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TAE40110

TAEDES401A – TAEDES402A

SHORT ANSWER QUESTIONS 1

Uncontrolled when printed. Original document available at tae.fortresslearning.com.auCreated on 18 August 2011-a Created By: BWest

Filename: 2011_MONTH_DATE_YOURNAME_SHORTANSWERQUESTIONS_1-1 Review Date: Dec 2011

Certificate IV in Training & Assessment

http://tae.fortresslearning.com.au/

Your Role: You are a student of this course.

Your Task: You are required to complete all tasks in this document.

Your Submission:

You are required to complete the task within 3 months. You are encouraged to submit for formative comment Individual Tasks or parts thereof as you complete them. Feedback on each submitted component will be provided.

Upon review, you will be provided with clear guidance about any areas that are deemed Unsatisfactory, and how you may go about developing and demonstrating competency in these areas.

You will be given 3 opportunities to submit, within 12 months from date of issue.

What to Submit:

A single Word document including all answers.

You are advised to save a back up copy of your document after each time you have changed it.

Your file name is to be in the format: 2011_Month_Date_YOURNAME_Unit1Tasks

How you will be assessed:

These Assessment Tasks collect evidence of your competency across a number of Units.

Each Task includes a table showing the Elements/Performance Criteria assessed, and the benchmarks used.

Attem

pts 1 Satisfactory/Unsatisfactory/Incomplete

Task

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2 Satisfactory/Unsatisfactory/Incomplete

3 Satisfactory/Unsatisfactory/Incomplete

Overall: Satisfactory/Not Yet Satisfactory

Comments:

Assessor Name: Signature:

Date:



Your Task


ASSESSMENT TASKS

Before you begin these tasks, I would like to take a moment to explain how they have been constructed. If you understand their design, then you will better understand how the whole course is constructed and how you can efficiently demonstrate your competency.

At the top of each Task, you will find a table like the following one. Let’s look at what this tells us.

This integrated task relates to the following page/s

Communicating for Learning

You are assessed against the benchmarks below.

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Responsibility for learning is understood to be shared by trainer and trainee, and indicators of its presence or otherwise in a training situation are recognised

Reflection on own communication/interpersonal skills is undertaken

Empathy is defined, and its role in engendering desirable outcomes is explored

Comments:

In the above example, we can see that the task will allow you to demonstrate competency in not just one part of the first unit, but in two parts of the first unit, three parts of the another unit, and a part of a third unit. What this means is that instead of having to do six separate tasks like many TAA courses require, you do one task that has been designed to take their place.



Tells us which page of the course this task relates to, and includes a hyperlink to the

relevant web page

Tells us which Units of Competency and which parts of those Units are being assessed

Records you progress across your three

attempts

Tells you exactly what you will need to do to make your answer competent before resubmitting.

Tells you what I am looking for when I review your answers.

(*) indicates the question is optional.


http://tae.fortresslearning.com.au/?page_id=976

The tasks can be completed in any order, although to make sense of the course and its integrated nature, it is recommended to go through in the order in which they appear.

SUBMITTING YOUR TASKS

Once completed, the entire file can be submitted through the Learning Management System (http://tae.fortresslearning.com.au/?page_id=36).

Include with your completed tasks the Declaration of Originality, which is included on the following page.





DECLARATION OF ORIGINALITY

Name:

Course Name:

TAE40110 – Certificate IV in Training & Assessment

Postal Address:

Email Address or Phone No:

Assessment Item (please indicate which task you are submitting):

Date of Submission:

Declaration

I declare that:

No part of this assessment has been copied from another person’s work, except where documents or work is listed/referenced

No part of this assessment has been written for me by another person

Signed:

Date:

A signed Declaration of Originality is to be submitted with your Integrated Tasks

Or separately via Fax to 07 3112 4088




TAEDES401A – TAEDES402A

NOTE: IF YOUR PERSONAL LEARNING PLAN INDICATES THAT YOU NEED TO DO SHORT ANSWER QUESTIONS 1, THEN YOU NEED TO COMPLETE ALL OF THE QUESTIONS IN THIS DOCUMENT.

QUESTION 1

I have completed this task before.


