TAEDEL401 & TAEDEL402: Written Questions on Training Delivery

This document presents a comprehensive set of answers to written questions pertaining to training delivery, covering key aspects of the TAEDEL401, TAEDEL402, and BSBCMM401 units. The assignment addresses crucial topics, including the purpose of record management in the VET industry, reporting requirements such as AVETMISS and Quality Indicator data, and hazard identification and control in a training environment. It explores various resources for identifying preferred learning styles, provides descriptions of cognitive, andragogy, pedagogy, behavioral, constructivist, and situational learning theories, and discusses delivery methods and techniques for different learner styles in face-to-face group settings. Furthermore, the assignment delves into the application of the FARMOP model, outlining adult learning principles and their practical implementation. It also examines evaluation and revision techniques to improve session plans, elucidates the six principles of effective communication, and identifies learner behaviors indicating difficulties along with trainer support strategies. Finally, the document addresses inappropriate learner behaviors and provides resolution methods, offering a well-rounded overview of training delivery concepts and practices.

TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
TAEDEL401 Plan, organise and deliver group-based learning
&
TAEDEL402 Plan, organise and facilitate learning in the workplace
&
BSBCMM401 Make a presentation
Delivering Training
Written Questions Task
Learner Declaration
Important Instruction
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
You will need to complete this learner declaration before we can assess your work.
You will also need to update the date every time you need to resubmit your work.
You do not need to print this page and sign by hand – typing your name in
the signature field is considered equivalent to a signature. However, bear in
mind that this only applies to you – the learner. Where you require documents to be
signed by other people, they will need to be hand signed.
Learner Declaration
 I declare that no part of this assessment is identical or has been copied from
another person’s work, with the exception of where I have referenced external
sources.
 I declare that no part of this assessment has been written for me by another
person.
 I understand that by typing my full name in the student signature field this is
equivalent to a hand-written signature.
Student full
name:
Click or tap here to enter text.
Student
signature:
(can be typed)
Click or tap here to enter text.
Date submitted: Click or tap here to enter text.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Written Question Task Instructions
For each question, you must record your written response in the space provided.
How to get started – Before you start answering questions, make sure you have your
Learner Manual open; it contains the information needed to answer most of the
questions below. If you cannot locate your Learner Manual then contact us so we can
help you – this course will be very difficult to complete without the Learner Manual.
When looking at the questions try to identify a keyword or phrase in the
question. With this key phrase in mind, go to the Learner Manual and see if you can
find the relevant section. If you are using a digital copy of the Learner Manual, it can
help to use the search function to find these key phrases in the materials.
You can use the search function in the Learner Manual by pressing the “ctrl” and
“f” keys at the same time (or the “command” and “f” keys if you are using an Apple
computer). This will open a small box where you can enter your key phrase, then press
enter to start the search. You may get multiple results, so you will need to review each
one to decide which part of the Learner Manual contains the best information to answer
the question.
We will sometimes ask you to get information from a source other than the
Learner Manual, but we will let you know in the question whether you should refer to a
certain document or conduct your own research online. Be cautious when sourcing
online information – it can be outdated or inaccurate. If you are unsure of the
requirements of a question, contact a trainer using the online Discussion Boards, by
sending us an email, or by giving us a call:
Discussion Boards are available through the website by logging into your student
account:
http://ilearnonline.talentlms.com/
Email queries can be sent at any time to this email:
[e-mail]
For phone queries, you can call this number between 9 AM and 5 PM, Monday to Friday,
Queensland time:
1300 737 006
Now let’s get started…
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q1. What is the purpose of a record-management system within the
VET industry? Your response should be approximately 50 words in
length.
In order to track the record of the students present in the vocational training courses, it is very crucial to
use the record management system within the VET industry. Apart from that, the complex nature of the
VET system of Australia is also another key reason of using this system.
