRINV001 - Receive and handle
retail stock
Application
This unit describes the
performance outcomes, skills and
knowledge required to receive and
store retail stock. It requires the
ability to check stock quality and
quantity against order
requirements; store or present
stock correctly; and maintain
cleanliness of stock-handling
areas.
This unit applies to all retail
sectors and business sizes from
large format stores to small
independents. It applies to
frontline personnel who have
limited autonomy and work under
close supervision and guidance of
others in frontline operational
roles. However; in smaller retail
businesses, senior personnel also
undertake this function.
No occupational licensing,
certification or specific legislative
requirements apply to this unit at
the time of publication.
List the first Element Maintain stock handling and
storage areas.
List the first set of Performance Criteria
1.1.Maintain cleanliness of stock
handling and storage areas.
1.2.Ensure correct environmental
conditions for storage of
perishable and other stock to
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prevent loss or damage as
required.
1.3.Remove and dispose of waste
to minimise safety risks and
environmental impacts.
1.4.Report hazards and potential
hazards to relevant personnel to
minimise safety risks.
three (3) items from the Knowledge
Evidence
1. principles of stock control
procedures:
rotation and replenishment
product life cycle
2. safe manual handing
techniques for moving and storing
retail stock
3. relevant legislation and
standards relevant to receiving
and storing retail stock.
Three (3) item of evidence required from
Performance Evidence
1. maintain stock handling and
storage areas, according to
organisational policies and
procedures, when completing the
above stock control activities.
2. follow organisational stock
control policies and procedures to
process stock in each of the
following situations:
stock quality is poor
stock quantity errors
incorrect stock is delivered
3. follow organisational policies
and procedures, safe work
practices and manufacturer
instructions to perform each of the
following stock control procedures:
receive and process incoming
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stock
store retail stock
maintain retail stock levels
maintain stock delivery records
Assessment Conditions
Skills must be demonstrated in a
retail environment. This can be:
an industry workplace
a simulated industry environment.
Assessment must ensure use of:
manufacturer instructions for stock
handling and storage
organisational policies and
procedures for stock handling and
control (Surface, 2013).
retail stock display areas
range of retail stock
stock control documentation
delivery dockets
orders
reporting documentation
stock receiving bay or area
stock storage areas
assessment activities that allow
the individual to:
work within commercial speed,
timing and productivity
manage tasks and contingencies
in the context of the job role.
3 Select a Unit of Competency, and demonstrate how you would contextualise
or adapt the unit to meet the needs of two (2) different individuals or learner
groups.
You will need to include a brief description of both learners / groups, why
they would be undertaking training/assessment in this unit, and how you
would contextualise the unit to suit their situation/needs to develop effective
applications for the learners.
Learner Guide:
Chapter 2 – Learning Design
Section 2.2 - Analysis
Section 2.3 – Design
Chapter 3 – Delivery and Facilitation
Section 3.3 – Preparing for group based sessions
Learner/Group 1 Learner/Group 2
Job/Role
Sales Assistant
Job/Role
Retail Salesperson
Why would they be undertaking
training/assessment in this unit?
They need training to improve
efficiency in supervising the
employees, work with customers
Why would they be undertaking
training/assessment in this unit?
They need training to have
effective communication with the
customers, they assist the
customers and understands the
customers closely.
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How would you adapt this unit to suit
their situation/needs?
Learning and designing related to
sales assistant is vital as learning the
sales skills and design the functions for
effective operations of sales
department in assisting others is
addressed here.
How would you adapt this unit to
suit their situation/needs?
Learning the communication skill
and enhancing with understanding
the psychology of customers and
designing the process of
addressing the customers.
4
What are the guidelines for
contextualisation? (For example, what
can and cannot be changed to a Unit of
Competency?)
Learner Guide:
Chapter 2 - Learning Design
Section 2.2 - Analysis
The change in technology can be
addressed that meets competitive
advantage. The communication in
the work place to support team
and customer should not be
changed as communication is
important to address issues that
arise in a workplace (Schmeck, 2013).
5
When analysing existing assessment
tools. What amendment to these tools
may you identify and how would you
record identified contextualisation
needs?
One can record identified
contextualisation needs by
determining the need for and gaining
approval to develop the workbook,
developing the workbook by taking
task and create the structure of the
workbook, and implementing the
workbook both at the WHO level and
at national level.
6 When designing Training and
Assessment Strategies within a
Registered Training Organisation
(RTO), we must always comply with the
current requirements of the Australian
Skills Quality Authority (ASQA).
You are working in an RTO operating
under the jurisdiction of ASQA and
have been asked to design a Training
and Assessment Strategy.
Locate the current Standards for RTOs
by searching on the ASQA website.
Standards for RTOs 2015.
Detail three (3) aspects of the
Standard you would need to consider
to ensure compliance for when the TAS
is implemented.
Learner Guide:
Chapter 1- Vocational Education
and Training
Section 1.2 Vocational Education and
1..
Designing training and assessment strategy
Process responsibili
ty
Documentatio
n
Register on
training.gov.a
u for getting
notification of
all the
changes.
Team
leader
Email
Conduct
meetings to
discuss the
plan for the
changes
required in
the training
program.