Vocational Education & Training


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VET and its purposes are defined, and its history in Australia is described in general terms. (*)

The aims of VET are known, and how these benefit the purpose of VET is explained

Comments:

1. What is the purpose of VET?

Your answer:

2. Give a brief history of VET in Australia (optional).

Your answer:





3. Complete the following table to list the four aims for VET in Australia, and explain how each of these aims might help VET to achieve its purpose? [The first one has been done for you]

Aims How does this help achieve VET’s purpose?

1. Outcomes focused The focus in on the quality of services and the outcomes being achieved rather than input.

This is particularly important to produce a quality industry skilled workforce.

2.

3.

4.

HAVE YOUR SAY

We invite your comment on this task. For each question, just delete the answers that do not apply. You may add any other comments at the bottom of the page.

About how long did this task take you?

Did you understand what you had to do? Yes | No | Unsure

Did you know how to do it? Yes | No | Unsure

What level of difficulty were the tasks? Too Hard | Too Easy | About Right

Would you like to share anything else?




QUESTION 2



VET Policies and Frameworks


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AQTF and AQF are defined and the difference between the two is known

Source of information about VET are identified, as are opportunities to contribute to the development of VET policy (*)

Comments:

1. Describe the difference between the AQTF and the AQF.

Your answer:

2. When researching Units of Competency, where would you go first? (Hint: it is a website)

Your answer:

3. Which opportunities to contribute to VET policy may be available to you in your job? (optional).

Your answer:





4. Why should you contribute to policy development? How will contribution from RTOs help policy development? (Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.) (optional).

Your answer:

Questions 5 and 6 refer to the following Case Study

CASE STUDY

Esmeralda is Director of Learning and Development for a local health service that is also an RTO. She is aware that there have been significant changes to one of the training packages they use. She would like all her staff to be fully informed of the changes and to assist in the updating and redrafting of learning materials.

Esmeralda uses her network of contacts and other sources of information to determine the best way to achieve this and decides on the following course of action:

1. Conference - all her staff will attend a half-day conference being conducted by DEEWR on the new training package.

2. Training Package - she will obtain a copy of the new training package.

3. Support materials and guidelines - she will base all the changes and amendments on the materials provided by DEEWR.

5. How might Esmeralda have become aware of changes to the Training Package?

Your answer:




6. Find and name a publication that you could subscribe to that would provide current information for the VET sector.

Your answer:

HAVE YOUR SAY










QUESTION 3



VET Stakeholders


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Organisations that may assist with vocational delivery/assessment are identified, and the benefits to training quality of collaborating with stakeholders is known

Key stakeholders involved in own training are identified, and their impact on own training are described (*)

Comments:

Read the following.

CASE STUDY

Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry.

Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation.

Paull is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company's call centre.

The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry.





i. List three organisations that Hamoud could contact to access information about competency-based training and assessment.

Organisation 1:

Organisation 2:

Organisation 3:

ii. What advantages will Hamoud's company gain by consulting with key stakeholders and other training managers before introducing competency-based training?

Your answer:

iii. Complete the following table to: (optional).

outline the different responsibilities of any four of the organisations and stakeholders described on this wiki page

[The first one has been done for you]

Organisation Responsibilities

NSW Department of Education and Training

Provides education and training from early childhood to year 12, including TAFE NSW courses, and is focused on addressing the training needs of industry and meeting the challenge of skills shortages in certain trades.

HAVE YOUR SAY







QUESTION 4



Training Packages


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Training Package is defined, and examples are listed, and their benefits to employers and employees are outlined

Reasons for choosing to use an informal competency standard are outlined

Comments:

1a. What is a Training Package?

A Training Package is:

b. List three examples of current Training Packages, being sure to include their full code and title (eg, TAE10 Training & Education Training Package )

Example 1:

Example 2:

Example 3:

2. How do Training Packages benefit business and workers?

Benefits to business:




http://training.gov.au/Training/Details/TAE10


Benefits to workers:

3. Why would someone choose to use an informal competency standard instead of a formal competency standard?

Your answer:

HAVE YOUR SAY










QUESTION 5



National Training Framework


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Benc

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ks The components of the national training framework are known, and the role of the AQTF in achieving the goals of the NTF is explained

Comments:

1. What are the two components of the National Training Framework?

Your answer:

Component 1.