Link- https://www.ncver.edu.au/__data/assets/file/0020/2765/china.pdf
Hint
:
Try checking in the 1. TAEDES401_TAEDES402 materials for this particular
information.
Q2. Explain the purpose of each reporting requirement below and the
reporting deadlines:
 Australian Vocational Education and Training Management
Information Statistical Standard (AVETMISS) data; and
 Quality Indicator data.
Purpose Reporting Deadline
AVETMISS To deliver consistent and accurate
report
As soon as possible
Quality Indicator
Data
The process of knowing the learners
activities in order to gain high
quality skills.
During the skill development process.
Hint
:
Try checking in the 1. TAEDES401_TAEDES402 materials for this particular
information.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q3. Complete the table by:
• Identifying three (3) different hazards in a training
environment;
• Assessing each hazard by using the risk matrix; and
• Using the hierarchy of risk controls to propose suitable control
methods
Hazard Risk Rating
Hierarchy
of Risk
Control
Control Description
1
Slip, trip and fall Moderate Engineering
control
Aware people about the risks
and there must be proper
signage for the risks present
in the institute.
2 Fitting and welding Major PPE Encouarage the student to
use PPE during the classes of
welding and fitting in the VET
3
Electricity wires Minor Substitution All the electricity wires must
be covered by such materials
so that there is no electricity
accidents.
Hint
:
Does this remind you of your 1. TAEDES401_TAEDES402 Projects? It’s okay to
reuse your answer from that unit here.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q4. List three (3) resources or sources of information that could be
used to identify preferred learning styles of learners.
1 Visual- Use of maps, flowcharts in the learing process. Moreover use of various color codes in the
learning materials is also recommended.
2 Auditory- In case of auditory learning the student must be engaged in conversation related to the
subject matter and the student must be asked for reviewing the learning processes.
3
Tactile- in tactile response, use of textured paper can be recommended. Moreover, use of checklists
of the learning materials can also be recommended. Link-
https://www.umassd.edu/dss/resources/faculty--staff/how-to-teach-and-accommodate/how-to-
accommodate-different-learning-styles/
Hint
:
Don’t get confused here – we aren’t asking you what resources would suit
different learning styles.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q5. Provide a description of each learning theory below. Your
response should be approximately 150 words in length.
Learning
Theory Description
Cognitive
Learning
It is learning that is active, long term and constructive. It also engages the students more
in the learning processes and simultaneously encourage them to use more brain in the
learning process.
Andragog
y
It is methods and principles involved in the education process of adult people of the
society.
Pedagogy Refers to the teaching process used for the teaching of children.
Behaviou
ral
Learning
It is the learning process of people in which those individuals learn from their
experiences. Link- HYPERLINK "https://sk.sagepub.com/books/key-concepts-in-
healthcare-education/n3.xml"https://sk.sagepub.com/books/key-concepts-in-
healthcare-education/n3.xml
Construct
ivist
This learning theory describes the process of aquring and learning knowledge and this
refers that humans develop knowledge from their previosu experience.
(https://sydney.edu.au/education_social_work/learning_teaching/ict/theory/
constructivism.shtml)
Situation
al
Situational learning refers to the learning process in which the learners are actively
engaged in problem solving skills and critical thinking skills.
(https://www.niu.edu/facdev/_pdf/guide/strategies/situated_learning.pdf)
Hin
t:
That’s 150 words for the whole response, not 150 words per theory.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q6. Identify the three (3) learner styles and describe the delivery
methods and techniques that can be used for face-to-face group
delivery.
Learner Style Delivery methods and techniques
1 Use of videos to help the learners in the class during the demonstartion
2 Learning management system By providing class materials through this learnbing management
system.
3
Provide opportunity to the
students to raise questions
related to the learning topic
Duriing the delivery of lectures all the students should be
encouraged to raise their concern in the class so that they can be
engaged in this process
(https://carleton.ca/edc/teachingresources/teaching-tips-and-
tools/face-to-face-teaching-methods/).
