Taedes design and develop learning programs

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TAE40116 Certificate IV

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Compliant Learning Resources

Version control & document history

Date	Summary of modifications made	Version
13 April 2016	Version 1 final produced following assessment validation.	v1.0
7 February 2017	Updated Questions and Case Studies to meet External Validation recommendations	v1.1
17 May 2017	Updated Questions and Case Studies to meet updates in Learner Guide	v1.2
18 July 2017		v1.3
14 August 2017	Restructured tasks to meet Oral Communication foundation skill	v1.4
30 May 2018	Updated link for Implementation Guide in Project 5	V1.5
13 September 2018	added a comment on Case Study 1 Project 1 Task 1	v1.6
09 September 2019	Paraphrased instructions for clarity for Knowledge Assessment Q16, Q37, Q38	V1.7
5 November 2019	Updated ACSF link under ‘Training LLN Analysis’ section	V1.8
03 February 2020	Changes in the font style and color in grey form boxes.	V1.9
05 February 2020	Revised guidelines in the Learning Program Template.	V1.10
19 February 2020	Changed filenames of required documents in Project 4.	V1.11

What is competency based assessment 5

Definition of competency 6

Context for Assessment 11

Assessment Requirements 11

Knowledge Assessment 16

Practical Assessments 49

Case Study 1 – Catering Assistant Training 50

Project 1 – Conduct Training Needs Analysis 1 53

Project 3 – Evaluate Learning Program 84

Project 3 Checklist 88

Project 5 – Design and Develop Learning Program 2 103

Project 5 Checklist 122

What is competency based assessment

The features of a competency based assessment system are:

In competency assessment, a learner receives one of only two outcomes – competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The Basic Principles of Assessing Nationally Recognised Training

- Assessment must include the combination of knowledge and skills with their practical application.
- Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.

Task skills
Task management skills

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

customising resources and assessment activities within the training package or accredited course
modifying the presentation medium learner support

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

TAEDES401 Design and develop learning programs

Define parameters of the learning program.

Select appropriate training package or accredited course.
Analyse and interpret the qualifications framework.

TAELLN411 Address adult language, literacy and numeracy skills

Analyse LLN requirements.

Download them from the TGA website: www.training.gov.au

www.training.gov.au/Training/Details/TAEDES401

Assessment Requirements

The assessment requirements specify the evidence and required conditions for assessment.

describes the knowledge that must be applied in understanding the tasks described in the elements

Assessment Condition

Assessment Methods

Resources Required for Assessment

Case studies and simulations
LLN Specialist support
Computer with:
- Internet access through Google chrome
Design Cluster Assessment Requirements:

For this cluster, the student will need access to:

Instructions to Student

This workbook is divided into two parts:

- Case Study 1: Catering Assistant Training
  - Project 1: Conduct training needs analysis 1
- Case Study 3: Cascade Peak Performance Training Institute
  - Project 5: Design and develop learning plan 2

WORKBOOK:	WORKBOOK 1
TITLE:	Design Cluster
FIRST AND SURNAME:
PHONE:
EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
Name:		Signature:	Date:

Below are four (4) AQF qualification types: a. Certificate III

AQF Qualification Description
d.	Graduates at this level will have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice.
c.	Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice.
a.
b.



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☒	Regulating apprenticeships and traineeships in their state.
☐	Auditing of RTOs to ensure they comply with the conditions and standards for registration.
☐

From the statements below, select four (4) statements that correctly describe the format and structure of the unit of competency and assessment requirements.

☒	The assessment requirement is composed of a code, title, prerequisite, and elements.
☐
☒
☒
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☒	Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.

Consider the assessment requirements for the unit of competency: SITHFAB004 – Prepare and serve non-alcoholic beverages. Determine if the statements below are knowledge evidence, performance evidence, or assessment conditions.

AC
KE	Skills must be demonstrated in an operational food and beverage outlet. This can be: an industry workplace or a simulated industry environment.
AC	Major types and characteristics of non-espresso coffees, teas and other non-alcoholic beverages specified in performance evidence.
PE
AC
PE

a.
d.	Provides details and confirmatory evidence of any recognition given to the course by professional or industry bodies where course completion may result in membership of a professional body being granted.
e.	Where the intended vocational, community or general education outcomes of the course are listed.
b.
c.



☐
☒
☒	Training packages and accredited courses detail the requirements for assessors in competency based assessment.
☒	Training packages and accredited courses provide RTO’s with assessment instruments (e.g. projects, exams) for training and assessment.

Foundation skills Assessment strategy

Definitions
c.
a.
b.
d.
e.	Describes how it effectively judges participants’ achievement of the outcomes.

Match the following endorsed components of training packages to their corresponding roles.

Roles of endorsed components of training packages
c.	They specify the standards of performance required in the workplace, they describe the work outcomes and skills required by the industry.
d.	They specify the arrangements that exist between training package qualifications and higher education qualifications.
a.
b.

From the statements below, select three (3) statements that are true about the Standards for Training Packages.