Component 2:

2. How do each of these components help the VET system to achieve national consistency in the quality of training? [you might want to refer to Task 1, Q3 to refresh your memory]

Your answer:





HAVE YOUR SAY










QUESTION 6



Quality Assurance


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Quality Assurance and its role in achieving the goals of the national training framework is known

The way in which common RTO procedures/processes support the goals of the national training framework are explained (*)

The role of continuous improvement in supporting an RTO to meet the goals of the national training framework is known

Comments:

1. How does Quality Assurance help to achieve national consistency in the quality of training?

Your answer:

2. How do you think each of the following things might help an RTO to achieve the required standards of quality: [the first one has been done for you] (optional).

Procedures/Processes For: How it helps achieve consistency with national standards

Enrolling studentsEnsures that the required information about students is collected and stored.

RPL

Issuing qualifications





Continuous improvement

Managing student fees

Staff qualifications

3. How does continuous improvement help an RTO to maintain its quality?

Your answer:

HAVE YOUR SAY










http://www.wikitaa.taa04.com.au/wiki/tiki-index.php?page=Continuous%20Improvement%20Model&structure=TAAENV401B

QUESTION 7



Continually Improving Client Service


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Continuous improvement is defined and its benefits for VET are stated.

Strategies to employ continuous improvement practices in hypothetical situations are outlined

Comments:

Think about this situation:

CASE STUDY

Garry and Eileen have been delivering training to apprentice hairdressers for 20 years. They have reasonable enrolments, and they earn a reasonable living. Their learning materials are about 10 years old, but since they have been in a locked cupboard, they look just like new. They get together one night for dinner with a friend, Edward. Edward also has a training organization.

Edward: I cannot believe that you guys are still using the same resources that you used 10 years ago.

Eileen: But, why not, they are still in good condition. It would be a waste to chuck them out.

Garry: Yeah, and it would take too long to redo them all.

Eileen: Not to mention the cost in printing new workbooks.

Edward: But surely the apprentices aren’t learning what they need to?

Garry: Well, some of them reckon they aren’t learning things the same as how the boss wants them to, but I reckon they’re just complaining about having to do work.





Eileen: Yeah, you know these young people; they’re always looking for the easy way.

Garry: And anyway, there can’t have been too much that has changed in 10 years.

Edward: But what about continuous improvement?

Garry: Ah, that’s just another fancy word. It doesn’t mean anything.

Eileen: Yeah, we’ve seen it all before in our 20 years – it’s just a new thing that they want us to do. If we ignore it then it will go away like everything else.

Edward: You know, if you aren’t careful you could lose your RTO registration.

Garry: What?!

Eileen: What do you recommend we do?

1. If you were Edward, what advice would you give Eileen and Garry?

Your answer:

HAVE YOUR SAY










QUESTION 8



Why Use a Training Package or Other Accredited Course


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Ability to unpack a Training Package is demonstrated by recommending appropriate training options in a variety of unfamiliar situations

The information needed to make quality recommendations is known, and ways to obtain this information are listed

Comments:

For any TWO of the following situations, determine the training need, and recommend one (1) Qualification that would be appropriate. Clearly you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you get this information. The first one has been done for you as an example

Situation 1. Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services.

What AQF level would be suitable?

AQF Level 3 training related to child care





Highlight one qualification from this list you would

recommend:

CHC10108 Cert I in Work Preparation (Community Services)SIT30707 Cert III in HospitalitySIT40407 Cert IV in Hospitality (Commercial Cookery)CHC60208 Advanced Diploma of Children’s ServicesAHC11210 Certificate II in Rural OperationsCHC40108 Cert IV in Aged CareCHC30708 Cert III in Children’s ServicesAHC51710 Diploma of Rural Machinery ManagementCHC80108 Vocational Graduate Diploma of Community Sector ManagementBSB41007 Cert IV in Human ResourcesAHC32710 Cert III in Rural MerchandisingSIT60207 Advanced Diploma of Events

Other information you would need

What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position.

