2013 Month Date Yourname Shortanswerquestions 1

TAE40110
Certificate IV in Training & Assessment TAEDES401A TAEDES402A SHORT ANSWER QUESTIONS
YOUR TASK
Uncontrolled when printed. Original document available at tae.fortresslearning.com.au
Created on 7 January 2013 Filename: 2013_MONTH_DATE_YOURNAME_SHORTANSWERQ UESTIONS_1 Created By: LWhiteside Review Date: Dec 2013
Your Role: Your Task:
You are a student of this course. You are required to complete all tasks in this document. 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 the period of your tuition. A single Word document including all answers.
Your Submission:
What to Submit:
You are advised to save a back up copy of your document after each time you have changed it. Your file name is to 2013_Month_Date_YOURNAME_SAQ1 be in the format:
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.
Satisfactory/Unsatisfactory/Incom plete Satisfactory/Unsatisfactory/Incom plete Satisfactory/Unsatisfactory/Incom plete
1 2 Attempts
Overall: Comments:
Satisfactory/Not Yet Satisfactory
Assessor Name: Date:
Signature:

Tasks requiring attention

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. Lets look at what this tells us.
Tells us which page of the course this task relates to, and includes a hyperlink to the relevant web page, also known as the wikipage or your learning materials. Tells us which Units of Competency and which parts of those Units are being assessed
This question relates to the following page/s
Communicating for Learning

You are assessed against the benchmarks below.
ENV401 ENV402 ENV403 DES401 DES402 DEL401 DEL402 DEL403 Units of Competency DEL404 ASS401 ASS402 ASS403 ASS404
Attempt
4. 3 1. 6
2. 3 2. 4
3. 2
Benchmarks
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:
Tells you what I am looking for when I review your answers. (*) indicates the question is optional.
Tells you exactly what you will need to do to make your answer competent before resubmitting.
Records your progress across your three attempts
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 TAE courses require, you do one task that has been designed to take their place. 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.
OPTIONAL TASKS
Some tasks are marked as optional. This means that you DO NOT have to do them. They are not a required part of the course, but we believe that they will better equip you with the skills, knowledge and confidence to work in a training and assessing role. In terms of your competency in this qualification, there is no advantage in doing them, nor is there any disadvantage in not doing them. Many of the optional questions related to the early tasks that are about Australias Vocational Education & Training system.
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 persons 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. YOU MAY SUBMIT YOUR WORK AT ANY TIME TO GET FEEDBACK.
QUESTION 1
You will find the information you need to complete this task by following this link to the wiki. You do not need to log in when you get
Vocational Education & Training

Units of Competency
BSBCMM401 DES401 DES402 DEL301 DEL401 DEL402 ASS301 ASS401 ASS402 ASS403
Attempt
2.1
Benchmarks
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? Please highlight the correct answer. a. join the workforce for the first time or rejoin the workforce after a break b. upgrade skills in their chosen field c. move into a different career d. provide industry with people who possess the necessary skills e. all of the above 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. (Optional) Explain how each of these aims might help VET to achieve its purpose? [The first one has been done for you]
Aims 1. Outcomes focused How does this help achieve VETs purpose? (Optional) 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? Did you know how to do it? What level of difficulty were the tasks? Would you like to share anything else? Yes | No | Unsure Yes | No | Unsure Too Hard | Too Easy | About Right

QUESTION 2
VET Policies and Frameworks

Units of Competency
Attempt
2.1
Benchmarks
VET Quality Frameworks 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 VET Quality Factors and the AQF. Your answer:
2. When researching Units of Competency, where would you go first? Please highlight the correct answer. a. Training.net.au b. Training.gov.au c. Ntis.gov.au d. Training.com
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 (optional).
Your answer:

QUESTION 3
VET Stakeholders
Units of Competency
Attempt
2.1
Benchmarks
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.

1. List three organisations that Hamoud could contact to access information about competency-based training and assessment. Organisation 1: Organisation 2: Organisation 3:
2. What advantages will Hamoud's company gain by consulting with key stakeholders and other training managers before introducing competencybased training? Your answer:
3. 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 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.
NSW Department of Education and Training
HAVE YOUR SAY Uncontrolled when printed. Original document available at tae.fortresslearning.com.au
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? Did you know how to do it? What level of difficulty were the tasks? Would you like to share anything else? Yes | No | Unsure Yes | No | Unsure Too Hard | Too Easy | About Right
How are you going? Are you struggling? Uncertain? Need to talk to someone?
Call or email your trainer today. They are there to help. Call 1300 141 994 or email your trainer directly.

