TAE40116 DeliveryCluster AWB v1.10

Assessment Workbook 2
TAE40116 Certificate IV
in Training and Assessment
Delivery Cluster
Version 1.10 Produced 03 February 2020
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of
the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
7 February Version 1 final produced following assessment

V1.1
2017 validation.
Version 1.2
 Added further instructions in
10 July 2017 Projects 1, 2, 3, and 4 v1.2
 Added observation checklists for video
recording requirements
Version 1.3
10 August 2017  Added simulated scenarios in Projects 1, v1.3
2, 3, and 4
Version 1.4
15 August 2017  Minor changes made to Project v1.4
instructions
9 September Version 1.5 produced following outcomes of

v1.5
2017 internal validation
Version 1.6
16 September
 Minor changes made to Knowledge v1.6
2017
Assessments #32, 36, 39
21 September fixed broken link in Project 2 Simulated Pathway,

v1.7
2018 Observation Form
Rephrased a Simulated Pathway

5 November
direction to be more consistent V1.8
2018
with other directions
New changes to qualifications

21 March 2019 based on Standards for RTOs 2015, V1.9
Schedule 1 Clauses 1.13 to 1.16.
03 February Changes in the font style and color

V1.10
2020 in the grey form boxes
Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
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INSTRUCTIONS
Assessment is a difficult process – we understand this and have developed a range of
assessment kits, such as this, to facilitate a painless process for both the assessor and the
learner being assessed.
There are a number of characteristics of assessment, ranging from subjective assessment
(which is based on opinions and feelings), to objective assessment (which is based clearly
on defined processes and specific standards). Nearly all assessment involves a mixture of
both types of assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and implementing
these assessment kits is to work towards the objective end as far as possible and to reduce
the degree of opinions and feelings present.
WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in the
workplace.
 Assessment criteria should be clearly stated to the learner at the beginning

of the learning process.
 Assessment should be holistic. That is it aims to assess as many elements

and/or units of competency as is feasible at one time.
 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

© Compliant Learning Resources Page 3
ineffectual unless it assists a person to perform a task to the level required in
the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated

for the trainer and learner. Assessable outcomes are tied to the relevant
industry competency standards where these exist. Where such competencies
do not exist, the outcomes are based upon those identified in a training
needs analysis.

Definition of competency
Assessment in this context can be defined as:
 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
Developing and conducing assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment

 Assessment must be valid
o Assessment must include the full range of skills and knowledge needed
to demonstrate competency.
o Assessment must include the combination of knowledge and skills with

their practical application.
o Assessment, where possible, must include judgements based on

evidence drawn from a number of occasions and across a number of
contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to ensure

that assessors are making decisions in a consistent manner.
o Assessors must be trained in national competency standards for

assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-job

components of training within a course.
o Assessment must provide for the recognition of knowledge, skills and

attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of
delivery modes, so they can proceed through modularised training
packages to gain competencies.

 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all learners

before assessment.
o Assessment must be mutually developed and agreed upon between

assessor and the assessed.
o Assessment must be able to be challenged. Appropriate mechanisms

must be made for reassessment as a result of challenge.
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;
 Valid
o Evidence gathered should meet the requirements of the unit of

competency. This evidence should match or at least reflect the type of
performance that is to be assessed, whether it covers knowledge, skills or
attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is imperative that

enough evidence is gathered to satisfy the requirements that the learner
is competent across all aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that evidence

is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the evidence
relates to current abilities.
THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not
only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills

 Contingency management skills
 Job role and environment skills

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with
a disability - November 2010 - Prepared by - Queensland VET Development Centre
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?
We make reasonable adjustments in VET to make sure that learners with a disability
have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:
 customising resources and assessment activities within the training package or
accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies

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
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of
Competency. E.g. If the assessment was gathering evidence of the candidates competency
in writing, allowing the candidate to complete the assessment verbally would not be a
valid assessment method. The method of assessment used by any reasonable adjustment
must still meet the competency requirements.

THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency from TAE40116 Certificate
IV in Training and Assessment:
TAEDEL401 Plan, organise and deliver group-based learning

1. Interpret learning environment and delivery requirements
2. Prepare session plans
3. Prepare resources for delivery
4. Deliver and facilitate training sessions
5. Support and monitor learning
TAEDEL402 Plan, organise and facilitate learning in the workplace

1. Establish effective work environment for learning
2. Develop a work-based learning pathway
3. Establish the learning-facilitation relationship
4. Implement the work-based learning pathway
5. Maintain and develop the learning-facilitation relationship
6. Close and evaluate the learning-facilitation relationship
BSBCMM401 Make a presentation

1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
This subject also partially addresses the requirements of -
TAELLN411 Address adult language, literacy and numeracy skills

1. Analyse LLN requirements.
2. Select and use resources and strategies to address LLN skill requirements.
3. Use specialist support where required.
4. Evaluate effectiveness of learning support and assessment strategies in addressing
LLN requirements.
For complete copies of the above units of competency:

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

ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the tasks
described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be conducted
under
The associated assessment method in this kit covers all of these components as detailed
in the matrix to follow:
Units of Competency
BSBCMM401
TAEDEL402
TAEDEL401
TAELLN411
Assessment Activities
Knowledge Assessments   
Project 1 – Group based learning 1 
Project 2 – Group based learning 2   
Project 3 – Individual work based learning 1 
Project 4 – Individual work based learning 2 
5.

ASSESSMENT METHODS
1. Written questions
- Written assessments to test students’ understanding of underpinning
knowledge, concepts and/or theories relevant to the units of competency
included in this subject
2. Projects
- A task or activity completed according to set instructions and guidelines to
meet the requirements of the relevant units
RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:
 Information about work activities, as necessary
The student to provide:

 Computer with:
o Internet access through Google chrome
o MS Word, MS PowerPoint or equivalent applications
o Adobe Acrobat Reader
 Workplace-specific tools, equipment, materials and industry software packages
(where applicable)
 Access to:
o office equipment and resources
o support personnel
o learning resources, training and assessment strategies and assessment tools
o At least eight students to deliver the group based training to
o They will be required to participate in three (3) different training
sessions
o At least two (2) different learners who will participate in an individual work
based training
 Video recording equipment (e.g. mobile phone, video recorder)

INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions requiring creative
thought processes are covered in the case studies assessment. You must answer all
questions using your own words. However, you may reference your learner guide to
complete this assessment.

ASSESSMENT WORKBOOK COVER SHEET
WORKBOOK: WORKBOOK 2
TITLE: Delivery 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.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate,
and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment, and I am submitting all documents
required to complete this Assessment Workbook.
 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.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:

KNOWLEDGE ASSESSMENTS
1. Briefly describe the following adult learning theories.

Guidance: Each response must no more than 100 words.
a) Andragogy
vs. Pedagogy
b) Behaviourist
Learning
Theory
c) Cognitive
Learning
Theory
d) Information
Processing
Theory
2. List three (3) principles of adult learning.
i.
ii.
iii.
3. List the three (3) sensory learning styles.
i.
ii.
iii
.

4. Honey and Mumford Learning Styles: Identify which learning style corresponds
to the learning experience below.
Learning Styles
a. Activists
b. Reflectors
c. Theorists
d. Pragmatists
Write the letter of your responses in the spaces provided.
Learning Experience
i. These learners need to practice the concepts learned. They may get
impatient with long ‘theory’ sessions.
ii. These learners need time to reflect on the material being learned.
They may appreciate receiving the learning material before the
training begins to give them time to review it and think about it.
iii. These learners need logic; information provided must make sense
—it must be logical and consistent. They enjoy analysing and
synthesising information to understand how the ‘action’ works.
iv. These learners need social interaction and thrive in social learning
environments. They enjoy activities in which they can process the
learning externally (socially) and ‘bounce ideas off of others.’