☒
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☐	Standard 12 of the Standards for Training Packages state that training packages are composed of components as endorsed by the Australian Skills Quality Authority (ASQA).

From the list below, select the three (3) non-endorsed components of training packages.

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☒
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☐	Assessment requirements

The following are statements about the differences and relationships between learning strategies and learning programs.

From the list below, select three (3) statements that are accurate about the purpose of learning programs.

☒
☒
☐
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☒	Learning is promoted when learners are engaged in solving real-world problems.
☒	Learning is promoted when new knowledge is integrated into the learner’s world.
☐
☒



☒
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☒	Incorporate self-paced learning activities and reviews at regular intervals throughout the learning program.
☐	Focus only on third-party reports from learner’s nominated observers.



Example: Role-plays can be conducted between individuals in the workplace which can be helpful in the development of the learning activities. Further, it can be useful in conducting simulations of situations as well as the learning needs of the individuals can be identified. This can help in enhancing better learning programs to address the needs of the individuals. Case study of the teachings can help in solving the problems and it generally focuses on the way the learners identify the solutions based on the study material. It helps in the development of investigation and also understanding the underlying principles in context to real life.
Source: The sources for the pre-developed activities that can be used in the designing and developing of the learning programs includes mainly workplace documentations and operating procedures (Training.gov,au, 2020). Through the help of such sources, the examples of learning activities can be executed in a better and more effective manner which can help in better designing and development of crucial learning programs.

Through the help of the Synchronous online learning the learners as well as the instructors are needed to stay online at the same time. This helps in ensuring real time communication as also enables in reaching out to a large number of audiences at a minimum cost. It also ensures in providing the instructors to ensure the reduction of the loads and also increases to provide guidance for the development of the course materials. It also ensures the strategies and plans that enhances the interaction between the learners and instructors as compared to the traditional course of assessments.

C if it is a code of practice, and N if it is a national standard.

P
L
N
C

The following are statements about commonwealth and state/territory legislation.

Select the three (3) options that are part of your duty of care relating to work health and safety as relevant to your role in designing learning programs.

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Practical Assessments

This assessment will facilitate your completion of the following requirements relevant to the units included in this cluster through the following Projects:

Case Study 1 – Catering Assistant Training
- Project 4 – Conduct training needs analysis 2
Case Study 3 – Cascade Peak Performance Training Institute

BJI has approached MPTS to develop training that will help participants qualify for employment in various hospitality settings.

Your task is to conduct a training needs analysis that will provide participants with the necessary qualification to apply for an entry level position as a catering assistant.

You are also required to create a learning program for the unit:

BSBWOR203 Work effectively with others

The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment.

Note the following candidate information:

Eri Touma – Eri was born and raised in Japan. She moved to Australia 1 year ago and has been studying English to help her gain employment. Although she is able to understand written English quite well, she is still having challenges conversing in English.
Shintaro Touma – Shintaro was born and raised in Japan. He and Eri are siblings. He moved to Australia about 6 months ago. He is able to converse in English sufficiently; however, his English reading and writing skills are quite poor.

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Matilda Jeffries	3	4	4	4	5
Norman Howard	4	4	4	4	4
Yon Leong	3	2	3	3	3
Robert Bentley	4	4	4	4	4
Eri Touma	4	3	3	2	3
Shintaro Touma	3	2	2	3	3
Thomas Fjelbonde	4	3	3	2	3
Sherry Santos	4	4	5	4	5

☐ audio recording equipment (phone, computer, etc.)

Advise the client of the training package, qualification and/or accredited course selected to meet their training needs
Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them.

After completing the task, you must sign the ‘Document Created By’ field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By’ field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.

Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer):

using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client

Save the candidate’s (volunteer’s) completed Participant Feedback Form using the filename:

Training Needs Analysis
Client Training Requirements
Client Name				Best Jobs Incorporated (BJI)
Contact Details				Contact Number					(02)56789101
Contact Details				Email Address					best @jobsinc.org.au
Purpose of Program				To ensure that the candidate acquires adequate knowledge about the aspects of BJI workplace safety as well as adequate knowledge of equipment in the kitchen.
Duration of Program				12 Months [1200 hours, 52 weeks]
Number of Participants				8
Target Learner Group Overview and Characteristics				The learners in the target learner group, it has been identified that the candidates have adequate knowledge about the numeracy, reading, writing as well as learning skills. However, the oral skill requires development in order to communicate with the customers that also includes listening to them and asking questions to clarify and confirm the order as well as resolve any kind of confusion. Additionally, it has been identified that among the 8 candidates appointed for the job role of Catering assistant five of them have adequate learning skills while three of them require development of the learning skills that basically includes aspects of safety. It can also be identified that around four of the students embrace proper reading skills and knowledge while two of them require development and two of them require extreme improvement. Similarly, in the writing skills among the eight candidates one has very proficient skill and four of them embrace adequate writing skills. Training is required for three of them who need to strengthen their writing skill while one of them needs to be paid more attention. Moreover, the detailed analysis further states that out of eight candidates four of them have ensured that they have proper communication skills and three of them require few developments and at the same time one candidate is required to be provided with adequate training and development. Lastly, from the outcome of the evaluation it can also be identified that two of the candidates have proper knowledge of the numeracy and calculations of bills and other mathematical approaches while two of them need to take support to develop more while four of them require to strengthen their skills.
Training Specifications
Training Package Title				Guidance: Identify the training package you have selected that would best suit the client’s needs
Code and Title of Qualification
Licensing Requirements				This unit requires no occupational licensing or certifications and further it does not require any kind of specified legislative requirements.
Pre-requisites				It does not provide nominal durations that ensure the completion of the pre-requisites.
Qualification Rules				In accordance with the training material, it ensures that it is the role and responsibility of the candidates to embrace proper knowledge about skills of cookery as well as proper and adequate knowledge of kitchen operations in order to prepare satisfied items of foods. This package of training also states that with the usage of the discretions as well as the judgements, the candidates can accomplish their task independently as well as under a limited guidance by the usage of policies and procedures so as to ensure the completion of the task.
Qualification Framework				☐ 1 \| ☐ 2 \| ☒ 3 \| ☐ 4 \| ☐ 5 \| ☐ 6 \| ☐ 7 \| ☐ 8
AQF Level Requirements				Summary				In this unit, it provides a detailed description of the strategies that can be implemented while working in various catering settings such as hospitals or the aged care facilities.
				Knowledge				The catering assistant is required to have adequate knowledge of the kitchen operations in order to prepare the food items.
				Skills				The candidate is also required to have proper cooking skills for the preparation of the food items along with skills regarding managing the administrative side of the job, such as managing worker’s hours, managing bookings and maintaining organisational stock and inventory.
				Application of Knowledge and Skills				The candidates are required to apply the skills and knowledge in order to ensure the aspects of the commercial cookeries and also provide ways and strategies for different catering settings.
Course Packaging
Guidance: Select as suitable combination of units using the packaging rules. Note that the selection of elective units must reflect the job outcome of a Catering Assistant.
Core/Elective		Unit Code				Unit Name
Core		SITXFSA001				Use hygienic practices for food safety
Elective		SITHCCC001				Use food preparation equipment
Elective		SITHCCC004				Package prepared foodstuffs
Elective		BSBWOR203				Work effectively with others
Choose an item
Choose an item
Core Skills Learner Profile
Names			Learning				Reading			Writing		Oral Communication		Numeracy
Matilda Jeffries			3				4			4		4		5
Norman Howard			4				4			4		4		4
Yon Leong			3				2			3		3		3
Robert Bentley			4				4			4		4		4
Eri Touma			4				3			3		2		3
Shintaro Touma			3				2			2		3		3
Thomas Fjelbonde			4				3			3		2		3
Sherry Santos			4				4			5		4		5
Learner Group Skill Levels			4				4			4		4		3
Core Skill Levels of Units			4				4			5		4		5
Core Skill Levels for Workplace			3				3			4		3		4
Core Skill Levels for Training			4				4			3		4		3
LLN Support Required
Guidance:
Name
Yon Leong			Language training materials
Shintaro Touma			Training materials for writing and literacy
Document Created By
Name	Position				Organisation						Signature		Date
	Assessor				MPTS								03-07-2020
Approved By
Name	Position				Organisation						Signature		Date
	Representative				Best Jobs Incorporated								04-07-2020

Guidance: Simulate this requirement by completing the table below.

To	Shelley Richards
Subject	Contact regarding LLN package for training candidates for the role of catering assistant
Message	Hope you are doing well! I have been appointed as a representative of Best Jobs Incorporated (BJI) in order to ensure the accomplishment of the training of eight candidates who have been appointed as the catering assistant. BJI is a non-profit organisation that ensures in providing help to the individuals who seek employment in sectors like retail and hospitality. After the evaluation of the result it has been identified that most of the candidates have adequate levels of learning skills while there are few who require help in strengthening their oral communication skill. I think you are well aware of the fact that for the job role of the catering assistant it is very crucial to develop communication skills in order to ensure the receiving as well as the interpretation of the orders of the customers as well as their requests. During the development of the learning plan, the training package of “SIT30916 - Certificate III” in catering operations has been chosen. This unit basically reflects about the various roles and development of the candidates in the catering operations and also makes usage of the range of various skills and knowledge required for the operations in kitchen and also prepare different food items in accordance with the needs of the customers. Further, the training package also includes specification and explanation of the four units that are considered crucial for the development of a proper learning package it includes “SITHCCC001 - Use food preparation equipment”, “SITXFSA001 - Use hygienic practices for food safety”, “SITHCCC004 - Package prepared foodstuffs” and “BSBWOR203 - Work effectively with others”. This whole training session will require a time period of around months and to be more specific it will include 1200 hours and 52 weeks. Moreover, the training has been decided to be conducted in the training centre of Best Job Incorporated which has been equipped with all the resources that are required to conduct the training and assessment. The candidates at first will be provided basic training about the handling of the food safety procedures. Further, the selected candidates will be provided with training materials and manuals that will ensure of covering the key responsibilities that basically includes receiving the payments and returning the changes to the customers as well as serving them with the hot and cold meals to customers according to their desires and requirements.

