Task 2.1 evaluate ways and means to improve learning practices
Student Declaration
◻ I have read and understood the assessment requirements for this unit
◻ I understand the rights to re-assessment
| TAELED803 Implement Improved Learning Practice | ||
| Date | ||
------OFFICE USE ONLY----- For Trainer and Assessor to complete: |
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Marking Sheet
Task 2 - Practical Task
Task 2.1 Evaluate ways and means to improve learning practices 13
Task 2.2 Plan improved learning 24
Appendix 1: Case Study Scenario 33
Task 2 - Practical Task
| Task Summary and Instructions | |
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What is this assessment task about? |
☒ Direct observation - assessed in a simulated off-the-job situation that reflects the workplace, including role-plays. ☒ Product-based assessment - structured assessment activities such as reports, displays, work samples, role plays, presentations, or a portfolio of validated pieces of evidence.
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What do I need to do to complete this task satisfactorily? |
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Specifications |
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Resources and equipment |
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Re-submission opportunities |
Suppose any parts of the task are not satisfactorily completed. In that case, the assessor will explain why and provide you with written feedback and guidance on what you must improve to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal. |
Read the module Articulate, present and debate ideas.
Beautifulkeepcups hired you as a Learning Development Lead (LDL).
You will work in simulated work conditions.
Consult with the CEO, played by the trainer and assessor in simulated work conditions as needed. Assume that the CEO can provide guidance on learning practices.
Research how a range of appropriate learning theories and instructional design principles can improve learning practice
Ensure the learning module Articulate, present and debate ideas reflects the requirements for the unit BSBCRT412 Articulate, present and debate ideas https://training.gov.au/Training/Details/BSBCRT412, including AQF levels. Please also assume that the unit is part of the following qualification: BSB40120 - Certificate IV in Business – Leadership https://training.gov.au/Training/Details/BSB40120
Compare and contrast different training methods
Consider alternative assessment methods
Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice
Mentor colleagues to promote improved learning practices
Task 2.1 Evaluate ways and means to improve learning practices
Research how a range of appropriate learning theories and instructional design principles can improve learning practice
Ensure learning practice reflects the qualification requirements for nominated qualification/s
To develop the report, complete the following:
Review current learning practices (see Case Study) and the learning module Articulate, present and debate ideas.
Observe and assess learner styles with respect to the appropriateness of current vocational, training, and educational learning strategies
Profile the learners.
Executive Summary
| The review report aims to improve the learning practices for the module "Articulate, Present, and Debate Ideas" within Beautifulkeepcups, an Australian sustainable coffee cup start-up. The current learning practices, including the learning material and learner feedback, are reviewed to identify strengths and weaknesses. To enhance learning outcomes, various learning theories and instructional design principles are explored, ensuring alignment with the BSBCRT412 unit requirements and the BSB40120 - Certificate IV in Business - Leadership qualification. Learner styles are assessed to determine the appropriateness of existing strategies, and the role of new technologies in learning is evaluated. The report also compares different training methods and suggests alternative assessment approaches. The ultimate goal is to propose practical recommendations that align with the organization's strategic objectives to foster effective learning and development. |
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Deliver a focus group
Complete the following tasks:
Assess learning styles (ask the participants to complete a VARK questionnaire) https://vark-learn.com/the-vark-questionnaire/
Determine learner’s characteristics:
3 = Not well 4 = Well |
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| Competency: Establish a framework for communication | 1 | 2 | 3 | 4 | 5 |
| Assess the purpose of, and audience for communication according to requirements | 4 | ||||
| Evaluate the advantages and disadvantages of various methods of communication according to audience and requirements | 3 | ||||
| Identify the organisation and/or legislative frameworks relevant to communication | 3 | ||||
| Competency: Develop ideas for communication | |||||
| Assess persuasive communication techniques against the objectives of communication | 4 | ||||
| Identify specific ways to provoke and encourage response in individuals or groups | 3 | ||||
| Consult with others | 4 | ||||
| Identify potential communication challenges | 3 | ||||
| Determine strategies to mitigate communication challenges | 4 | ||||
| Research and document selected key ideas for presentation | 4 | ||||
| Competency: Debate and discuss ideas | |||||
| Present substantiated communication to the audience | 4 | ||||
| Facilitate conversations | 4 | ||||
| Challenge existing ideas and explore alternatives | 3 | ||||
| Respond to questions with confidence and provide clear and concise information | 4 | ||||
| Collect feedback about communication | 3 | ||||
| Use feedback to refine communication | 4 | ||||
Suggested duration: 15 minutes.