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q7. Select an adult learning principle for each component in the
FARMOP model and describe how they can be applied in a training
environment. Your response should be approximately 250 words in length.
Use the following link to answer the question:
http://sielearning.tafensw.edu.au/toolboxes/toolbox425/site/staff/
f.htm
Letter
stands for… Description
F Feedback and
First and last
impression
Constructive feedback must be given to improve the self confidence of adult
learners. The learners must be told about the learning modules of the courses.
A Active learning Make the teaching process learner cenbtered and they should initiate the
learning as per their styles, abilities, existing skills.
R Reward,
reinforcement
and respect
To provide intrinsic and extrinsic rewards for the learners.
M Multi-sensory
and Meaningful
materials
Provide opportunities to exercise new skills in different contexts of learning and
existing knowledge and experience of the learners should be considered.
O Open to
negotiation
Negotiate the timing, models and/or setting of assessments with the learners.
P
Problem solving
approach
Learners must be engaged in the solvingbprocess of realistic problems
formulated by the trainers. Problem solving scenarios can be used in a group
wise manner and the problems must have appropriate level of difficulties
(https://sielearning.tafensw.edu.au/toolboxes/toolbox425/site/staff/p.htm).
Hint
:
That’s 250 words for the whole response, not 250 words per letter.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q8. Explain three (3) evaluation and three (3) revision techniques that
could be used to improve a session plan.
Evaluation Techniques Revision Techniques
1
Outcome assessment activities- In this
method, the students should be assessed in
terms of assessing the laboratory skills,
internship programs of the students.
All the students must be assessedaccording their
performances after a certain period of time and
feedback from the student must be taken.
2
Repeatative measurement of student
learning and teaching effectiveness
All the feedbacks from the student should be used to
evaluate the teaching process in a repetitive manner
so that effectiveness of the teaching can be
evaluated.
3
Feedback from the student Students of the learning courses must be
questioned to get the feedback as a part of the
revision technique.
(https://www.nap.edu/read/10024/chapter/7#76)
Hint
:
What’s the difference between evaluation and revision? Evaluation is where
we identify what could be improved, revision is where we actually make
changes.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q9. List and describe the six (6) principles of effective communication.
Principle Description
1 Goal The goal of the communication must be identified to the audience
present in the process of effective communication.
2 Listen Good and effective communication must be two way that is the
trainer must listen to the words of the learners so that he or she
can modify the process.
3 Perssuasive nature of
communicators
Use of attractive images and stories are capable of attracting the
attention of the listeners. So, it is very crucial to be a persuasive
communicator in the learning processes.
4 Be curious The trainer may even learn from anyone and so it is very crucial to
be open for the trainer so that he or she can learn from the students
as well.
5 Avoiding jargon During the communication the speaker should not use jargon as it
may reduce the interest of the audienece. So, use of simple
language is highly recommended.
6 Stay Organized The speaker must create high-level and cohesive the outline of the
lectures and the main goal of the lecture must be described.
(https://www.constant-content.com/content-writing-service/2016/0
4/ten-principles-of-good-communication/)
Q10. List three (3) behaviours which may indicate a learner is
experiencing difficulty with the learning program and explain how a
trainer could support the learner in each case.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Learner
Behaviour Trainer Support
1 Poor attention to the
class
The teacher should provide special care to the children
2 Problem in
understanding words
The teacher may use attractive pictures and images so that he or she can
easily understand the concept.
3 Poor school
performnaces
The teacher may use personal counsellor so that the teacher can understand
the problems of the child.
(https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs)
Hint
:
Remember to describe the behaviours a trainer might observe, not the
emotions or motivations behind those behaviours.
Q11. Complete the table by identifying three (3) inappropriate
behaviours that can be displayed by learners and explain how to
resolve each example.
Inappropriate
Behaviour
Resolution
1 Clumsiness The teacher must use personal skill development sessions with the
specific students.