Dean Minutes of
meeting
Undertake
research of
the market
Team
leader
data
Ensure the
documents
are collected
correctly and
uploaded in
the training
package site
chairman All documents
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Training (VET)
Chapter 2 - Learning Design
Section 2.3 - Design
The standard project team (SPT) has
issued two actual standard draft:
Quality of actuarial work under the SII
Directive
Standard on reporting by the actuarial
function under the SII Directive
2..SPT has received other
suggestions for further EU
actuarial standards:
The contribution of the actual
function to the risk management
system
Carrying out an ORSA
Formal reporting to the
management on the financial
condition of the undertaking.
3.. the objective is to address the
quality of actuarial work required
under Solvency II and need to comply
with Solvency II tests.
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7
The design and execution of your
training delivery and assessment
should be based on sound Instructional
Design Principles.
The ADDIE Model is one key
Instructional Design methodology
used. The ADDIE Model consists of five
(5) phases:
1. Analysis
2. Design
3. Development
4. Implementation
5. Evaluation
You have been tasked with designing a
Learning Program using the ADDIE
Model.
Explain your understanding of each
phase as it applies to the design of
your Learning Program.
Learner Guide:
Chapter 2 – Learning Design
Section 2.1- Design Overview
1.. Analysis- first analyse the
current situation and knowledge
gaps. Develop questions and
determine the goal of training.
2.. Design- after training plan, the
design phase includes strategy,
delivery methods, structure,
duration, assessment and
feedback
3.. development- here the creation
of courses are involved. Each
element should be developed to
match with the current training
design phase. By adding graphics,
colours and must be iterative .
4..Implementation- the decisions in
design phase influences delivery
options, pass marks for
assessment
5.. Evaluation- getting feedback on
every aspect of the course will help
to analyse the improvement and
need of revising the content.
Training Delivery
Provide a response to each question / request in the left hand column of the
table below. Your responses should be entered into the adjacent area in the right
hand column.
Answers need to contain sufficient information and detail to demonstrate a
sound understanding of the area/s the question relates to. Answers must be in
your own words unless otherwise instructed.
Each question must be completed and deemed satisfactory in order to complete
this section of the workbook.
This section relates to the following Sections of your Learner Guide:
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 Section 2: Learning Design
• Section 3: Delivery and Facilitation
• Section 4: Assessment
• Section 7: Learning through work at work (work-based learning)
All questions must be completed
NOTE: Additional research may also be required
Examples are provided in some instances. The use of the example as your
answers is not acceptable.
# Question Your response
8
Briefly describe your
understanding of ‘ethical
behaviour’ as it relates to you as
a facilitator
Learner Guide:
Chapter 7 – Learning through
work at work (Work-Based
Learning)
Section 7.4 Implementing and
monitoring the work-based
learning pathway
HINT: Think about what you
should and shouldn’t do when
designing, developing and
facilitating training in the
workplace.
One must understand the role of
facilitating the training process. Must
provide with structure to the discussion
and record the discussion to ensure
productive group behaviour and then
summarize the results (Edwards, 2014).
Assessment
Provide a response to each question / request in the left hand column of the
table below. Your responses should be entered into the adjacent area in the right
hand column.
Answers need to contain sufficient information and detail to demonstrate a
sound understanding of the area/s the question relates to. Answers must be in
your own words unless otherwise instructed.
Each question must be completed and deemed satisfactory in order to complete
this section of the workbook.
This section relates to the following Sections of your Learner Guide:
 Section 2: Learning Design
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• Section 4: Assessment
All questions must be completed
NOTE: Additional research may also be required
Examples are provided in some instances. The use of the example as your
answers is not acceptable.
# Question Your response
9 Identify three (3) items from the Code of Practice for Assessors (located
in learner resource folder) and explain how you would apply each item
in your role as an assessor.
Learner Guide:
Chapter 4 – Assessment
Section 4.1- Assessment Overview
Item from Code of Practice How you would apply it
Assessment systems and tools
are consistent with equal
opportunity rights
By availing everyone for this process
Evidence is verified against the
rules of evidence Check all documents for further processing
Assessment outcomes are used
consistently with the purpose
prior to the assessment
To check the validity of the outcomes and
enhance improvement.
10 In Vocational Education and
Training (VET) we use
Competency Based
Assessment. Competency
based assessment has a
number of unique
characteristics.
Briefly describe your
understanding of each of the
following dimensions of
competency based
assessment, how they are
incorporated in the
development of assessment
tools and how they differ from
other types of assessment.
Learner Guide:
Chapter 4 – Assessment
Section 4.2 – Planning for
Assessment
Work Focused:
This helps to concentrate on work
and enhance dedication or achieving
organisational goal
Criterion / Standards based:
Identify key facts and concepts
Identify the indicators when the concept
is understood
Choose a collection of assessment that
will allow students to demonstrate the
indicators.
Using scale, identify the proficiency and
progress is made accessible for the
learner for effective feedback.
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Evidence based:
It involves collecting the evidence to
prove good communication and
collaboration and team work.
11
An Assessment Plan is a
document developed in
conjunction with other
relevant key stakeholders.
In preparing an assessment
plan, what are the key steps
that should be documented?