5. Identify one (1) strategy to best encourage learning for each of the following
learning styles.
a) Activists
b) Reflectors
c) Theorists
d) Pragmatists

6. List two (2) resources that can be used to identify the different learning styles of
individuals.
Guidance: You may provide link/s to the assessment tool.
i.
ii.

7. List three (3) examples of delivery methods that can be used in a face-to-face
group delivery.
i.
ii.
iii.
8. From the options below, select the two (2) techniques that a trainer can use to
recognise inappropriate behaviours among learners.
☐ a) Conduct a self-assessment
☐ b) Implement disciplinary measures
☐ c) Observe the behaviour of the learner
☐ d) Obtain feedback from other learners

9. List three (3) ways to address inappropriate behaviours among learners.
i.
ii.
iii.
10. Briefly explain the purpose of record management systems for training records
in your organisation.
Guidance: Your response must be no more than 100 words.


11. Briefly explain the purpose of the reporting requirements for training in your
organisation.
Guidance: Each response must be no more than 100 words and must discuss
reporting requirements in the context of training.


12. List three (3) characteristics of learners that must be considered when creating a
learner group profile.
i.
ii.
iii.
13. List two (2) possible needs of learners that must be considered when creating a
learner group profile.
i.
ii.

14. From the options below, select the three (3) techniques that are appropriate for
an effective face-to-face delivery training.
a) Make sure that you break learning content into achievable ‘chunks’
☐ within each training session. Provide opportunities for revision and
reflection at appropriate points throughout your delivery.
b) Only have breaks as per identified break times in the session plan,
☐
and do not deviate from the session plan at all.
c) Consolidate and review what you have covered at the end of each
☐
session and at the beginning of the next session.
☐ d) Discuss a learner’s learning difficulties in front of the entire group.
e) Prepare handouts that summarise the topic and assist the

☐
participants with their recall of the information you delivered.
15. Which of the following behaviours may indicate learner difficulties? Select three
(3) responses.
☐ a) Clarifying concepts
☐ b) Consistently failing at assessment activities
☐ c) Looking too attentive
☐ d) Resisting or challenging the trainer’s direction
☐ e) Showing a blank stare on face

16. Which of the following are effective methods to address learner difficulties? Select
two (2) responses.
a) Present materials in small units to allow those with learning difficulties to

☐
process and follow small chunks of information.
☐ b) Give the learner difficult and challenging assessments.
☐ c) Provide the learner with supplementary learning materials.
☐ d) Put the learner on the spot to discuss the topic of difficulty.
17. Which of the following describe effective evaluation and revision techniques to
improve session plans? Select two (2) responses.
a) Having other trainers review the session plans and provide

☐
recommendations for improvement
☐ b) Having the participants review and revise the plans
☐ c) Revising the plan daily to ensure content relevance and currency
d) Using feedback forms to gather and collect participant feedback to help

☐
improve the plans

18. List two (2) equipment that a learner who has a hearing impairment can use to
assist while in the learning program.
i.
ii.
19. List two (2) examples of resources for students with special needs in a learning
program.
i.
ii.

20.List two (2) examples of support services for students who are language learners.
i.
ii.
21. Which of the following risk assessment measures should you do as part of your
inspection prior to the facilitation of group-based learning sessions?
Select the two best answers.
☐ a) ensure that all electrical cords are not trip hazards
☐ b) set off the emergency evacuation alarm to ensure it is working
☐ c) read and understand the emergency evacuation plan
☐ d) store empty boxes of resources in the emergency exit

22. James is a surf lifesaving trainer/assessor. He is conducting a risk assessment for
his Bronze Medallion training group.
Match the following hazards/risks to the most appropriate risk control measures
relating to his training. Write the corresponding letters in the space provided.
a. Students: medical conditions, special needs, high-risk behaviours
b. Physical exertion: strains, sprains, fatigue and exhaustion
c. Infection control: Hygiene
d. Environmental: Sun safety, weather conditions, site hazards
a) Continuously monitor students for signs of hypothermia
b) Use an enrolment form to identify whether students have any special needs
or allergies
c) Ensure that students use gloves when practising first aid
d) Monitor the wind, water and weather conditions during training, and cease
the activity if the water becomes dangerous
23. List two (2) policies and procedures relevant to the learning environment.
i.
ii.