How would you get this information?

Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre

Situation 2. Greg has just finished Yr 12 and he wants to become a qualified chef.



recommend:




Situation 3. Erica is a nurse within an Aged Care facility. She wants to move into a




management position focusing on human resources.



recommend:




Situation 4.Sally has finished Yr 10 and wants to get a job as a farm hand in the cattle industry.



recommend:







HAVE YOUR SAY










QUESTION 9



Selecting a Training Package


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Structure of the AQF is known, and pathways through it are described.

Knowledge of the role of packaging rules is demonstrated through the ability to unpack a Training Package to find a suitable qualification for a hypothetical client

Comments:

1. Why did the Australian Qualifications Framework remove boundaries between schools, vocational education providers, industry and universities?

Your answer:

2. Fortress Learning is a Registered Training Organisation. What could happen to Fortress Learning is we did not follow the Qualification Packaging Rules?

Your answer:

3. Refer to the earlier question about Simone, Greg, Erica and Sally (Why Use a Training Package or Other Accredited Course). For any one of these people, identify a Training Package and a possible Qualification that could help them to achieve their goals. List the qualification rules.







Write your answer in the form of a memo to this person, and include a hyperlink to the source/s of your information.

An example is provided for you.

To: SimoneFrom: Bryan WestDate: Monday, 22 February 2011Re: Certificate III in Children’s Services

Memo

Hi Simone,

I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30708 Certificate III in Children’s Services will develop your knowledge and skills necessary for a career within a child care centre.

This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you'll receive during this course, you can look forward to a rewarding career as a childcare worker.

To achieve the Certificate III in Children’s Services, you must complete 15 units of study:

11 Core units 4 Electives

Optional competencies may come from a wide range of workplace grouped electives allowing you to concentrate on particular industry segments, or compulsory units at higher levels of study.

I have included the following link for you to view both compulsory and elective units attached to the Certificate III course. View details for CHC30708 from training.gov.au

Kind Regards,

Bryan




https://training.gov.au/TrainingComponentFiles/Release%201%20CHC30708%20Certificate%20III%20in%20Children's%20Services.pdf

To:

From:

Date:

Re:

Message

HAVE YOUR SAY










QUESTION 10



Understanding the Structure of a Unit of Competency


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Components of a unit of competency and the information that they provide are known.

The benefits of holistic assessment of multiple units of competency are known

Ability to evaluate suitability of a unit of competency for a given client is demonstrated(*)

Comments:

1. Which part of the competency standard will give you information about: [the first one has been done for you]

Transferability of skills from this unit to other units of competency?

Key Competencies

How someone can show that they are competent?The things I need to show to demonstrate that I am competent?Other units that I can combine this one with for assessment?The generic work skills in the unit?

2. What are some of the benefits of delivering and assessing competency standards in an holistic way:

for the learner:Your answer:





for the trainer:Your answer:

for the learner’s employer:Your answer:

3. How can the Dimensions of Competency section help us decide if a Unit is suitable for a client?

Your answer:

4. When it comes to deciding whether a Unit of Competency is suitable for our particular clients, what do we need to look for in terms of Language, Literacy and Numeracy?

Your answer:

5. Consider the following situation. (optional).

CASE STUDY

Allen is the manager of a small retail business. His town has recently accepted some refugees fleeing the Sudanese conflict, and he has given a job to one man, Joseph.

Before leaving Sudan, Joseph managed his own shop which employed 23 staff. He is familiar with using the Internet and computer applications. While he speaks English very well, he does have difficulty reading, and is able to write in English at the primary school level. Allen is keen to provide training for Joseph, so he went to the training.gov.au website and conducted the following search for nationally recognised training components:




His search found 341 results, including one Training Package. He looked further into the Units of Competency by clicking on the triangle.

Looking through the listing of possible Units of Competency, Allen creates a list of Units as having the potential to be suitable.

He does not really mind which one Joseph completes.




Based ONLY on the information provided here (ie Unit code and title), review each of the units that Allen has identified, and choose which two are the most suitable (Rank 1 and 2), and which two are the least suitable (Rank 7 and 8).