At the end of Project 1 you must have completed the following:

	Complete
Work Role LLN Evaluation Form	☒
	☒
Project 1 -TNAFeedbackForm	☒
Task 4	☐

Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
Remember that you must document the Learning Plan in line with organisational requirements by completing the Learning Plan template on the following pages. You must also remember to follow the organisational protocols, policies and procedures, which have been provided to you in Case Study 1.

Learning Program 1

Plan your learning program using the learning program template below. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub. Guidance notes are provided within the template for your reference:



Client Name			Best Job Incorporation
Contact Details			Contact Number					(02)56789101
Contact Details			Email Address					best@jobsinc.org.au
Purpose of Program			To ensure the knowledge and skills about the usage of the equipment properly in order to ensure prevention from any kind of hazards and injuries.
Duration of Program (weeks)			3 weeks
Number of Participants			8
			The 8 candidates who have been selected are found to have adequate learning skills and among them Matilda Jeffries can work independently and with others. Norman Howard has been a client of the training institute for the last two years but this is going to be his first training placement. On the other hand, in the case of Yon Leong, it has been identified that she has proper writing and english speaking skills while she faces problems in reading the long texts. Robert Bentley another candidate wants to rebuild his skills and that is the reason he grabbed the opportunity. In addition to this, Eri Touma and Shintaro Touma who are siblings are found to face difficulties conversing in english. Thomas Fjelbonde, has drawbacks in english conversation and Sherry Santos is regarded as a proficient candidate who embraces good writing and english speaking skills.
Training Specifications
Program Title					SIT- Tourism, Travel and Hospitality Training Package
Code and Title of Unit of Competency					SIT10216-Certificate I in Hospitality
Licencing Requirements
Pre-requisites					SIT40516-Certificate IV in Commercial Cookery- Certified pre-requisites could not be identified here.
Training Venue					BJI training institute
Delivery Mode/s					The training has been imparted as well as delivered with the help of audio visual representation. Further, oral lectures were also being given in order to provide them with all the details of the training units.
Units of Competency
Unit Code	Unit Title													Core/Elective
SIT10216	Certificate I in Hospitality													Elective
SIT40516	Certificate IV in Commercial Cookery													Elective




Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here
During the training procedures the learners will be provided with the negotiation as well debating skills in addition to the existing training aspects.
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name						Remarks
Eri Touma						Eri Touma requires knowledge and guidance about interacting with others in English.
Shintaro Touma						It is very essential to provide him guidance for the cognitive skills for writing and reading in english.
Learner LLN Analysis
Learner Names					Learning				Reading		Writing		Oral Communication		Numeracy
Matilda Jeffries					3				4		4		4		5
Norman Howard					4				4		4		4		4
Yon Leong					3				2		3		3		3
Robert Bentley					4				4		4		4		4
Eri Touma					4				3		3		2		3
Shintaro Touma					3				2		2		3		3
Thomas Fjelbonde					4				3		3		2		3
Sherry Santos					4				4		5		4		5
Overall Learner Group Core Skills					4				3		3		3		4
Training LLN Analysis
Guidance: From your investigation into the content of the unit, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at
					Learning				Reading		Writing		Oral Communication		Numeracy
Core Skill Levels of Work Role					4				3		5		4		4
Overall Core Skill Levels of Units					3				4		4		4		3
Overall Core Skills Levels of the Training					5				4		4		4		3
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name					Support Required (resources, specialist consultation, etc.)
Eri Touma					Megan Flanigan (Specialist)
Shintaro Touma					Tina Randazzo Randal (Specialist)
Yong Leong					Consultation with seniors
Thomas Fjelbonde					Guidance from manuals
Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available										Source
List here the resources that are already available for the training.
Commercial Refrigerators										Already available in the training venue
Commercial Grill										Already available in the training venue
Commercial Sinks										Already available in the training venue
Resources/ Equipment Required										Source
List here the resources that are not currently available and will need to be acquired for the training.
Heat detection devices										Can be purchased from kitchen appliance shops
Fire blanket										Can be purchased online
Drying Racks										Can be purchased online
WHS Requirements of the Training Environment
Describe any WHS concerns for operating equipment or conducting training in the learning environment.
In accordance with the policy of the WHS, there are many areas where hazards can be experienced in the training environment and the hazards are more likely to happen when the training is conducted in the workplace. In the case of the commercial kitchen, the trainers may face physical risks due trips, falls, cuts and sprains. They may also face injuries caused due to high flames.
Risk Control Plan
Possible Unlikely
Training Hazards			Likelihood of Incident					Possible Severity of Incident						Risk Control Plan
Injuries due to high rise of fire flames			Almost certain					Severity of the accident is however dependent on the level as well as the frequency of the occurrences. But at the same time the victim might require hospital assistance if the injuries are likely to be severe						It is very essential to make the usage of the fire blankets as well as implementation of the Heat detection devices.
Trips, falls, cuts and sprains due to improper storage			Possible					Though the severity of the injuries can not be very intense. However, deep cuts and sprains might require medical assistance on an immediate basis.						Make sure about the usage of FIFO food storage systems. Ensure avoidance of overstocking the shelves.
Training and Assessment Staff Details
Name				Role						Qualifications Held
Megan Flanigan				Assessor ☐ Support Staff ☐						Master’s degree in training and development
Tina Randazzo Randal										Master’s degree in vocational education training
Document Created By
Name		Position					Organisation					Signature				Date
		Assessor					MTPS									06-07-2020
Approved By
Name		Position					Organisation					Signature				Date
		Representative					Best Jobs Incorporated									04-07-2020