24. The following statements refer to systems, processes and practices of work-based
learning within the organisation. Write T if the statement is true and F if the
statement is false.
a) An organisation will generally undertake a work-based learning program

based on a strategic objective.
b) Developing and implementing a work-based learning pathway will be

much more complex if it aligns with the organisation’s strategic direction
and key performance indicators.
c) Workplace routines must be analysed to ensure that the work-based

learning program will be integrated with the work duties, practices and
processes of the workplace.
d) Work-based learning incorporates an integrated approach to employee

development, in which learning is linked to the work role of the
individual.
e) Workplace learning is a cost-effective process, as learning can take place

without having to incur the costs of leaving the workplace and investing
in off-site training.
25. Select the industry of your practice (or write it in the space provided), and list two
(2) examples of hazards that are often found in your workplace and industry of
practice.
Select your industry of practice from the list below and write the corresponding letter
in the space provided. If you select ‘others’, indicate your industry of practice in the
space provided:
☐ a) Child Care
☐ b) Individual Support (Community Services)
☐ c) Training and Education
☐ d) Financial Services
☐ e) Others (Please specify):
List two (2) examples of hazards that are often found in your workplace and industry
of practice:



26. Which of the following are standard reporting requirements for hazards and
incidents? Select the two best answers.
a) Reporting must be conducted by a qualified person, or at least in

☐ consultation with a qualified person, such as a technical expert or a safety
specialist.
b) Anyone in the workplace must report any damage, accidents or incidents

that occur and in a learning environment, this includes learners,
☐
management, ancillary staff, trainers and assessors and workers at all
levels.
c) Anyone in the learning environment must be trained on how to correctly

☐ fill out the report form or must be assisted in filling it out if training has
not yet been completed.
d) A hazard or incident report form must be filled out as soon as possible

☐
after noticing the hazard or the accident or incident occurring.
27. List three (3) safe work procedures that trainers in face-to-face training should
follow.
i.
ii.
iii.

28.Select the industry relevant to your Vocational Education Training practice (or
write it in the space provided). List two (2) examples of WHS responsibilities
related to the safe use and maintenance of relevant equipment used in the
learning environment.
Select your industry of practice from the list below and write the corresponding
letter in the space provided. If you select ‘others’, indicate your industry of practice
in the space provided:
☐ a) Child Care
☐ b) Individual Support (Community Services)
☐ c) Training and Education
☐ d) Financial Services
☐ e) Others: (Please specify):
List two examples of WHS responsibilities related to the safe use and maintenance
of relevant equipment used in the learning environment:


29. If you are training learners in a training room and the emergency evacuation
alarm is heard, what should you do? Select the two (2) best responses.
a) Continue training and wait for the announcement indicating that it is not
☐
a drill.
b) Advise learners to leave their belongings and follow the emergency exits as
☐
previously advised.
c) Grab the attendance sheet if handy for a roll call at the designated
☐
gathering point.
d) Advise the learners to pack up all their computers and workbooks before
☐
they leave.
30.List three (3) typical sources of WHS information in the workplace.
i.
ii.
ii.