[Hint: think about: is the the AQF level of the unit suitable for Joseph; is the content of the unit suitable for Joseph as well as for Allen’s business; is the unit going to be within Joseph’s literacy ability?]

Rank Unit Code Justify your ranking

1

2

7

8

HAVE YOUR SAY










QUESTION 11



Contextualisation


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Contextualisation is defined, and its benefits described for a range of stakeholders.

Limitations to what can and cannot be added when contextualizing are known, as is sources of support/information to assist when contextualizing for client need

Ability to contextualise a Unit of Competency is demonstrated

Comments:

1. What is contextualisation?

Your answer:

2. How can contextualisation benefit:

the learner:Your answer:

the learner’s employer:Your answer:





3. When contextualizing, what things can be added?

Your answer:

4. When contextualizing, what things may not be added?

Your answer:

5. When contextualizing, who can we seek advice from, and why is it important to do so?

Your answer:

6. List 4 ways that you could contextualize the following Unit of Competency: AHCLSK324A - Care for and train working dogs [one way has been provided for you as an example]

Your answer:

1. Enterprise requirements could distinguish between training dogs for work in Cattle or Sheep environments.

2.

3.

4.




http://training.gov.au/Training/Details/AHCLSK324A

http://training.gov.au/Training/Details/AHCLSK324A

HAVE YOUR SAY










QUESTION 12



Types of Hazards


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Ability to identify possible hazards, and classify their type, within a range of training situations is demonstrated (*)

The six steps of hazard management, and personal responsibility for each, is known

Comments:

1. Define the word ‘hazard’?

Your answer:

2. Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following units of competency, and classify each (eg, physical, ergonomic, etc). [some ideas have been added for you as examples] (optional).

Unit Possible Hazards Type of Hazard

Operate personnel and materials hoists

1. Controlling traffic

2.

3.

Physical




http://training.gov.au/Training/Details/CPCCRI3001A

http://training.gov.au/Training/Details/CPCCRI3001A


Conduct an aged care facility access audit

1. New type of flu virus

2.

3.

Biological

Develop basic fitness programs

1. Loud noise from music

2.

3.

Psychological/Physical

3. As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? [Step 4 has been completed for you as an example]

Step Your responsibilities as the trainer

1

2

3

4 As the trainer I will ensure all protective clothing and equipment is compliant with various OHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself.

5

6

HAVE YOUR SAY










http://training.gov.au/Training/Details/SRFFIT004B

http://training.gov.au/Training/Details/SRFFIT004B

http://training.gov.au/Training/Details/CPPACC4010A

http://training.gov.au/Training/Details/CPPACC4010A

QUESTION 13



Assessing for Client Needs


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The needs of clients are able to be identified prior to assessment

Trainer responsibilities for the seven steps in the assessment planning process are explained

Roles of client and trainer in assessment planning process are understood (*)

Comments:

1. When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs?

Your answer:

2. As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? [Step 1 has been completed for you as an example]

Step Your responsibilities

1 Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed.

2

3

4





5

6

7

3. Client and trainer/assessor share responsibility for the assessment planning process. What could be the role of each person in each of the following things? [Two boxes have been completed for you as an example] (optional).

Timing and timeframes Trainer’s Role Client’s Role

Costings and budgets The client would need to express their clear training needs, for example, printed materials. This would need to be factored into cost and budget.

Impacts on other aspects of the business

How best to prepare participants and resources

Conduct research into client needs, including communication with client and development of goals.

Choosing methods of assessment that are most suitable

HAVE YOUR SAY










QUESTION 14



Clarify the Purpose of the Learning Program


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1.1 1.1 1 2 3

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Ability to identify purpose of training is demonstrated

Format for training is evaluated based on the identified purpose

Knowledge of information needed to make learning program decisions is evident through questions that would be asked

Comments:

Consider the following:

CASE STUDY

Gary has been employed with Design One as an Office Assistant for a few years. More recently, his employer has decided to promote several Office Assistants to Office Managers. As a part of this change, Design One wants to provide sufficient training to ensure that when Gary and the others start their new role, they will be able to do the job well. Since Design One already has a number of highly talented Office Managers, it decides to use a mentoring approach to develop the skills of Gary and the others. However, it has also decided that it would like all of the training to be accredited, so that the employees can work toward actual qualifications.