During the focus group, ask the following questions:
Did they connect positively to your knowledge, experience, and identity?
Was the design appealing?
Did they measure knowledge and competency?
Were the instructions to complete the assessment clear?
| The 15-minute focus group meeting with learners in the simulated work environment provided valuable feedback on the learning module "Articulate, Present, and Debate Ideas." Participants generally found the learning resources engaging and supportive of the assessment process to enhance learning. The materials were considered appropriate for the topic and effectively built knowledge while positively connecting with the learners' experiences and identities. However, some participants suggested improving the design to make it more appealing and incorporating diverse activities to cater to different learning styles. As for the assessment resources, participants felt they adequately measured knowledge and competency, but some recommended adding more comprehensive guidelines. Overall, the interactive and relevant nature of the module kept participants motivated to learn. The focus group's active engagement and thoughtful responses will be instrumental in refining the learning module to better suit learners' needs and preferences in the simulated work environment. |
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If you are absent from class, please liaise with the trainer and assessor to make alternative arrangements to run the focus group.
Summarise the learners’ profile in the table provided below:
Evidence must include:
Copy of the questionnaire that was delivered. (A screenshot copied and pasted in the space below or a file uploaded with your assessment. Name the file appropriately: Your Full Name _ Task 2.1_Copy of the questionnaire)
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Review and evaluate the learning module Articulate, present and debate ideas.
Summarise your review in the table below.
| Learning Strategy | The learning module "Articulate, Present, and Debate Ideas" follows a well-structured and coherent learning strategy. It effectively engages learners through interactive activities, real-world scenarios, and practical applications. The module encourages active participation and critical thinking, fostering a conducive learning environment. |
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| Learning Resources and use of learning objects | The learning resources provided in the module are diverse and comprehensive. They include multimedia materials, case studies, and interactive simulations. The use of learning objects enhances learner understanding and retention. The resources are aligned with the learning outcomes and facilitate knowledge acquisition. |
| Facilitation practice | The facilitation practice within the module is highly effective. Facilitators demonstrate expertise in guiding discussions, encouraging active participation, and promoting a respectful learning environment. They encourage learners to challenge ideas, explore alternatives, and provide clear explanations to questions, fostering constructive debates. |
| Assessment | The assessment methods used in the module are well-designed and relevant to the learning outcomes. They effectively measure learners' knowledge and competency in articulating, presenting, and debating ideas. Clear instructions are provided for completing the assessments, ensuring learners understand the requirements. |
| Use of learning technology | The module incorporates learning technology appropriately. It utilizes interactive e-learning platforms, virtual simulations, and multimedia tools to enhance the learning experience. The integration of technology supports learner engagement and provides flexibility in accessing the materials. |
| Application of adult learning theories, learning strategies and principles of learning design | The module demonstrates a strong application of adult learning theories, strategies, and principles. It caters to various learning styles, encourages self-directed learning, and promotes learner autonomy. The content is relevant and applicable to learners' real-life experiences, enhancing their motivation to learn. |
| Compliance | The module aligns with the requirements for the unit BSBCRT412 Articulate, present, and debate ideas at the appropriate AQF level. The learning outcomes are well-matched with the unit's competency standards, ensuring learners acquire the necessary skills and knowledge. |
Research how a range of appropriate learning theories (2-3) and instructional design principles (2-3) can improve learning practices.
Include a review of the ‘The National Survey Report – Peak human workplace’ provided in a separate file in your research to understand current issues with workplace training in Australia better.
Based on the research, incorporating appropriate learning theories such as constructivism, social learning theory, and experiential learning can promote active engagement, collaboration, and meaningful learning experiences. These theories emphasize learners' active participation, observation of others, and hands-on experiences to construct knowledge effectively. Furthermore, aligning instructional design principles like active learning activities, real-world relevance, and personalized learning approaches can enhance learner motivation, application of knowledge, and overall training effectiveness. The review of 'The National Survey Report - Peak Human Workplace' reinforces the need for flexible and individualized learning approaches to address current challenges in workplace training, ensuring a more effective and engaging learning experience. |
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Further inputs to inform improvements
Consider and evaluate 2-3 alternative assessment methods to improve the learning module Articulate, present and debate ideas
Summarise your work in the table below.