Guidance:

To ensure successful completion of this task, the Learning Program schedule you design must:

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe			Date From:	06-07-2020		Date To:		21-07-2020
Duration (hrs)			9 hours
Session Schedule and Resources Required
Session No.	Time	Session Name &	Content Summary		Learning Activities		Learning Resources		Equipment	Delivery Method
1	9:30-12:30	Introduction to the commercial kitchen, Manual handling procedures, Health and Safety instructions.	In this session the learner will be guided through the various elements that are there in the kitchen. Further they will also be given lectures on the manual handling procedures as well as descriptions on the health and safety aspects		Demonstration of the appliances		Handouts and written training materials		Kitchen Appliances	Visual Presentation
2	9:30-12:30	Introduction to Welfare and First Aid, Work Equipments and Hazardous substances	In this session the learners will be provided with the aspects of welfare and First Aids. The learners will also be given detailed lectures on how to deal at the time of any kind of hazards.		Usage of Fire Blankets, fire extinguishers and functioning of Heat detection devices		Written Handouts		Fire extinguisher, Heat detection devices and First Aid Kit	Visual Presentation and Oral lectures
3	9:30-12:30	Description to regulatory compliances	During this session the students will be provided with details about the kitchen aids and also systemising them properly		Usage of buckets, floor mats		Written handouts		Microfibre cloths and cleaning rags	Practical training and oral lectures

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)
BSBWOR203	1			Observation in simulated work environment	BJI Training Centre	instructions to candidates and assessors	Blenders, Food Processors, Graters, Knife Sharpening Equipment, Knives, Mandolin Slicers, Measures, Mouli, Peelers, Corers or Slicers, Planetary Mixers, Scales, Thermometers, Whisks
	2.1			Observation in workplace	BJI Training Institute	• Training manuals	Knives, kitchen appliances, FIFO storage system
	2.2			Observation in simulated work environment	BJI Training Institute		Lecture hall, organisational health and safety manual
	2.3			Construction of role-play	BJI Training Institute	• Setting up Scenarios	Groups comprising of two candidates
	2.4			Group discussion	BJI Training Institute	• Teachers Observation	Assessment manuals
	2.5			Choose an item.
	3			Self-assessment	BJI Training Institute		Texts books and novels
		1		Formal oral examination	BJI Training Institute	• Quizzes	Short answer type questions from internet
		2		Open book test or examination	BJI Training Institute	• Marking rubrics	Specified handouts and question paper
		3		Short-answer test	BJI Training Institute	Daily practice assignments	Quizzes and practical assessment of usage Fire blankets
			1.1	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			1.2	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			1.3	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			2.1	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			2.2	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			2.3	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			2.4	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			3.1	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			3.2	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			3.3	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates
			3.4	Training records	BJI Training Institute	Review of performance	Handouts and records of the candidates

online
from industry experts, and so on.

Explain how the learning resources you’ve selected are relevant to the learning program you are developing. Also, describe the overall quality of the resources, i.e. currency and reliability.

Through the help of the manuals as well as the kitchen appliances that are available in the workplace, the trainers can be given proper analysis of each and every aspect through which they can ensure about the health and safety measures. In the workplace, the learners are also provided with various practical equipment that can help them gain practical knowledge in respect to workplace training. The training materials from online and internet sources can help them to develop their own self and also ensure that there is proper reliability of the skills.

Learning Resource	Advice
	“Use Visual guides for your client”
	“Simplify the vocabulary used in your learning materials”

Once complete you must submit both the original and customised learning resource using the following filenames:

TAE40116 – Project2 – LearningResource1

To complete this task, you will need one (1) volunteer to play the role of your client, they must be briefed on the details of the assessment beforehand. Note that this can be the same volunteer in Project 1.

You must walk the client (volunteer) through the competency standards (or other training specifications the learning program is based on), delivery strategies, required assessment methods and tools that you identified in the Learning Program and Learning Program Schedule and Competency Map. You must also provide the client with appropriate advice regarding the assessment requirements for the competency standard.

This form is for you to complete. For a satisfactory result, the candidate’s audio recording of their confirmation session with the client (volunteer) meets all the criteria outlined below. A separate copy of the form must be completed. This can be accessed here.

