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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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HBA Learning Centres TAE40116 Skills Gap Workbook
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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HBA Learning Centres TAE40116 Skills Gap Workbook
 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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