Conclusions and Recommendations
Based on your analysis:
Key Recommendations to Improve Learning Practices:
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Task 2.2 Plan improved learning
This Task requires you to:
Develop an action plan (Action Plan 2) for implementation to improve learning practices in the organisation
When developing the plans:
Include 6-8 key actions/plan
Consider the Continuous Improvement process and practices when planning
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| Action | Responsibility | Timeframe | Resources needed | (one/action) |
| Conduct Learning Needs Analysis | HR and L&D Team | 2 months | Learning surveys, interviews | Identification of skill gaps and learning needs across the organization. |
| Develop Customized Learning Paths | Instructional Designers | 4 months | Learning content creation tools, learning platforms | Improved alignment of training with individual learner goals. |
| Provide Learning Opportunities through Job Shadowing | Managers and HR | 3 months | Job shadowing schedules, guidelines | Feedback on enhanced understanding and practical learning experiences. |
| Establish a Learning Culture through Recognition | HR and Leadership Team | Ongoing | Recognition programs, incentives | Higher participation rates in learning activities and positive culture feedback. |
| Invest in Leadership Development Programs | Leadership Development Team | 6 months | Leadership training modules, coaching sessions | Improved leadership competencies and feedback on program effectiveness. |
| Promote Cross-Functional Collaboration | HR and Department Managers | Ongoing | Collaboration platforms, team-building workshops | Increase in cross-functional project participation and positive feedback on teamwork. |
Task 2.3 Analyse and advance the adoption of improved learning practice
This Task requires you to:
Design and test improved learning practice in real-world situations
Mentor colleagues to promote improved learning practice
Conduct a focus group to test improved learning practices – Task 2.3.2
Develop a promotional message to improve learning practice in the organisation – Task 2.3.3
Provide evidence samples of improvement for each one of the following:
The evidence must show substantial improvement and align with your analysis and plan. Please liaise with the trainer and assessor for advice if needed
Upload the sample with your assessment naming the file appropriately:
Task 2.3.2 Test improved learning practice
Complete the following tasks:
Record the questions in the Template (Template 3) provided below.
Please note that under ‘Answer’ you can add a rating scale (example: very satisfied, satisfied…)
| Feedback Form | |
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| Question | Answer |
| How satisfied are you with the overall improvements made to the learning module? (Please rate on a scale from 1 to 5, with 1 being "Not Satisfied" and 5 being "Very Satisfied.") | |
| Were the additional learning resources, such as PowerPoint presentations and audio interviews, helpful in conveying the course content effectively? (Please provide any specific comments or suggestions.) | |
| Did the instruction document provide clear and practical guidance on how to enhance the delivery of the module? (Please share your thoughts.) | |
| How well did the revised assessment methods, including role-playing activities and peer-review components, measure learners' communication skills? (Please elaborate.) | |
| In your opinion, did the improved learning practices better engage the learners and enhance their understanding of communication concepts? (Feel free to share examples.) | |
| Were there any challenges or areas where further improvement could be made in the learning module? (Please provide details.) | |
| How would you rate the effectiveness of the feedback and support provided to instructors during the implementation of the improved learning practices? (Please rate on a scale from 1 to 5, with 1 being "Not Effective" and 5 being "Highly Effective.") | |
| Overall, do you believe that the improvements made to the learning module positively impacted the learners' ability to articulate, present, and debate ideas? (Please share your observations.) | |
Explain the importance of good research for improving learning practices
Describe the research process
Template 4 – Email
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Evidence | Feedback from the focus group |
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| 1 | One sample for learning resources for the learning module Articulate, present and debate ideas. | The focus group found the additional audio file with an interview/podcast about the topic to be highly engaging and informative. They appreciated the use of multimedia to enhance their understanding of the subject matter. |
| 2 | An instruction document, 100-150 words to instruct facilitators about how to improve the delivery of the module. | The focus group members expressed positive feedback regarding the instruction document. They found the tips on using engaging technology like Kahoot during lectures and designing problem-solving activities to be particularly helpful in improving the learning experience. |
| 3 | Assessments: |
The focus group appreciated the improved questions and additional assessments in both the knowledge questionnaire and the practical assessment. They felt that these changes better assessed their understanding and application of the concepts covered in the module. |
| Improvement needs | Based on the feedback, the focus group identified the need for more diverse learning resources, such as video tutorials and interactive activities, to cater to various learning preferences. They also suggested incorporating peer feedback and self-assessment opportunities within the assessments to promote a deeper understanding of the topics. | |
Task 2.3.3 Advocate for improved learning practice
Prepare a promotional message to advocate for improved learning practice in the organisation, this could be an audio file, a PP with voiceover, a newsletter article, or a video.