Learner Guide:
Chapter 4 – Assessment
Section 4.2- Planning for
Assessment
1. Define the purpose and scope of the
evaluation
2. specify the evaluation questions
3. specify the evaluation design
4. create the data collection action plan
5. Collect data
6. Analyse data
7. Document Findings
8. Disseminate Findings
9. Feedback to program Improvement
12
Describe your understanding
of the Rules of Evidence.
Explain how the four (4) Rules
of Evidence can guide you as
an assessor in collecting
evidence and incorporated
into developed assessment
tools.
Learner Guide:
Chapter 4 – Assessment
Section 4.1- Assessment
Overview
Validity: it provides information relevant
to the standard and outcomes being
assessed.
Sufficiency: means that there is
enough evidence to convince the
assessor that the candidate is
competent against all the criteria,
includes knowledge, skills and
attributes.
Currency: this means the evidence
shows the candidate is still competent
at the time of assessment.
Authenticity: means evidence needs to
be checked
13
Training packages do not
suggest how a learner should
be trained, rather, they
specify the skills and
knowledge required to
perform effectively in the
workplace.
What are the components
that make up a Training
Package?
Learner Guide:
Chapter 2 – Learning
1..Competency standards
2.. Assessment guidelines
3.. Qualifications Framework
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Design
Section 2.2 Analysis
14 List the major features of a
unit of competency and how
they are addressed in
assessment activities and
processes.
The unit is the specification of knowledge
and skill, and the application of that
knowledge and skill, to the standard of
performance expected in the workplace. It
is addressed by talking with individuals via
telephone, examining past, current and
future trends and surveying employees.
They monitor the employees in work
and check for CVs and position
description.
15 Identify two (2) methods of
assessment and describe the
following:
 Suitability for gathering
various types of
evidence (will the
method meet the rules
of evidence)
 Suitability for the
content of the units
(will the method meet
the principles of
assessment)
 Resource requirements
to undertake the
assessment
 Associated costs for
undertaking the
assessment, e.g. time
Learner Guide:
Chapter 4 – Assessment
Section 4.2 Planning for
Assessment
Method of assessment 1:
Diagnostic,
Suitability for gathering evidence:
 Conduct a "stocktake" on the
range of evidence available within
the work environment.
 review the accessibility of that
information
 Consider staff professional
development on accessing that
information.
Suitability for the content:
instructors with information about
student's prior knowledge and
misconceptions before beginning a
learning activity
Resources:
time, money, and expertise) required
to carry out the evaluation, it’s time to
review and finalise the budget
Costs:
Consider developing a cost-per-activity
budget because it facilitates evaluation
planning, including finalizing the design,
staffing and scheduling.
Method of assessment 2:
formative
Suitability for gathering evidence:
Assessing the impact, intensity, and
distribution of a particular issue, to
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HBA Learning Centres TAE40116 Skills Gap Workbook
inform strategies for approaching it.
Suitability for the content:
Understanding community needs and
resources as a guide to advocacy efforts
or policy change.
Resources:
individuals, organizations and
institutions, buildings, landscapes,
equipment
Costs:
Asset mapping focuses on the strengths
of the community rather than the areas
that need improvement. Focusing on
assets gives the power back to the
community members that directly
experience the problem and already
have the resources to change the status
quo.
16 Describe how the four (4)
Principles of Assessment can
guide the Assessment
Process and explain how you
would apply them when
developing assessment tools.
Learner Guide:
Chapter 4 – Assessment
Section 4.1 - Assessment
Overview
Validity: : Validity checks the
assessment process assesses what it
claims to assess – i.e. the unit of
competency or cluster of units.
Reliability:
The assessment tool must address all
requirements of the unit to sufficient
depth and over a sufficient number of
times to confirm repeatability of
performance.
Flexibility:
The unit of competency is the
benchmark for assessment. The
assessment must adhere strictly to its
requirements.
 Nothing from the unit must be
omitted from assessment
 Nothing must be required over
and above the unit requirements.
Fairness:
the outcomes and performance
requirements of the unit are addressed
the broad range of skills and knowledge
that are essential to competent
performance are addressed
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17
Explain the difference
between an Assessment
Tool and an Assessment
Instrument.
Learner Guide:
Chapter 4 – Assessment
Section 4.2 – Planning for
Assessment
Assessment Tool:
The Literacy and Numeracy for
Adults Assessment Tool (the Assessment
Tool) is primarily designed to help
Educators to identify the strengths and
weaknesses of Learners' literacy and
numeracy skills
Assessment Instrument:
An assessment 'instrument' is part of
an assessment tool — it includes the
checklists (or other 'instruments') and
instructions needed to conduct one
part of a competency-
based assessment (e.g. written test with
answer key, observation checklist,
verbal questioning instrument, log book,
etc).
18 List related documentation
you would need to consider
when developing assessment
tools.
For example:
Assessment guidelines,
policies & procedures,
administration of
tools/instruments.
19
For the list of assessment tool below, indicate which assessment
instruments could be used to adequately collect evidence.
Provide a target group of learners for each and describe what
modifications may be made to these tools.
Observation (in a simulated
environment)
You must securely retain—and
produce in full if required at audit—
all completed student assessment
items for each learner for a period of
six months from the date on which
the judgement of competence for the
learner was made. You must also
retain sufficient data to be able to
reissue AQF certification
documentation for a period of 30
years.