QUESTION 4
Training Packages
Units of Competency
Attempt
2.1
Benchmarks
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. Which of the following are Training Packages? Please highlight the correct answer. (Hint: there is more than one) a. TAE40110 Certificate IV in Training & Assessment b. AGF07 Agri-Food Training Package c. PSP12 Public Sector Training Package d. SIS10501 Diploma in Fitness

2. How do Training Packages benefit business and workers? Benefits to business:
Benefits to workers:
3. Why would someone choose to use an informal competency standard instead of a formal competency standard? Please highlight the correct answer. a. Because the participants needed a nationally recognised qualification b. Because the training related to a skill that was less than a unit of competency c. Both a and b d. Neither a nor b


QUESTION 5
National Training Framework

Units of Competency
Attempt
2.1
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] (optional). Your answer:

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

QUESTION 6
Quality Assurance
Units of Competency
Attempt
2.3
Quality Assurance and its role in achieving the goals of the national training framework is known
Benchmarks
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:
Enrolling students RPL
How it helps achieve consistency with national standards

Ensures that the required information about students is collected and stored.

Issuing qualifications Continuous improvement Managing student fees Staff qualifications
3. How does continuous improvement help an RTO to maintain its quality? Please highlight the correct answer. a. It ensures that they are operating a more profitable business b. It is a good marketing tool that gets people in the door c. It helps to ensure that everything that they are doing is what they should be doing d. It is a way keep registration as an RTO


QUESTION 7
Continually Improving Client Service

Units of Competency
Attempt
2.3
Benchmarks
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 arent learning what they need to? Garry: Well, some of them reckon they arent learning things the same
as how the boss wants them to, but I reckon theyre just complaining about having to do work. Eileen: Yeah, you know these young people; theyre always looking for the easy way. Garry: And anyway, there cant have been too much that has changed in 10 years. Edward: But what about continuous improvement? Garry: Ah, thats just another fancy word. It doesnt mean anything. Eileen: Yeah, weve seen it all before in our 20 years its 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 arent 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:

QUESTION 8
Why Use a Training Package or Other Accredited Course , Finding the right level - Making sense of the AQF
Units of Competency
Attempt
1.1 1.2 2.1 2.2
Benchmarks
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. What AQF level would be suitable? Simone wants to work in a Child Care Centre. She has a Certificate II in Childrens Services.
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 Hospitality SIT40407 Cert IV in Hospitality (Commercial Cookery) CHC60208 Advanced Diploma of Childrens Services AHC11210 Certificate II in Rural Operations CHC40108 Cert IV in Aged Care CHC30708 Cert III in Childrens Services AHC51710 Diploma of Rural Machinery Management CHC80108 Vocational Graduate Diploma of Community Sector Management BSB41007 Cert IV in Human Resources AHC32710 Cert III in Rural Merchandising SIT60207 Advanced Diploma of Events
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 with the actual position. Discussion Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre
Other information you would need How would you get this information?
Situation 2. What AQF level would be suitable?
Greg has just finished Yr 12 and he wants to become a qualified chef.

Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources.
Sally has finished Yr 10 and wants to get a job as a farm hand in the cattle industry.


QUESTION 9
Selecting a Training Package

Units of Competency
Attempt
2.1 2.2 3.4
Benchmarks
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 if we did not follow the Qualification Packaging Rules? Please highlight the correct answer. a. Get a fine b. Have to pay students their money back c. Lose registration d. a and c e. all of the above

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: Simone From: Bryan West Date: Monday, 22 February 2011 Re: Certificate III in Childrens 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 Childrens 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 childrens 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 Childrens 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,

To: From: Date: Re:
Message

QUESTION 10
Understanding the Structure of a Unit of Competency

Units of Competency
Attempt
2.3 3.1 3.2 4.1
Benchmarks
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] The Options Transferability of skills from this unit to other units of competency? a. Evidence guide b. Key competencies c. Performance a. Holistic assessment of unit b. Key competencies B Your Answer
How someone can show that they are competent?