1. Gary and the other Office Assistants are going to need some training. What is the purpose of the training?

Your answer:





2. Do you think this training is best delivered as group training, individual training, or a combination? Why?

Your answer:

3. Obviously there is not enough information for us to be able to plan this training. What questions do you need to ask, and who should you ask them of before beginning to plan this training?

Questions Who would you ask?

HAVE YOUR SAY










QUESTION 15



Finding out the Characteristics of Your Learner


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1.5 1.1 1.23.16.1 1 2 3

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Fundamental learner information is known and ways to access it discretely is known.

Knowledge of the need to include learner characteristics in training design and delivery is demonstrated, and the implications of not doing so are discussed

Comments:

1. When it comes to planning training, what sorts of information about your learner group is useful, and how can we find it out?

Your answer:

2. People are sometimes shy. This is often the case with people who have particular learning or other support needs. How could you find out if a person has any particular support needs in such a way that you do not embarrass them?

Your answer:

3. Why do we even need to bother with finding out the characteristics of our learners, and what could happen if we did not cater to their needs?





Your answer:

HAVE YOUR SAY










QUESTION 16



Learner Characteristics Table


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1.5 1.1 1 2 3

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Comments:

1. For any THREE of the following situations, identify the characteristics that affect learning, and suggest a way that your training can be adapted to meet the learner’s need. One example has been provided for you.

Situation Characteristics How training can be adaptedStuart has 25 years experience in farming, and is only now getting his truck driving licence.

Ahmed is a devout Muslim who prays 5 times each day.

Religious/cultural requirement that might be different from other participants

Break times can be scheduled to match the prayer timesActivities can modified to ensure sensitivity to cultural issuesMeals provided can reflect cultural dietary requirements

Gwenda is learning to service a new biscuit cutting machine. She is 56 and has poor written English skills.

Cassie has just left school after not completing Yr 10. She has commenced a traineeship in business administration.





Jim is partially deaf in his left ear, and is learning how to use a new woodworking tool.

HAVE YOUR SAY










QUESTION 17



Writing a Scope Statement


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1.3 1 2 3

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The need for clear boundaries when planning a program of training is known

The elements of a scope statement are listed, and the ability to apply these to hypothetical situations is demonstrated by writing scope statements

Comments:

Consider the following:

CASE STUDY

David is the training and development manager for Boom Boom Bungers. He has received the following brief from senior management via email.

David, there's been some changes to the workplace safety requirements and you'll need to design a training program to meet the changes. Also, we've had to introduce some new safety procedures and a new safety management policy. You can get a copy of the new requirements and procedures from the OHS committee and the new policy will be available on the intranet later today. We'll leave it to your judgement but make this a priority and get the staff up to speed as quickly as you can. George

David is unsure of the way ahead.

1. Why is the lack of direction/boundaries a problem for David?

Your answer:





2. What are the three components of a Scope Statement?

Your answer:

3. Imagine you are tasked with developing a program for women who are returning to the workforce and need to learn basic computer skills. Write a Scope Statement for this program.

Your answer:

4. At what stage of our planning should we write a Scope Statement?

Your answer:

HAVE YOUR SAY










QUESTION 18



Confirming the Content of Our Learning Program


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1 2 3

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The difference between formal and informal competency standards is known, as is the appropriate use of each

Ability to develop an informal competency standard based on a common tasks is demonstrated (*)

Comments:

1. What is the difference between a formal and informal competency standard, and when would we choose to use each?

Your answer:

2. Develop an informal competency standard based on one of the following tasks: (optional).

Digging a trench Operating a photocopier Responding to customer complaints Filing patient records in a surgery One of your choice.

Skill Required Competency Definition Knowledge Area





Add more rows as required

HAVE YOUR SAY










QUESTION 19



Writing Learning Objectives


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1.3 1.2 1 2 3

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Purpose of task analyses is known as it relates to writing learning objectives

Ability to undertake task analyses for an accredited competency standard is demonstrated

Comments:

1. When it comes to writing learning objectives, what is the purpose of a Task Analysis?

Your answer:

2. Complete a Task Analysis for a skill that is required in a unit of competency of your choosing (Include the Unit’s title and a hyperlink to its location on the training.gov.au website).