Verbal Questioning Each assessment tool should require an
assessor to provide feedback to the
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learner, both where competency has
been demonstrated and where further
evidence is required. Providing feedback
shows fairness in the assessment
process and allows a learner to
understand why a result was awarded.
Third Party Feedback from
Supervisor
Assessment must ensure use of:
 National Quality Framework for
Early Childhood Education and
Care
 the relevant approved learning
framework under the National
Quality Framework for Early
Childhood
 Education and Care
(specifications).
Assessment must involve:
 interactions with actual babies
and toddlers under the age of 24
months under the supervision of
an
 early childhood educator
(equipment requirements,
physical conditions,
relationships).
Assessors must satisfy the NVR/AQTF
mandatory competency requirements
for assessors (specifications).
Review of Products
(E.g. a cup of coffee made by
the learner – you have not
watched them carry out the
process you are reviewing
the final product for taste,
texture, appearance,
temperature etc.)
Learner Guide:
Chapter 4 – Assessment
Section 4.2 – Planning for
Assessment
Communication tools, data system,
learning management system,
professional development
20 Identify and describe briefly three (3) different scenarios where a
person could be assessed for competency.
For each scenario, identify the candidate, confirm the purpose and
context of assessment (where the assessment will take place), the
assessment instrument that could be used and whether there might be
any RPL? Who may be relevant people according to legal, organisational
and ethical requirements you may need to consult with.
NOTE: The scenarios you provide can be hypothetical.
Scenario Purpose of Assessment Assessme Relevant
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Assessment Context
nt
Instrumen
t
People
Example:
A first aid
officer
requiring
CPR
Refresher
Example:
To assess ability
to perform CPR
to Australian
Resuscitation
Council
Standards
Example:
Simulated
environment
– training
room
Example:
Observati
on
Checklist
Example:
Supervisor
for legal
requirement
s of officers
role,
organisation
al
policies &
procedures,
relating to
timeframe
of refresher
1. An
employee
is not able
to cope up
with the
team
To enhance the
ability of working
as a team.
Get
Feedback
From The
Teams
Checks for the result of
the team by checking
the performance of the
employee.
2. if an
employee
is
promoted
for a
higher
post and
required
to lead the
team but
is unable
to handle
the team.
To put the
employee in real
situations and
monitor the
leadership
quality
To train the
employee by
directing a
small team
in a project.
Checks for the
improvement in
responsibility of the
employee towards the
team.
3. if an
employee
needs
feedback
for a
particular
situation
and is
unable to
take
decision.
Improve the
managerial skills
by making the
employee
understand the
situation and
policies.
To put the
employee in
various
decision
making
meetings
Taking feedback from
experts for the
employee’s decision and
improvement of
performance.
21 Identify two (2) different target
groups of learners.
For these target groups describe
the following:
 Employees who are
promoted-
They needs assessment
tool for enhancing their
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 Purpose of assessment tool
 Assessment method that
supports the collection of
the defined evidence
 Contexts in which the tool
will be used
 Describe the assessment
instruments you would need
to collect evidence.
knowledge on their job
role.
Interview is the
assessment tool
Skill assessment needs to
be used for collecting
evidence.
 people working on
prevention-
to enhance the skills to
prevent the organisation
from critical situations
Assessment method is by
testing the efficiency.
Reports are the
assessment instrument
which is used to collect
evidence.
22 The following case study and corresponding questions relate to a Unit of
Competency from the BSB Business Services Training Package.
The unit is ‘BSBCMM101 Apply Basic Communication Skills’. You
are required to visit www.training.gov.au and download a copy of this
unit of competency.
You will need this unit of competency to respond to the following
case study questions.
Part 1:
Prior to the commencement of
assessment, you are required to
conduct a candidate briefing.
During this briefing you are
required to explain, discuss and
agree on the details of the planned
assessment.
Detail how you would conduct this
briefing and what information you
would provide to Phoebe and how
you would record Phoebe’s
agreement with the assessment
plan.
Identify organisational
communication requirements and
workplace procedures with assistance
from appropriate people
Identify appropriate lines of
communication with supervisors and
colleagues
Seek advice on the communication
method/equipment most appropriate
for the task
Part 2:
What material and physical
resources may be required to
undertake this assessment?
Assessment must be conducted in a
safe environment where evidence
gathered demonstrates consistent
performance of typical activities
experienced by individuals using
interpersonal communication skills in
the workplace and include access to:
 office equipment
 business resources
 workplace policies and
procedures relating to
communication
 case studies and, where
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possible, real situations
 Interaction with others.
Part 3:
Phoebe has just started working as
a receptionist in a small office. She
is currently undertaking the unit
‘BSBCMM101 Apply Basic
Communication Skills’ as part of
her Certificate I in Business.
Phoebe informs her assessor that
this Friday she has been instructed
by her supervisor to draft a series
of letters to mail out to clients. Her
assessor feels that there might be
some ‘performance evidence’ in
this unit that could be gathered on
the job this Friday.
Research the BSBCMM101 unit.
Using the Unit of Competency and
Assessment Requirements.
What Evidence listed do you think
the assessor could gather on
Friday?
Use effective questioning, and active
listening and speaking skills to gather
and convey information
Use appropriate non-verbal behaviour
at all times
Encourage, acknowledge and act upon
constructive feedback
Part 4:
What Assessment Tool(s) could
the assessor use to collect this
evidence?