Once completed, sign and date the declaration field at the end of the form.

Project 2 Checklist

	Completed
	☒
	☒
	☒
Learning Resources TAE40116 – Project2 – LearningResource1	☒
TAE40116 – Project2 – ConfirmationSession	☐

Project 3 – Evaluate Learning Program

Step 1

Name	Contact Number	Email Address

Your volunteer must be briefed about the details of the completed learning program before proceeding with the task. You can provide them a copy of the Learning Plan, the Competency Map, Learning Program Schedule, and other relevant documents that will help you conduct the review of the learning program such as:

units of competency

Review the program with your key stakeholder (volunteer). During your conversation, you must seek feedback on the learning support you included in the program. Once complete submit your audio recording using the filename:

TAE40116 – Project3 - Evaluation

Step 2

Step 3

☒ No

If you do, revise your Learning Program 1 and submit this as:

Case Study 2 – Housekeeping Assistant Training

Case Study 2 provides you with a detailed scenario and all the information you will require to complete Project 4: Conduct a training needs analysis 2

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Vicky Sheokeen	2	1	1	2	2
Kapil Sachdeva	2	1	1	2	3
Juan Pedro	3	3	3	3	3
Jiyoon Jeong	4	2	2	3	2
Eunji Park	4	3	3	2	3
Adam Martin	4	3	3	3	3
Stella Chapman	3	3	3	3	3
Betty Cristopher	4	4	3	3	3

Task 1

Project 4 -TNAFeedbackForm

Task 2

This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study.

Training Needs Analysis Template 2

licensing requirements
prerequisites applicable to the training

Project 4 Checklist

Case Study 3 provides you with a detailed scenario and all the information you will require to complete Project 5: Design and Develop Learning Program 2

Cascade Peak Performance Training Institute (CPPTI)

You are working as a Trainer and Assessor for Cascade Peak Performance Training Institute. The manager from Adventure Events Marketing (AEM) has contacted you and asked you to develop a learning program for the unit BSBCMM401 Make a Presentation for eight (8) of their staff. They want to ensure that their staff take a standard and consistent approach to preparing presentations.

Standard presentation formats used at work:
- PowerPoint

You must also consult the contextualisation guidelines for the BSB Training Package, which you can access here:

BSB Implementation Guidelines

Works well independently and enjoys working with new clients.

Joanne Bontley

Jerry Hiva

Sales Supervisor in AEM’s contact centre for 1 year and would like to develop within the organisation to become the contact centre manager.

Recently promoted as an operations manager in the contact centre.

Minh Liu

English is his second language.

Neville also advised that AEM’s specialist LLN practitioner has appraised the unit and has provided this tool outlining the required Core Skill levels for the unit:

The training must be conducted in a 2-day workshop with the assessment tasks to be built into the workshop.
AEM does not currently have any existing learning program resources you can use for this training.

Project 5 – Design and Develop Learning Program 2

The learning program must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression.

To complete this project, you will need access to the following:

Task 1

Learning Program 2


Client Training Requirements
Client Name				Adventure Event Marketing (AEM)
Contact Details				Contact Number					+1 830-542-8333
				Email Address
Purpose of Program				Developing a certified training program for the staff based on the BSBCMM401 unit. Specialized training, information and knowledge are imparted regarding Marketing and Communication- Certificate IV.
Duration of Program (weeks)				Two days
Number of Participants				Eight
Target Learner Overview and Characteristics				Jerry Hiva: extremely deft and a quick learner with special supporting and analytical skills. Tom Crockett: learning capacity is poor, numeracy skill is modest. Rest other areas are fine, however, require improvement.