Mentor a colleague to promote improved learning practice (Role-Play).
Schedule a time with the trainer and assessor and facilitate the mentoring session of a colleague played by a classmate in simulated work conditions.
Assume that your colleague is the Client Service Manager.
The Client Service Manager has an interest in new technologies, and they are passionate about good customer service.
Before the session
Prepare the content for the session
Deliver the mentoring session
Answer questions with confidence to provide the required information
Be flexible in your approach
Be honest and candid
Use this opportunity to build strong working relationships
[Role-Play Script - Mentoring Session] [Your Name]: (Sharing practical examples) In my own experience, I've found that incorporating interactive learning resources, like engaging videos and simulations, has made complex topics easier to grasp. Additionally, peer feedback and self-assessment opportunities have empowered me to take ownership of my growth. These practices have not only improved my performance but also boosted my confidence and motivation to excel. [Colleague's Name]: (Engaged) That sounds promising! How can it benefit our team and the organization? [Your Name]: (Encouraging) I'm confident that with your passion for learning and dedication to customer service, you'll make a significant impact. Let's work together to implement these improved learning practices and achieve our career aspirations. [Colleague's Name]: (Motivated) I'm ready to take on this challenge! Let's do it! |
If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor.
Reference
Appendix 1
Case Study Scenario |
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Please use the simulated work environment described in the Case Study to complete your practical assessment.
However, their HR Manager is not an L&D expert; they work part-time and need advice to review and improve existing learning practices.
Your recommendations will become the cornerstone to building engaging and effective learning initiatives in the organisation.
| LMS | Pros
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| Induction | ||
| Professional development | Some testing is on the way, led by the HR Manager. The HR Manager has proposed to develop learning paths for each employee to ensure career progression. They believe this could be done using the LMS and learning objects to design specific learning modules. |
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| Data and feedback | ||
| Interest alignment | Employees may also feel empowered to choose their paths. However, this practice is not implemented. |
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| Theory and practice relating to adult learning | The HR Manager has a superficial knowledge of theory and practice relating to adult learning; hence they were not considered when designing learning. | |
| Articulate, debate and present ideas | The HR Manager developed this course to test learning done in-house. The HR Manager based the course on the following unit of competency:
The small cohort of learners attended six weekly classes (2 hours each) with a qualified trainer and assessor contracted to deliver this course. The HR Manager developed: The feedback from learners included the following:
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| Articulate, debate and present ideas – learning strategy | Target group and client | All employees |
| Context |
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| Content | The learning program includes content about how to communicate effectively in the workplace and be persuasive and respectful. |
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| Structure of the program |
Assessments are provided in word documents. |
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| Staffing arrangements | A qualified trainer and assessor has been engaged to deliver and assess the module. | |
| Assessment |
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| Pathways | Learners who complete the assessment will receive a statement of attainment through a third-party agreement with an RTO and could use the unit of competency for advance standing when enrolling in the full cert IV business qualification. | |
| Feedback and evaluation | A survey is sent to all learners at the end of the course. | |
Manage and monitor the means to improve learning practice
Analyse and advance the adoption of improved learning practice
About the organisation and your role
Their organisational chart is very simple, being a start-up.
The teams are as follows:
Vision
Our vision is to be the engine of a greener and brighter future. Our motto is 'Live sustainably'.
We engage internal and external stakeholders in sustainable practices
We work with integrity in everything we do, being true to our sustainable mission
Organisational culture
Market culture
To gain 35% of the Australian market for compostable and sustainable products in current product lines in the next two years.
To become a market leader in Australia for sustainable products in current product lines. 80% of market share in the next five years.