Direct observation
Part 5:
What Assessment Instruments do
you think the assessor would be
using to collect and record this
evidence?
What modifications to these tools
may be required?
Survey and interview
Part 6:
There are 2 bullet-points under
the heading ‘Knowledge
Evidence’ in this unit. If you were
the person responsible for planning
for the assessment of this unit for
a class of 8 Certificate I in Business
students, what assessment
methods would you use?
Describe different communication
styles
The most effective assessment
method to be used for communication
style is the assertive style. Here the
communication can express the
needs, desires, ideas and feelings.
Part 7:
As part of the assessment for
this Unit, Phoebe’s assessor
produced a short written test
Q#
Satisfactor
y
Response
Explain
how you
made
yourS NS
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covering some of the
requirements of the Unit of
Competency. You will find
Phoebe’s completed
assessment, as well as
Phoebe’s Assessor Guide
located in the Appendix’s at the
end of the knowledge questions.
Using the acceptable answers as a
guide, make a decision as to
whether Phoebe was Satisfactory
(S) or Not Satisfactory (NS) for
this task. Explain how you made
your judgement.
judgemen
1. s
As
actively
respond
ing to
others
is a
sign of
active
listenin
g.
2. s
By
asking
each
doubt
helps to
avoid
error.
3. NS
As
it is
not
formal
act to
walk
out. If
the
emplo
yee
does
not
under
stand
must
ask
the
mana
ger.
4. s
It is
an
effectiv
e way
to
commu
nicate.
5. s As
in the
work
enviro
nment
both
verbal
and
non-
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verbal
makes
sense
of
effecti
ve
comm
unicati
on.
Part 8:
Summarise the feedback that you
would give to Phoebe following her
assessment
The effective communication is done
by actively responding to other person
and must ask doubts to clarify and
provide correct result. The employee
must communicate in verbal and non-
verbal communication.
Part 9:
Following the written assessment
above, Phoebe asks to speak to
you and informs you that she has
very poor written English skills and
is not very comfortable reading
and writing. Assessors are allowed
to make ‘Reasonable
Adjustments’ for their
candidate’s special needs as long
as the adjustment does not
compromise the Principles of
Assessment, Rules of Evidence and
requirements of the unit of
competency being assessed.
What reasonable adjustment
could you make in Phoebe’s case if
she was to be reassessed?
Learner Guide:
Chapter 4 – Assessment
Section 4.2 – Planning for
Assessment
To have effective writing skill, the
employee must be enabled with
proper training were writing skills can
be improved. Employee have the right
to be trained by professionals.
Part 10:
After the assessment was
completed, Phoebe’s Supervisor
has contacted you wanting to know
the outcomes of the assessment.
Under what circumstances could
you pass on information pertaining
to a candidate’s assessment
results?
HINT: Refer to the National VET
The candidate is examined through
training process. The evaluation of
training program provides the result of
improvement. The employee is
processed with different writing
formats so as to examine the
efficiency is achieved or not.
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Data Policy
Part 11:
Describe briefly how you would
respond to a WHS Risk to yourself
and or Phoebe’s class whilst
conducting the assessment.
The risk can be avoided by addressing
Phoebe with proper training and
enhancing the knowledge of formal
communication.
Part 12:
Outline what information should be
recorded from the assessment
process.
Learner Guide:
Chapter 4 – Assessment
Section 4.4 – Assessing
Competence
Managing the grades of employees
in its learning makes the grading
process easier, and the assessor have
a clearly-set-out overview when the
final assessment is to be decided.
Part 13:
Outline what may be included in an
assessment report.
Learner Guide:
Chapter 4 – Assessment
Section 4.4 – Assessing
Competence
The assessment report includes
results of the different tests that you
have completed during
the assessment. Assessment
reports for development and career
assessments in addition will
extensively describe strengths and
weaknesses and points of
development.
23 Explain your understanding of the
principles of reasonable
adjustment.
Identify three (3) specific needs
you might encounter when
assessing your candidates and
what Reasonable Adjustment
you would consider acceptable.
Learner Guide:
Chapter 4 – Assessment
Section 4.2 – Planning for
Assessment
The ACTPS is committed to
the principles of Reasonable
Adjustment to ensure all individuals
have equal employment
opportunities. The ACTPS seeks to
apply the principles of Reasonable
Adjustment to remove barriers to
workplace participation for
individuals with disability and
individuals with an injury.
Specific Need Reasonable
Adjustment
Candidate
selection
Selecting
specific questions
for recruiting
efficient
employees
assessment
records, data
and information
management
Needs to record
a large data and
for last three
years so as to
evaluate effective
performance of
the employee
assessor
needs and
qualifications
Needs to
analyse the job
role and must
select the right
candidate for
right job.
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24 Under their registration, RTOs’ must
provide a Recognition of Prior Learning
(RPL) service. The RTO will have a
procedure to guide assessors in the
process of conducting an RPL
assessment.
A candidate has requested an RPL
assessment (in a unit of your choice)
based on their work experience in the
past 3 years. The candidate has asked
you what the procedure is for
undergoing an RPL assessment.
List the step by step RPL assessment
procedure in your training and
assessment environment.