The things I need to show to demonstrate that I am competent?
a. Holistic assessment of unit b. Evidence guide c. Performance a. Holistic assessment of unit b. Key competencies a. Evidence guide b. Holistic assessment of unit c. Key
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 learners 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. Allen has identified a number of units that could be options for Josephs training. Choose two which would be most suitable (Rank 1 and 2), and two which you consider to be the least suitable (Rank 7 and 8) base on your decision on the information provided (Unit code and Title). [Hint: think about the following: is the the AQF level of the unit suitable? Is the unit going to be within Josephs literacy ability? Does the title suggest relevant content? You do not need to visit training.gov.au to identify these aspects.] Rank 1 2 Unit Code Justify your ranking
7 8

QUESTION 11
Contextualisation
Units of Competency
Attempt
4.2
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: Benchmarks
1. What is contextualisation? Please highlight the correct answer. a. making the material easy enough for all students to succeed b. choosing the parts of the unit of competency that are needed for our learners or their workplace c. making our training more relevant to our learners but without changing the unit of competency d. all of the above 2. How can contextualisation benefit: the learner: Your answer:

the learners 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.



QUESTION 12
Types of Hazards
Units of Competency
Attempt
1.2
Benchmarks
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? Please highlight the correct answer. a. Something that has caused injury to someone b. Something that will cause injury to someone c. Something that does cause injury to someone d. Something that could cause injury to someone 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 Operate personnel and materials hoists Possible Hazards 1. Controlling traffic 2. 3.
Type of Hazard Physical
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.
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 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.
Your responsibilities as the trainer
5 6


QUESTION 13
Assessing for Client Needs

Units of Competency
Attempt
5.1
Benchmarks
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? Please highlight the correct answer. a. Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do b. What our clients timeframes are, the budget and how best to prepare participants and resources c. Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time d. All of the above
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

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). Trainers Role Timing and timeframes Clients 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


QUESTION 14
Clarify the Purpose of the Learning Program

Units of Competency
Attempt
1.1
1.1
Ability to identify purpose of training is demonstrated

Benchmarks
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? Please highlight the correct answer. a. To develop the skills of Gary and the others b. To give staff the best chance of promotion
c. To use informal competency standards delivered using a mentoring approach d. All of the above 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?


QUESTION 15
Finding out the Characteristics of Your Learner

Units of Competency
Attempt
1.5
1.1
1.2
3.1 6.1
Benchmarks
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? Please highlight the correct answer. (Hint: you can choose more than one option) a. At the beginning of the first session, ask people to put their hands up if they have any learning or other support needs b. Include some questions on the enrolment form to collect information about learning or other support needs c. Speak with workplace supervisors prior to training d. Write on the board the names of anyone you see struggling during your training session and make sure you talk to them at the next break
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:


QUESTION 16
Learner Characteristics Table

Units of Competency
Attempt
1.5
1.1
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 learners need. One example has been provided for you. Situation
Stuart has 25 years experience in farming, and is only now getting his truck driving licence. Religious/cultural requirement that might be different from other participants Break times can be scheduled to match the prayer times Activities can modified to ensure sensitivity to cultural issues Meals provided can reflect cultural dietary requirements
Benchmarks
Characteristics of learners are recognised, and ways to accommodate them when delivering training are outlined
Characteristics
How training can be adapted
Ahmed is a devout Muslim who prays 5 times each day.
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.

QUESTION 17
Writing a Scope Statement

Units of Competency
Attempt
1.3
Benchmarks
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? Please highlight the correct answer. a. Learning support needs, assessment methods, content to cover b. Goal of the learning program, target group characteristics, content to cover c. Needs of the learners, timeframes and costs, content to cover d. None of the above 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? Please
highlight the correct answer.

a. Before we meet with the client b. After we meet with the client but before we design the program c. After we design the program but before we deliver it d. After we have delivered the program but before we evaluate it


QUESTION 18
Confirming the Content of Our Learning Program

Units of Competency
Attempt
Benchmarks
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


QUESTION 19
Writing Learning Objectives

Units of Competency
Attempt
1.3
1.2
Benchmarks
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? Please highlight the correct answer. a. To make clear b. To make clear c. To make clear training d. To make clear how we need to plan our training what we need to do during the training what we want the learner to be able to do during the what we want the learner to be able to do after the training
2. Complete a Task Analysis for a skill that is required in a unit of competency of your choosing (Include the Units title and a hyperlink to its location on the training.gov.au website).
Task Analysis Sheet Unit of Competency: Name here. Training.gov.au JOB: TASK: Basic Parts or Steps
1. 2.
Link here to the Unit at
Knowledge
Skills
Attitudes