Task Analysis SheetUnit of Competency: Name here. Link here to the Unit at Training.gov.auJOB:TASK:Basic Parts or Steps Knowledge Skills Attitudes1.

2.

3.

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http://training.gov.au/-edit_this_link_to_customise_it

http://training.gov.au/


HAVE YOUR SAY










QUESTION 20



Using the SMART formula to Write Objectives


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1.3 2.1 1 2 3

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The SMART acronym is defined, and sample learning objectives are evaluated to determine the extent to which they are SMART

Whether a learning objective is helpful or otherwise is evaluated in terms of the SMART acronym

Comments:

1. Define SMART:

S

M

A

R

T

2. For each of the following objectives, state whether it is a SMART objective or not, and explain how it could be helpful or unhelpful for trainers/users.

Objective One: We will make some boxes to put fruit in.

Is it SMART?

How is it Helpful/Unhelpful?





Objective Two:By Saturday afternoon, we will have made three

cardboard boxes that are suitable for transporting apples from the farm to the shop.

Is it SMART?


Objective Three:

By August 3, we will have participated in 6 exercises that show us three ways of constructing cardboard boxes that are suitable for transporting apples from the farm to the

shop.

Is it SMART?


HAVE YOUR SAY










QUESTION 21



Existing Resources Influence our Learning Strategy , Choosing Resources for the Learning Program


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3.2 1.4 1.1 1.3 1 2 3

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Advantages and disadvantages of using existing resources are listed

Criteria to gauge relevance of resources are evaluated in light of own training needs

Sources of additional support/information to ensure appropriateness of resources, and of their suitability for common learning support requirements, are known

Comments:

1. What are some of the advantages and disadvantages of using existing resources in our training?

Advantages Disadvantages

Add more rows as appropriate

2. What are some of the learner support needs for which we commonly need to provide additional resourcing?

Your answer:







HAVE YOUR SAY










QUESTION 22



Develop Possible Learning Strategies


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1.3 1 2 3

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The reason for learning strategy not being an endorsed component of a training package is explained

Knowledge of factors influencing choice of learning pathway are known, and their possible influence on the choice is described

Comments:

1. Why is a Learning Strategy not considered an Endorsed part of a Training Package?

Your answer:

2. When developing a Learning Strategy, what are some of the things that we need to consider, and give an example of how this thing might influence our choice of Learning Pathway.

Things to Consider Example of how this might influence our choice of Learning Pathway

HAVE YOUR SAY





QUESTION 23



Learner Needs Influence the Learning Strategy , Let People Share Their Needs


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1.1 1.2 3.1 1.21 2 3

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Knowledge of the types of useful information about a learner or group of learners is demonstrated through development of a survey

Comments:

Let’s say that we were going to deliver the following unit to a group of people who we have not met before.

FNSFLT503A – Promote basic financial literacy skills.

Alternatively, you can select a unit that is more relevant to your own situation. If you choose this option, indicate the unit and include a hyperlink to it.

Let’s say that you were planning to deliver this unit. To find out about the participants, you create a survey.

1. List at least 4 general questions that you would include in your survey so that you could construct a Learner Profile:




http://training.gov.au/Training/Details/FNSFLT503A



Your answer:

Eg. What is the highest level of schooling you have completed?

1.

2.

3.

4.

2. List at least 4 questions that are specific to this unit that you would include in your survey so that you could construct a Learner Profile (an example is provided):

Your answer:

Eg. How many years experience do you have in the financial services industry?

1.

2.

3.

4.

3. Once the training has begun, what can you do to ensure that your participants are able to communicate any needs that they might have?

Your answer:

HAVE YOUR SAY








QUESTION 24



Adult Learning Styles Influence the Learning Strategy


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3.1 1.1 2.31 2 3

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The benefits of designing training based on an understanding of adult learning theories are described

Theories of adult learning are listed and each is able to be incorporated into a training situation

Comments:

This page of the wiki introduces three theories about how adults learn.