Program Title						BSB - Business Services Training Package
Code and Title of Unit of Competency						BSB42415 - Certificate IV in Marketing and Communication
Licencing Requirements						No specified licensing, legislative or skill qualifications required for the particular training and course programming
Pre-requisites						No certified pre-requisites were identified by the company as per the course criterion
Training Venue						Trainees were imparted training and program specialist knowledge within the premises of the CPPTI campus so they could get quick access to the training modules and assigned training specialists. They were allocated inside the conference rooms and were also accommodated inside separate training rooms for team works. Trainees were also assigned field work within the campus itself
Delivery Mode/s						Training was imparted through visual presentation oral teaching mode and each trainee was called for a personal interviewing in order to understand their individual knowledge retainment skills and problem areas. Extended hours of training were conducted whenever a new course module was introduced and special classes were conducted for further deft training and learning process. Comprehensive training was providing by binding chunks of training and performance criterions, trainees were allocated individual tasks and case studies in order to address their problem areas and crater to their respective task criterions
Units of Competency
Unit Code		Unit Title															Core/Elective
BSB42415		Certificate IV in Marketing and Communication															Core
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here. Note that when contextualising the training consider the information provided to you by the client and consider any contextualisation advice produced by the training package developer.
CPPTI organized a viable training program through visual demonstrations and oral communication. Trainees were allotted inside the conference of CPPTI and were orally lectured along with power-points presentations and several marketing strategies as visual demonstrations. For implementing accurate marketing and communications skills trainees were taught presentation skills along with negotiation and debating skills. Every trainee was briefed individually frequently and were assigned team work to develop their interpersonal relationship. Case studies were provided to enhance implied based knowledge. In accordance with the information as provided by the client training was provided in an interactive style, analysing the reviews and pre-existing knowledge of the trainees. The Trainees were assigned field work assigned task, they were asked to reflect specialized marketing skills and were also made to prepare presentations so that their individual progress could be studied. Training program was intensified through a detailed problem-solving approach. For the fulfilment of providing additional support needs each trainee was evaluated based on their learning, reading, writing, oral communication and numeracy skills. Training was regulated to address and rectify their problem areas so that they could procure deft presentation and negotiation skills and meet the expectations of their company. Extended support was provided through face to face interviews and each trainee was provided case studies and problem-solving tasks after the completion of every module. It was seen that every trainee had certain issues related to the assigned topic and required special focus. To meet the expectations of the client, trainees were given special classes and extended hours of coaching to attend their problem areas.
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name							Remarks
Henry Lock							Although he possessed deft analytical and knowledge retainment, Henry Lock faces difficulty in structuring and regulating task-based decisions, in-order address his problems he was given individual training through cognitive based lectures and personal interviewing sessions.
Sam Yang							Sam Yang faced language barrier and was thereby taught in both mother language and English. She also Had minute visual difficulty so was demonstrated through a special screen monitor.
Learner LLN Analysis
Learner Names						Learning				Reading				Writing		Oral Communication		Numeracy
Henry Lock						4				4				4		4		4
Joanne Bontley						3				4				4		4		3
Sei Leong						3				4				4		4		4
Jerry Hiva						4				4				4		4		4
Tom Crockett						2				4				4		4		3
Abigail Ciscar						3				4				4		4		4
Minh Liu						4				4				4		4		4
Sam Yang						4				4				4		4		4
Overall Learner Group Core Skills						3				4				4		4		4
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at https://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docx
						Learning				Reading				Writing		Oral Communication		Numeracy
Core Skill Levels of Work Role						4				4				4		4		4
Overall Core Skill Levels of Units						3				3				4		3.5		3.5
Overall Core Skill Levels of the Training						3				4				4		4		4
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name						Support Required (resources, specialist consultation, etc.)
Minh Liu						Required special spoken English and vocational skills and separate face to face consultation. She also seemed to lack accurate corporate knowledge and special guidance was provided for that along with negotiation and presentation skill-based knowledge.
Tom Crockett						Required knowledge retainment and presentation skills through amplified visual demonstrations and extended classes. A total of three extra classes were provided to him during and after the training sessions.
Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available												Source
List here the resources that are already available for the training.
Powerpoint presentations													Available at the venue
Billboards													Available at the venue
Diagrams and charts													Available at the venue
Resources/ Equipment Available													Source
List here the resources that are not currently available and will need to be acquired for the training.
Storyboards													Will be needed in near future
Guidebooks													Will be purchased online
References													Currently not available
WHS Requirements of the Training Environment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)

Risk Control Plan
Likely Possible
Training Hazards			Likelihood of Incident						Possible Severity of Incident								Risk Control Plan
Clamped up Training Room			Possible						Severity of accidents is dependable on the level and frequency of occurrences.								Either change the allotted venue or allocate lesser number of trainees
Whiteboards kept on rotatable chairs			Unlikely						Severity is not very intense								Allotment of billboards and a monitor
Training and Assessment Staff Details
Name					Role						Qualifications Held
Daniel Scoff					Trainer ☒ Assessor ☐						MBA in human resource and workforce management
Micheal Bennicks											MBA in Marketing
Document Created By
Name	Position							Organisation							Signature				Date
Micheal Hollands	Head of Programming and Operations							Cascade Peak Performance Training Institute (CPPTI)
Approved By
Name	Position							Organisation							Signature				Date
David Paul	CEO							Cascade Peak Performance Training Institute (CPPTI)

Learning Program Schedule & Competency Mapping

Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject matter content from the unit of competency. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub.

Guidance:

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe			Date From:	21/06/2019		Date To:		22/06/2019
Duration (hrs)			7 hrs
Session Schedule and Resources Required
Session No.	Time		Content Summary		Learning Activities		Learning Resources		Equipment	Delivery Method
1.	11am - 12.20pm	Introduction to the topic and related program. Trainees were briefed about the program objective and training process along with other program related specifications.	Trainees were explained the various presentation skills and requirement in the corporate field		Explanations and Illustrations through varied activities, Trainees were asked to introduce themselves and explain their problem areas.		Handouts and briefing		Guidebooks and briefings	Oral facilitation of knowledge through an interactive session
2.	12.30pm - 2pm	Briefing on various communication and negotiation approaches. Trainees were explained the various negotiation approaches for successful client dealings	Trainees were expected to understand the importance of proper communication for target-oriented tasks		Training was conducted through an interactive session analyzing their core skills and problem areas		Formal interaction and Virtual demonstrations		Case studies and book books	Oral and visual demonstration of knowledge
3.	4pm - 5pm	Presentation aids and strategies. Learners will understand how to choose accurate presentation tools for task allotment	Trainees were able to identify presentation tools such as PPT, charts and models and use them accurately as per their job requirement.		Training was conducted through an interactive session by following special strategies and training policies		Handouts and Virtual Demonstrations through billboards and white screen monitors		Guidebooks, power-point presentations, and diagrams	Visual interaction, face to face interviewing along with virtual demonstrations
4.	11am - 12.30pm	Presentation approaches. Pupils were expected to learn to choose the correct mode of deliverance	Trainees understood the importance of using the correct presentation technique while addressing their target audience		Training was conducted through thorough lectures and briefings		Oral means of training deliverance		Case studies illustrations, questionnaires and field work	Oral facilitation of knowledge and Q&A methods
5.	2pm - 4pm	Task evaluation techniques. Clients are trained to evaluate their task outcomes and efficiency	They were able to understand how to evaluate their presentation techniques for further improvement		Training was conducted by fieldwork and surveying		Handouts and Virtual Demonstrations and task- based instructions		Guidebooks, Case studies, Charts, Diagrams and Models	Oral and virtual Facilitation of knowledge
6.	4.30pm - 5pm	Trainees were able to analyze and rectify individual problem areas	Final outcome of training. Trainees were asked to explain their learning outcome		Training was conducted through group discussions and debates		Q&A methods		Interviews and group discussions	Interactive session through analytical and problem- solving approach

The first rows of each template have been filled in as guidance.

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)
BSBCMM401	1			Observation in simulated work environment	BJI Training Centre	• observation checklist	Blenders, Food Processors, Graters, Knife Sharpening Equipment, Knives, Mandolin Slicers, Measures, Mouli, Peelers, Corers or Slicers, Planetary Mixers, Scales, Thermometers, Whisks
BSBCMM401	11			Game construction	CPTTI	Assignment modules and charts	Chart-boards, Sketch-pens
BSBCMM401	12			Short-answer test	CPTTI	Training guidelines, Trainee requirements and criterions	Question sheets, guidebooks
BSBCMM401	2			Work-based project	CPTTI	Training guidelines, Trainee requirements and criterions	Power-points, reference books
BSBCMM401		1		Verbal questioning	CPTTI	Presentation based checklist	Case study guidebooks
BSBCMM401		2		Observation in simulated work environment	CPTTI	Presentation based checklist	Guidebooks and References
BSBCMM401		3		Verbal questioning	CPTTI	Presentation based checklist	Q&A rounds
BSBCMM401		4		Game construction	CPTTI	Assignment modules and charts	Chart-boards, Sketch-pens
BSBCMM401			11	Group discussion	CPTTI	Assignment Module	Q&A rounds
BSBCMM401			12	Interview	CPTTI	Assignment Module	Templets, workbook
BSBCMM401			13	Verbal presentation to assessor and audience	CPTTI	Training guidelines, Trainee requirements and criterions	Power-points, Charts, Modules
BSBCMM401			14	Free choice essay	CPTTI	Trainee evaluation and assessment report	Notebooks, ballpoint black pen
BSBCMM401			15	Verbal questioning	CPTTI	Trainee evaluation and assessment report	Charts, modules, question papers
BSBCMM401			21	Observation in workplace	CPTTI		Feedback template
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Supplementary Task 1 – Compare Training Packages

Compare the current BSB Training Package to its superseded version on training.gov.au. Identify at least three (3) changes that have been made to the Training Package. List these changes below.

Teamwork

Creativity

If you selected yes, submit your rectified Learning Program as:

Supplementary Knowledge Questions

Learning skills are required adapting management knowledge at workplace

● An individual working in a company gives the scope to utilise their strength for improving their get in the learning which has in the development of career.

● An employee gets an opportunity to improve their performance level through determining the career opportunity in that organisation.

Oral communication (OC) skill is required for transferring management information to the co-workers

Technique 2:

Webinars-

LLN Resources
Source:	Australian Core Skills Framework (ASCF)
Procedures:	The sources supports an individual in getting the knowledge regarding the design as well as the competency required for handling the design which has been mentioned in the framework
Source:	Content specifications ethical consideration
Procedures:	The source is considered as a learning product that map out the relevant information which are legal

LLN Support
Source:	Reading writing hotline
Procedures:	The source helps in understanding the industrial information
Source:	Adult reading
Procedures:	Literacy rate increases by reading different accessing techniques through the source.

At the end of Project 5 you should have completed the following:

When you have completed assessing the assessment workbook, review the candidate’s submission against the checklist below:

The candidate has completed all the assessments in the workbook and has submitted all of the required evidence:

Project 2 – Design and develop learning plan 1

Project 3 – Evaluate Learning Program

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.