3. Add more rows as required.

QUESTION 20
Using the SMART formula to Write Objectives

Units of Competency
Attempt
1.3
2.1
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
Benchmarks
Comments:
1. Define SMART: S M A R T Specific Measurable Achievable Relevant Time Limited
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: Is it SMART? How is it Helpful/Unhelpful? We will make some boxes to put fruit in. NO This objective is very limited in its approach of attaining the specified objective. This is unhelpful in a way that the objective is unspecific. Also, it doesnt identify the time frame and how the outcome can be measured and is going to be measured.
Created By: LWhiteside Review Date: Dec 2013

Created on 7 January 2013 Filename: 2013_MONTH_DATE_YOURNAME_SHORTANSWERQ UESTIONS_1
Objective Two:
By Saturday afternoon, we will have made three cardboard boxes that are suitable for transporting apples from the farm to the shop. NO Although this objective has a clear guideline on what is it to be accomplished, it is unhelpful as it doesnt contain all the aspect of being a SMART approach. It doesnt show to ways on how to figure out steps or methods to reach the set goals. It should include on how to develop the necessary skills and capacity to attain them.
Is it SMART?
How is it Helpful/Unhelpful?
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. YES This objective is helpful as it points out what needs to be accomplished, the target number of outcomes, and the steps/methods that need to be taken to bring the students closer to attaining the goal. It also opens a ground on how to measure the progress of the students by indicating that they are having 6 exercises to make progress toward successful completion of the expected outcome.
Is it SMART?
How is it Helpful/Unhelpful?
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? Did you know how to do it? What level of difficulty were the tasks? 30mins Yes Yes About Right

Would you like to share anything else?

QUESTION 21
Existing Resources Influence our Learning Strategy , Choosing Resources for the Learning Program
Units of Competency
Attempt
3.2
1.4
1.1
1.3
Advantages and disadvantages of using existing resources are listed

Benchmarks
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 It gives insights trainers on how to deliver the training as it outlines how it was delivered in previous training. It could serve as a reference in making new resources. Disadvantages The relevance of information and content might not be applicable to the program objective and learner groups as time changes. The quality of instructional materials could be less effective and need to be upgraded as technology wears out in time. (e.g. reproduction, transparency, layout and format issues) The existing resources might not address the recent competency standards of the training package and need to be upgraded to a newer version. The existing resources might have an
Created By: LWhiteside Review Date: Dec 2013

Created on 7 January 2013 Filename: 2013_MONTH_DATE_YOURNAME_SHORTANSWERQ UESTIONS_1
effectiveness issue to the new learning group as characteristics of learners vary. Add more rows as appropriate 2. What are some of the learner support needs for which we commonly need to provide additional resourcing? Please highlight the correct answer. a. b. c. d. Referrals to other services, LLN support, physical resources Disability support services, access issues, hearing and visual difficulties English language competency, cultural requirements, gaps in education All of the above

QUESTION 22
Develop Possible Learning Strategies

Units of Competency
Attempt
1.3
Benchmarks
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? Please highlight the correct answer. a. Because it is something that trainers develop themselves to guide them in delivering the endorsed components b. Because it is not compulsory and is not always needed c. Because it is part of the Essential Standards of Registration instead d. The question is false: it is an endorsed part of a Training Package. 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 Existing resources Learner needs Example of how this might influence our choice of Learning Pathway

Adult learning styles Other people and operational factors

QUESTION 23
Learner Needs Influence the Learning Strategy , Let People Share Their Needs
Units of Competency
Attempt
1.1
1.2
3.1
1.2
Comments:
Lets 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. Lets 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: Your answer: Eg. What is the highest level of schooling you have completed? 1. What is your name? gender? age? 2. What is your first language? How competent do you use the English language?