Learner Guide:
Chapter 4 – Assessment
Section 4.5– Recognition of Prior
Learning
NOTE:
If you do not have access to an RTO’s
RPL Policy, you will find an example
RPL policy in the HBA Resources
Folder: VET: Policy Examples.
step 1 – Provide information and
documents verifying your skills and
experience
Step 2 – Third Party Reports
Step 3 – Conversation with your
assessor
Step 4 – Practical demonstration of
your skills
Step 5 – Other Evidence Sources
25 Which Principle of Assessment, does
assessment mapping relate to, and
why should a mapping document be
developed?
Learner Guide: Chapter 4 –
Assessment
Section 4.4– Assessing Competence
The principle of assessment
should be validity, in order to
ensure each assessment
instrument should be mapped
back to the unit. It is not an
absolute requirement to include
the mapping in the instrument but
it is strongly recommended, as the
mapping provides guidance for the
assessor.
26 When developing assessment
instruments, clear instructions are
required for candidates and assessors.
What instructions should be provided?
Provide four (4) instructions you may
provide to a candidate and assessor
Learner Guide: Chapter 4 –
Assessment
Section 4.3 – Preparing for
Assessment
Candidate:
1.. what are the steps that are
involved in the assessment
2.. when will the assessment
take place
3.. when will questions be
asked during the assessment
4.. how long will it take
Assessor:
1.. The assessment method
being used (eg, observation,
simulation)
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2.. The assessment tool/s being
used
3.. Any provisions for people who
have special needs
4.. How their performance will be
reviewed, if required
27 List three (3) examples of
assessment system policies and
procedures you would need to
consider when developing assessment
tools:
(For example: Assessment appeals)
Learner Guide: Chapter 4 –
Assessment
Section 4.2 – Planning for Assessment
1.. Confirm the purpose of
assessment.
2. Ensure competency standards
are available and understood.
3.. Discuss qualification outcomes
and the RTO issuing certificates
28 How would you address storage and
retrieval needs, review, evaluation and
version control as part of the
assessment system process?
exactly which features of the
assessment process we reviewed
If continual review takes place
during the assessment process, we
need to plan to make amendments
and improvements as we move
through the process, and
use version control procedures
throughout the whole review
process.
29 Review and trialling of assessment
tools is vital to the overall continuous
improvement process.
Briefly explain what
processes/strategies you use to
review, trial and make amendments to
the assessment tools. What materials
would be required and how you would
ensure accuracy and version control of
relevant materials used during
validation and how you would record
the validation session?
Learner Guide: Chapter 4 –
Assessment
Section 4.3 Preparing for Assessment
If review takes place at the end
of assessment, we need to be sure
to amend and improve the process
before it begins again for the next
assessment.
 stored securely
 readily available to the
people who need them
 able to cater to the
differing ways that people
need information to be
communicated
 routinely reviewed and
validated
 part of quality assurance
processes
30 Explain the purpose of validation
including why assessors undertake
validation and how validation can
ensure assessors meet legal and
ethical requirements.
Learner Guide: Chapter 4 –
Assessment
Section 4.6 – Validation and
Moderation
Validation is an automatic
computer check to ensure that the
data entered is sensible and
reasonable. It does not check the
accuracy of data.
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31 Validation can take place before, during and after assessment takes
place. For each stage provide an explanation as to why validation would
occur at this stage. You are also required to list one (1) validation
approach that would be appropriate for each stage and the relevant
assessment system policy and procedure.
Learner Guide: Chapter 4 – Assessment
Section 4.6 – Validation and Moderation
Validati
on
Stage
Purpose of Validation at
this stage
Appropriate
Validation
Approach
Before . collectively developing or
reviewing a bank of assessment
tools
checking the
requirements of the WHS
Act
During internal audit processes . peer review
After using an independent
assessment validator to review
the whole validation process
. client privacy and
confidentiality is always
maintained
32 How might you determine
opportunities for integrated
assessment and record any changes
to assessment tools as required?
providing greater justice for
learners for assessment with
improved relevance, transparency
and support in assessment
processes
33 List the five (5) components of an
assessment tool.
context and conditions of
assessment, tasks to be
administered to the student, an
outline of the evidence to be
gathered from the candidate and
evidence criteria used to judge
the quality of performance
34 How are the Principles of Assessment
addressed in validation?
 have the candidates been
informed of the context and
purpose of the assessment
and the process that is
going to be used to assess
them?
 has the assessment
focused on the application
of knowledge and skill to
the standard of
performance that is
required in the workplace
(remember the purpose of
vocational education &
training?)
 is the assessment method
and tool equitable for all
candidates, taking into
account needs of culture
and language, literacy and
numeracy (LLN)?
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35 How are the Rules of Evidence
addressed in validation?
1. Is the evidence valid? ie,
does the evidence actually
help us make the
judgement that we need
to?
2. Is the evidence current?
ie, does the evidence
actually reflect the
candidate’s current
abilities?
3. Is the evidence sufficient?
ie, is there enough
evidence to make a
considered judgement?
4. Is the evidence authentic?
ie, does the evidence
actually reflect the
candidate’s own abilities?
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Administration
Provide a response to each question / request in the left hand column of the
table below. Your responses should be entered into the adjacent area in the right
hand column.