1. Which of these theories do you think offers the best insight into how adults learn, and how will knowing this theory affect your delivery of training and assessment?

Your answer:

2. Further down, this page also introduces 8 principles of adult learning. List the principles, and FOR ANY THREE OF THEM give an example of how you could incorporate it when training a group about workplace evacuation procedures.

Principle How it could be incorporated





HAVE YOUR SAY










QUESTION 25



Other People & Operational Factors Influence our Learning Strategy


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1.2 1 2 3

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Risk and constraint are defined, and the major constraints are known

The role of communication skills in reducing risks and constraints is explained (*)

Comments:

1. What are the three major constraints that affect our training?

Your answer:

2. What is the difference between a risk and a constraint?

Your answer:

3. Which communication skills can you use to reduce the impact of risks and constraints on your planned training and/or assessment? (optional).

Your answer:





HAVE YOUR SAY







QUESTION 26






Learning Strategy Informs the Learning Activities


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3.34.2

5.2 1 2 3

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Likely attention span of adult learners is known and its implications for planning training are described.

Comments:

Some people would argue that the following graph is the most important thing to consider when planning training.

1. What does this graph tell us about our learners’ experiences of training?

Your answer:

2. How does knowing this influence your planning of training?





Your answer:

HAVE YOUR SAY










QUESTION 27



Writing a Session Plan


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4.1 2.2 1 2 3

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Components of a session plan are known, and a template is developed demonstrating a knowledge of how these link together

Benefits of using a structured approach to session planning are explained

Comments:

1. What are the key features of a session plan?

Your answer:

2. How can the GLOSS OFF sequence help us develop session plans?

Your answer:

HAVE YOUR SAY






QUESTION 28



Timing Our Session Plans


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4.14.2

2.2 2.2 1 2 3

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Factors that help and hinder the organisation of session plans are known, and ways to ensure that session plan timing can be upheld are described.

The need to make considered decisions about how much time to allocate to each component of a session is explained

Comments:

1. How can organisational factors help and hinder the timing of our session plans? An example is provided.

Factor How it could help our training How it could hinder our training

eg. The shifts that staff are working

If all trainees are scheduled in the same shift makes it easier to replace them so they can attend the training together

If trainees are working different shifts, then it is difficult to find a time for the training that suits everyone

2. How can the learners themselves help and hinder the timing of our session plans?

Factor How it could help our training How it could hinder our trainingUncontrolled when printed. Original document available at tae.fortresslearning.com.au

Created on 18 August 2011-a Created By: BWest




3. How can our own judgement help and hinder the timing of our session plans? (optional).

Factor How it could help our training How it could hinder our training

4. When it comes time to deciding how much time to allocate to each of the activities that we plan to include in our delivery, how should we make our decision?

Your answer:

HAVE YOUR SAY










QUESTION 29



Confirming and Documenting our Decisions


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4.31.21.42.2

1.11.4 1 2 3

Benc

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Information needed, and role of client, in each of the eight parts of a Program Summary are known

Comments:

1. What could happen if we do not confirm our intentions prior to delivering some training for a client?

Your answer:

2. This page of the wiki lists eight things that we include in a Program Summary. List the 8 things, and FOR ANY THREE OF THEM list some of the things that we might need to confirm with our client.

Eight Parts of a Program Summary

Things to Confirm with our Client

1.

2.

1.

2.

1.





2.

1.

2.

1.

2.

1.

2.

1.

2.

HAVE YOUR SAY










QUESTION 30



Reviewing the Program


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4.43.23.3

6.27.2

3.1 1 2 3

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Aspects of program delivery to be reviewed before and after delivery are known, as are the people whose participating in the review process would prove beneficial

The role of program review as a part of continuous improvement and the AQTF is known

Comments:

1. Reviewing can occur before and after the program’s delivery. Complete the following table to indicate some of the things that you will review before and after, and who you would involve.

What would you review? Who else would you involve?

Before Delivery

After Delivery

2. What has reviewing the program got to do with Continuous Improvement and the AQTF?

Your answer:





HAVE YOUR SAY










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