Benchmarks
Knowledge of the types of useful information about a learner or group of learners is demonstrated through development of a survey
3. What is your educational status? (full time student/ Part time student) 4. In what way of learning do you participate at your best? (visual, audio, kinaesthetic) 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 of 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? (optional). Your answer: First, the trainer has to make himself/herself approachable, trustworthy and shows an unbiased attitude. In addition to this, regular feedback regarding the would be effective.
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? Did you know how to do it? What level of difficulty were the tasks? Would you like to share anything else? Uncontrolled when printed. Original document available at tae.fortresslearning.com.au
Yes | No | Unsure Yes | No | Unsure Too Hard | Too Easy | About Right

QUESTION 24
Adult Learning Styles Influence the Learning Strategy

Units of Competency
Attempt
3.1
1.1
2.3
Benchmarks
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: Reinforcement Theory

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


QUESTION 25
Other People & Operational Factors Influence our Learning Strategy

Units of Competency
Attempt
1.2
Benchmarks
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? Please highlight the correct answer. a. b. c. d. Time constraints, learner availability, cost limitations Cost constraints, time constraints, logistical limitations Organisational factors, trainer availability, learner availability Trainer ability, learner ability, logistical constraints
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 Uncontrolled when printed. Original document available at tae.fortresslearning.com.au
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? Did you know how to do it? What level of difficulty were the tasks? Would you like to share anything else? Yes | No | Unsure Yes | No | Unsure Too Hard | Too Easy | About Right

QUESTION 26
Learning Strategy Informs the Learning Activities

Units of Competency
Attempt
3.3 4.2
5.2
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:

Benchmarks
Likely attention span of adult learners is known and its implications for planning training are described.
2. How does knowing this influence your planning of training? Your answer:

QUESTION 27
Writing a Session Plan

Units of Competency
Attempt
4.1
2.2
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
Benchmarks
Comments:
1. What are the key components of a session plan? Your answer:
2. How can the GLOSS OFF sequence help us develop session plans? Please
highlight the correct answer.

a. Provides a logical sequence to order the session plan b. Provides a logical structure to organize the session plan c. Provides a template to ensure that we cover everything and in a logical order d. All of the above


QUESTION 28
Timing Our Session Plans

Units of Competency
Attempt
4.1 4.2
2.2
2.2
Benchmarks
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
eg. The shifts that staff are working
How it could help our training

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

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 training
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? (optional). Your answer:

QUESTION 29
Confirming and Documenting our Decisions

Units of Competency
Attempt
4.3
1.2 1.4 2.2
1.1 1.4
Benchmarks
Implications of not recording assessment decisions are known 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 1. 2. 1. 2. 1.
Things to Confirm with our Client
2. 1. 2. 1. 2. 1. 2. 1. 2.

QUESTION 30
Reviewing the Program

Units of Competency
Attempt
4.4
3.2 3.3
6.2 7.2
3.1
Benchmarks
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 programs 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? Before Delivery Who else would you involve?
After Delivery
2. What has reviewing the program got to do with Continuous Improvement and the AQTF? Your answer:



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TAE40110

Certificate IV in Training & Assessment TAEDES401A TAEDES402A SHORT ANSWER QUESTIONS

Your Role: Your Task:

How you will be assessed:

Satisfactory/Not Yet Satisfactory

Assessor Name: Date:

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Tasks requiring attention

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This question relates to the following page/s

Communicating for Learning

Records your progress across your three attempts

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Name: Course Name:

Date of Submission: Declaration

Or separately via Fax to 07 3112 4088

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This question relates to the following page/s

Vocational Education & Training

You are assessed against the benchmarks below.

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VET Policies and Frameworks

Questions 5 and 6 refer to the following Case Study

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NSW Department of Education and Training

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1a. What is a Training Package? A Training Package is:

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2. How do Training Packages benefit business and workers? Benefits to business:

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National Training Framework

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How it helps achieve consistency with national standards

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Issuing qualifications Continuous improvement Managing student fees Staff qualifications

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Continually Improving Client Service

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1.1 1.2 2.1 2.2

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Highlight one qualification from this list you would recommend:

Situation 2. What AQF level would be suitable?

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

Highlight one qualification from this list you would recommend:

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Situation 3. What AQF level would be suitable?

Highlight one qualification from this list you would recommend:

Situation 4. What AQF level would be suitable?

Highlight one qualification from this list you would recommend:

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Selecting a Training Package

2.1 2.2 3.4

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To: From: Date: Re:

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Understanding the Structure of a Unit of Competency