2 Difficulty in expressing
thoughts
In order to resolve this, the teacher must consult a counsellor to
resolve the problem.
3 Using short phrases without
having any meaning
The teacher may consult a speech therapist to improve the
communication skills of the student.
Hint
:
Your resolution should involve a series of steps for each behaviour, and
should not be these same for all three behaviours – we want to see that you
know how to adapt to different situations.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q12. Identify two (2) methods you can use to identify a learner’s skill need
within the workplace.
1 Identification of reading skills
2 Identification of awareness issues and functional skills of the students
(http://www.accu.or.jp/litdbase/pub/p_man1/naef/M2.PDF)
Q13. List five (5) sources of WHS information that can be used to help
identify hazards in a training environment.
1 Industry Pamphlets or newsletters
2 Radio
3 Television
4 Newspapers or Magazines
5 Health and Safety Representatives
Hint: Look familiar? You are free to reuse your response to similar questions in
previous units.
Q14. When hazards or incidents are identified, explain how they
should be documented and to whom they should be referred.
They should be documented in Risk Assessment and Control Sheet. They are reffered to the Supervisors
and the Health and Safety Representatives.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q15. Provide two (2) examples of equipment you use to facilitate
training. You may conduct online research for this question, or reflect
on your own training experiences. For each equipment example:
• Detail the maintenance requirements, and
• Detail the instructions for safe use that should be provided to
students.
Equipment Maintenance
Requirements
Instructions for Safe
Use
1
Welding Machine Maintain proper coolant.
Clean the cable assembly
after every work.
Remove the faulty regulator
after closing the cylinder
valve.
Do not touch live electrical
wires without gloves and with
wet hands.
Protect your eyes with
welding masks
Wear appropriate gears to
avoid catching fire.
2
Wood working saw Grease the rack and pinion of
beam saw.
Scrub the surface with a
commercial cleanser and an
abrasive pad to remove rust
Use a single extension cord to
avoid confusion by too many
cords.
Always work against the
cutter.
Hint
:
Maintenance – how is the equipment stored and maintained?
Instructions for safe use – what step by step instructions would you give
someone who had never seen your chosen piece of equipment before?
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q16. Identify one (1) emergency that you need to be familiar with and
describe the step-by-step procedures involved with the emergency.
You may conduct online research for this question.
Emergency Step-By-Step Procedure
Fire Emergency Step 1: close the door of the room where the fire has been spotted
Step 2: pull the nearest fire alarm
Step 3: evacuate the building by using stairs. DO NOT
use the elevators in case of fire.
Step 4: report the fire to the fire department
Hint
:
We recommend providing numbered steps here. E.G. Step 1… Step 2…
You can use a specific workplace procedure, or describe a generic procedure
that might be common to many workplaces.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Q17. For each special need, provide at least one (1) example of the
following:
 Learning resource to facilitate learning;
 Equipment required by the learner; and
 Support services to aid the learning process.
Learning
Resources
Equipment Support Services
Hearing
Impairment
Educational Videos
and Sign Language
Hearing Aids and
Smartphone Apps
Hearing Impaired
Teacher
Visual Impairment Braille Code Electronic device with
the imperfections of the
alphabets
Visual Impaired Teacher
Learning
Difficulties (E.G.
Dyslexia, ADHD)
Multi-sensory
Techniques
Sand or Shaving Cream
to write letters
Educational Therapist
LLN Needs Maths videos and
English writing skill
videos
CD Rom Educator
Hint
:
Remember:
Learning resources – items created specifically for learning
Equipment – things that might be used for training but who have a different
primary purpose
Support services – help from a person
Your suggestions for each need should be different.
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
Outcome and Assessor Feedback
STUDENT NAME: Click or tap here to enter text.
First submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment
outcome:
Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
Second submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment Satisfactory (S)
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TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate learning in the workplace
BSBCMM401 Make a presentation
outcome: Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
Third submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment
outcome:
Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
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