Reduce energy consumption by 20%
Move to 100% sustainable procurement practices
Providing a safe work environment where the wellbeing of employees is paramount. Target: 100% positive feedback on wellbeing and safety initiatives from employees.
Staff turnover decrease from 5% to 2% in one year.
Biodegradable tea bags with own line of herbal teas
Compostable cutlery
Reusable and compostable shopping bags
Reusable storage bags
The brand is currently known but not pervasive. The company now has 15% of the Australian market for compostable and sustainable products in the existing product lines.
Marketing
Creating customer evangelists
Driving more sales
Intuitive user experience
Mobile friendliness (responsive):
To personalise effectively using the information collected, segment customers into buyer personas and into groups based on the data collected and create detailed buyer personas to understand precisely who the target audience is
Use retargeting
Social Proof Strategy- objectives in the next 3-5 years
Customer reviews/testimonials (website, google, social media, product review sites)
Number of times the product was bought on the website
Promotion strategies-current
Social media platforms in use-current
Instagram
Pinterest– not currently in use
Recyclebank
Association for sustainability in business - https://sustainability.asn.au/ to become a member
The Business Council for Sustainable Development Australia (BCSD Australia) - https://www.bcsda.org.au/membership to become a member
Channel of distribution
Direct Sales online (currently only through website).
Human: staff.
Financial: cash balance, owner's contribution.
BARRY Reusable coffee-cup (100% pure silicon) |
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Glass travel cup
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Microwaveable, freezer safe 50 9-inch paper plates- $ 20.00 |
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100 cups- $ 15 |
LUNA |
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Stainless steel double wall insulated drink bottle in 5 colours. 750 ML |
'Naïve' consumers try to be as green as possible but fall victim to misinterpretation or a lack of education around sustainable practices. These are the consumers who, for example, recycle jars without cleaning them out or removing the label.
Some of the consumer groups
found within the 'Apathetic' persona may have once been
'Dedicated' or 'Naive'. Struggling to stop global warming
single-handedly, they've instead seen the situation worsen, leaving them
to ask, 'What difference can one person make?'
The Inspired
Innovators are Gen Z and Millennials from urban and
higher-education backgrounds. This group prioritises innovation and
forward-thinking.The Considerate Convetionalists slightly older consumers, usually aged 45-65, live in more rural areas. This audience appreciates transparency, knowledge, and empowerment. These are a relatively mainstream bunch of consumers as their views on sustainability are average compared to the previous two audiences. Therefore, their opinion on sustainable brands is that they are important but slightly less so.
We operate following the following strict principles of green e-commerce:
Use green web-host
Sustainable procurement
Customer Relationships
Content. We believe that content is a powerful acquisition channel.
Community. We involve our customers in improving our products (feedback) so that they feel part of our mission.
Buyer Decision Process
Human: staff.
Financial: cash balance, owner's contribution.
| Product | Price/unit | Qty | Year 1 | Qty | Year 2 |
|---|---|---|---|---|---|
| Barry personalised | $ 19.50 | 1800 | $ 35,100.00 | 3500 | $ 68,250.00 |
| Barry regular | $ 12.50 | 3116 | $ 38,950.00 | 6453 | $ 80,662.50 |
| Duncan small | $ 25.00 | 1846 | $ 46,150.00 | 2365 | $ 59,125.00 |
| Duncan tall | $ 30.00 | 1723 | $ 51,690.00 | 3115 | $ 93,450.00 |
| 50 9-inch paper plates | $ 20.00 | 5318 | $ 106,360.00 | 12360 | $ 247,200.00 |
| 50 7-inch dessert plates | $ 15.00 | 2310 | $ 34,650.00 | 5316 | $ 79,740.00 |
| 50 knives, forks and spoons | $ 5.00 | 4230 | $ 21,150.00 | 9630 | $ 48,150.00 |
| Compostable bioplastic cups | $ 15.00 | 12361 | $ 185,415.00 | 21316 | $ 319,740.00 |
| Luna | $ 20.00 | 315 | $ 6,300.00 | 1423 | $ 28,460.00 |
| Lupo | $ 24.00 | 610 | $ 14,640.00 | 1326 | $ 31,824.00 |
| $ 540,405.00 | $ 1,056,601.50 |