Answers need to contain sufficient information and detail to demonstrate a
sound understanding of the area/s the question relates to. Answers must be in
your own words unless otherwise instructed.
Each question must be completed and deemed satisfactory in order to complete
this section of the workbook.
This section relates to the following Sections of your Learner Guide:
 Section 1: Vocational Education and Training
• Section 2: Learning Design
• Section 5: Record Keeping
All questions must be completed
NOTE: Additional research may also be required
Examples are provided in some instances. The use of the example as your
answers is not acceptable.
# Question Your response
36 Jamie arrived at the training room 30 minutes before his 12 participants
were due to arrive. As he opened the door he saw that the trainer who had
used the room for training the night before had not tidied up after their
session. The trainer had obviously been using a data projector and there
were some cables running across the floor near the front of the room. The
chairs were strewn all over the room blocking some of the walkways. Jamie
thought he might make himself a coffee before setting to work since he had
plenty of time so he went over to the small kitchenette in the corner of the
room. To his disappointment the urn that usually produced fresh hot water
had not only gone cold, but had leaked water which was now all over the
tiled floor.
List three (3) hazards you have identified in the above scenario.
For each hazard use the Risk Assessment Matrix Below to rate the level of
risk.
Based on the risk assessment detail the control measures you think Jamie
should implement for each.
HINT: You can use the Hierarchy of Control in the HBA Learner Guide to
assist you in identifying appropriate control measures.
Learner Guide:
Chapter 1 – Vocational Education and Training
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Section 1.2 VET: Work Health and Safety
NOTE: You may need to make assumptions for anything in the scenario
that you are unsure of.
Hazard Level of Risk Control Measure
Unfair decision
making
high To train the employee
by any expert who is
efficient for training the
employee to enhance
decision making
Low Performance high To promote effective
training program
High conflicts high To understand the
needs of employees
and to ensure the
conflict is solved with
effective grievance
redressal
Finally, who would you report this situation to and what would you
report?
Who? What?
37 Consider a typical training room for
Vocational Education and Training.
Answer the following questions.
What emergency procedures
should be displayed?
In the workplace and in the
training room
Where should they be displayed?
In training room
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38 Identify and list three (3) sources of
WHS information, relating to a learning
environment.
Briefly describe what these sources are
outlining.
HINT: This could be publications,
people, online, organisations etc.
1. library,
2. by reading newspapers
3. and by watching some of the
news programs.
39 List three (3) relevant Personal
Protective Equipment that would be
required when assessing competence
and detail the procedure associated to
it for use.
1. gloves
2. foot
3. eye protection
40
You are required to research, identify
and list an example for each of the
following areas listed in the right hand
column with relevance to Vocational
Education and Training.
For each example you will need to
provide a summary explanation
detailing the key purpose of each item.
You are required to undertake your
own research to answer this question.
A Vocational Education and
Training related policy (e.g.
Issuance of Qualifications)
1. breaking the law
2. not training people to the
standard that industry
requires (which, after all, is
the point of vocational
education & training
Summary explanation:
To improve the work place
management and safety in the
environment.
Legal requirements relating to
training and assessment in your
industry or the industry you hope
to train in (e.g. Working with
children check)
 client privacy and
confidentiality is always
maintained
 information provided to all
people involved in the
process (candidates,
assessors, VET Quality
Framework, other bodies) is
always accurate and not
misleading or deceptive in
any way
 environmental standards
are always met during
assessment activities
 WHS, Equal Employment
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Opportunity (EEO), anti-
discrimination and other
relevant legislation is
always followed.
Summary explanation:
To ensure quality and
confidentiality in the meetings.
Codes of Practice and or National
Standards relating to VET (e.g.
Assessors Code of Practice)
The differing needs and
requirements of the candidates,
the local enterprise/s and/or
industry are identified and
handled with sensitivity
– Potential forms of conflict of
interest in the assessment process
and/or outcomes are identified,
and appropriate referrals are
made, if necessary
– All forms of harassment are
avoided throughout the
assessment process and in the
review and reporting of
assessment outcomes
Summary explanation:
This provides an opportunity to
create for technical assistance in
planning, conducting and
reviewing assessment practice
and participating in validation.
Commonwealth or state/territory
legislation that may affect training
and assessment in VET (e.g.
National Vocational Education and
Training Regulator Act 2011)
a Department of the
Commonwealth; or
a body (other than the National
VET Regulator), whether
incorporated or not, established
for a public purpose by or under a
law of the Commonwealth.
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Summary explanation:
The regulations provide that
those subsections do not apply in
relation to the displacement
provision.
41
The VET Quality Framework comprises
of five (5) key areas.
 Standards for Registered
Training Organisations
 Fit and Proper Person
Requirements
 Financial Viability Risk
Assessment Requirements
 Data Provision Requirements
 Australian Qualifications
Framework.
Visit the ASQA website to research and
detail the Data Provision Requirements
for RTO’s.
Data Provision Requirements:
Both applicants seeking initial
registration under the Act, and
NVR registered training
organisations, must have a
student records management
system that has the capacity to
provide the National VET
Regulator with AVETMISS
compliant data.
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APPENDIX 1 – PHOEBE’S COMPLETED ASSESSMENT
You are required to review the responses to each question below submitted by
Phoebe Smith in line with the Assessors Guide provided in Appendix 2.
Document the outcome of your assessment in question 76.
Assessment Task 1: Written Questions
Unit of competency: BSBCMM101 Apply Basic
Communication Skills
Candidate name: Phoebe Smith
Name of assessor:
RTO or workplace: ACC Learning
Questions to be answered by the candidate: Satisfactory
response
Yes No
1. Explain, in your own words, what active listening
means?
Nod and smile and the right time
2. Give three (3) examples of open questions you
might use when communicating with colleagues or
supervisors?
 Am I doing this right?
 How do I send a fax?
 What time do I start tomorrow?
3. If you received an instruction at work but did not feel
that you really understood it, what action will you
take? What will happen if you don’t take this action?
Just have a go
4. There are three main types of communication, verbal,
non-verbal and written. List two (2) examples of each
of these types of communication:
 Verbal: Ask question
 Non-verbal: Eye contact
 Written: Text
5. Why is it important that our non-verbal
communication matches our verbal communication?
Yes it should match
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The candidate’s underpinning knowledge was:
Satisfactory Not Satisfactory
Feedback to candidate:
Assessor signature: Date:
Candidate signature: Date:
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APPENDIX 2 – PHOEBE’S ASSESSOR GUIDE
The following details the assessors guide that you will be required to use for
Section 4 – Question 4N. You are required to use the assessors guide to make an
assessment judgement on the answers submitted by Phoebe in Appendix 1
Phoebe’s Completed Assessment.
Assessors Guide
Assessment Task 1: Written Questions
Unit of competency: BSBCMM101 Apply Basic
Communication Skills
Candidate name: NA
Name of assessor:
RTO or workplace: ACC Learning
Candidate answers may vary however should
include the following:
Satisfactory
response
Yes No
1. Explain, in your own words, what active listening
means?
Candidate answer may vary however should demonstrate
an understanding of some of the key points including:
 Give your full attention
 Use eye contact where appropriate
 Use positive body language
 Show you are interested
 Show you understand
 Nod and acknowledge at appropriate times
2. Give three (3) examples of open questions you might
use when communicating with colleagues or supervisors?
Questions detailed by learners will vary however must
reflect ‘Open’ questions – a question likely to receive a
longer answer (NOT a yes no response). Open questions
usually start with ‘what’, ‘why’, ‘how’, describe’. Possible
answers could include:
 How do I send a fax?
 What is the process with tomorrow’s meeting?
 What are my responsibilities in tomorrow’s
meeting?
 How do you keep focused on your work?
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 What does that mean?
 Why is this phone our most popular product?
3. If you received an instruction at work but did not feel
that you really understood it, what action will you take?
What will happen if you don’t take this action?
Candidate answers should indicate that they would seek
further clarification from an appropriate person before
attempting the task. If they have not sought clarification
then it could result in them not completing the task
correctly, damaging equipment or posing danger to
themselves or others.
Candidate answer needs to include both what action will
be taken and what consequence will result if that action is
not taken.
4. There are three main types of communication, verbal,
non-verbal and written. List two (2) examples of use for
each of these types of communication:
Candidate answers will vary however should include at
least 2 of each type of communication. Examples include:
 Verbal: Presentation, speech, voicemail, face to
face
conversation, interview, tone of voice,
 Non-verbal: Eye contact, open body language,
gestures,
noises, actions
 Written: Text messages, emails, faxes, letters,
phone messages
5. Why is it important that our non-verbal communication
matches our verbal communication?
Candidate answers may vary however should reflect the
importance of verbal and non-verbal communications
matching to minimise risk of miscommunication.
The candidate’s underpinning knowledge was:
Satisfactory Not Satisfactory
Feedback to candidate:
Assessor signature: Date:
Candidate signature: Date:
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Practical Assessment – Skills Gap
Components of Assessment
The elements of each activity in the practical assessment need to be undertaken,
completed, and returned to [e-mail] for assessment. Any additional
answer sheets, information, or evidence supplied by the learner to support their
assessments must be clearly named and be returned with this workbook.
In completing this workbook you will be asked to:
Plan, Develop and Validate Assessment Instruments and Tool.
Complete the following TASKS;
1. Plan, develop an assessment tool, map & review (RPL)
2. Plan, develop an assessment tool, map & review (Training and
Assessment)
3. Plan, develop an assessment tool, map & validate (Training and
Assessment)
IMPORTANT
In planning and developing the assessment process you must consider the target
learner group and their specific needs as well as the requirements of the unit of
competency, the AQF level and any other relevant standards/specifications.
Plan, Develop & Validate Assessment Tools
You are required to develop a series of assessment instruments and tools that
addresses a full unit of competency. You will map and validate your assessment
tools to ensure that all of the requirements of the unit of competency have been
addressed. You will undertake this work for both training and assessment (T/A)
pathways and an RPL pathway (Recognition of Prior Learning).
To assist you in these tasks, template documents have been provided for you.
 Task 1: Plan, Develop an assessment tool, Map Tool, Review Tool (RPL)
 Task 2: Plan, Develop an assessment tool, Map tool, Review (T&A)
 Task 3: Plan, Develop an assessment tool, Map Tool, Validate, Revise Tool
(T&A)
TAE40116 Certificate IV in Training & Assessment SGT Version 1.2 Dec 2018 Page | 38