31. Which of the following options must be included in the learning program?
Select the three (3) best answers.
☐ a) WHS issues to be addressed in the delivery
☐ b) Emergency and evacuation plan
☐ c) Learning resources, learning materials and activities
☐ d) Associated fees
☐ e) Duration of training sessions
32. Which of the following must be included in the session plan? Select the three
(3) best answers.
☐ a) The outline of the content to be addressed
☐ b) The resources required
☐ c) The records management policies and procedures
☐ d) The entry requirements for trainers and assessors
☐ e) The delivery methods for each part of the session

33. Which of the following describes the requirements of the learning program?
Select the two (2) best answers.
☐ a) The individual learner’s needs are considered in the assessment process.
☐ b) The specific learning outcomes for the program are clearly outlined.
c) Assessment against the unit(s) of competency and the associated

☐ assessment requirements, as the minimum requirement, must cover the
skills that are essential to competent performance
d) The assessment must facilitate gathering assessment evidence that is from

☐
the present or the very recent past no more than 5 years.
e) The units of competency and other benchmarks to be achieved must be

☐
specified.
34. List two (2) information collection methods that will support the review and
feedback of presentations.
i.
ii.

35. Read the following scenario:
Company X, a mining company, has just implemented a new attendance
policy across the organisation. Julia was assigned to develop and deliver a
presentation that explains the details of this new policy. She will be sent to all
Company X offices and mining locations to deliver this presentation to all the
employees. You are travelling with Julia to observe her presentations.
Briefly explain the relevant regulatory and organisational obligations and

requirements that must be observed relevant to the following scenarios you
observed during Julia’s presentation.
Guidance: Each response must be no more than 100 words.
a) Julia prefers to wear

corporate attire instead
of the prescribed
clothing when visiting
mining sites.
b) You noticed that Julia is
using her personal
laptop during the
presentations. Her
personal laptop has not
been tested and tagged.
c) Julia included names of
employees who were
terminated from work
because of excessive
tardiness and absences.
d) Julia included graphs
and figures from other
sources but did not cite
the sources in her
presentation.

36. Briefly explain the implications of the following principles of effective
communication for trainers.
a) It is impossible not to

communicate.
b) Communication is a two-
way process

37. List three examples of presentation aids and materials used to support face-
to-face presentations and briefly describe each.
Examples of Brief description of each example of presentation aids and

presentation materials provided
aids and
materials


38.List two (2) systems for identifying skill needs in the workplace.
i.
ii.
39. From the options below choose three (3) purposes of the learning program.
☐ i. To develop vocational competencies or skills

ii. To meet industry standards, legislation, licensing, or registration
☐
requirements, or the requirements of a funding body
☐ iii. To impress the department supervisor
☐ iv. To show off

v. To address gaps between a learner’s knowledge and skills, and
☐
competency standards

PROJECT 1 – PLAN, ORGANISE AND
DELIVER GROUP-BASED LEARNING 1
Project Overview
This project requires you to complete the following tasks:
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
This project can be completed through a real workplace or simulated scenario. Choose
the pathway that best suits your needs. If you have any concerns or queries, please direct
them to your assessor.
Before proceeding, select the pathway you will be completing this

project through:
☐ Workplace
☐ Simulated
Note: You must select only one (1).
Please read the instructions carefully.

Project Requirements
To complete this project, you will need the following resources:
 At least eight (8) adult learners (volunteers or from your own workplace)
 Video recording device (e.g. mobile phone with camera, handheld video
recorder, etc.) OR observation by a qualified observer – for candidates
completing the project through the simulated scenario.
Note: if you are completing the projects with the help of a qualified observer
you must request and submit a copy of their qualifications to your assessor.
 Learning program documentation
Guidance: This refers to documentation that contains the delivery
requirements of the program. If you are completing this project through the
simulated pathway, this will be provided for you.
 Templates enclosed in this workbook
Additional Information
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain access to
a training organisation. For this pathway, you can deliver the training of your
choice. Note that you must hold qualifications in your field of choice to conduct
training in your workplace.
Simulated
Where you will be provided with a simulated scenario to complete the project. If
you choose to complete Project 1 through this pathway, you must conduct the
training specified by the Learning Program documentation provided to you.
 The training session must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your workplace)
 The session must be at least 20 minutes long.
 The session must be observed by a qualified observer OR if no qualified
observer available to observe must be video recorded.

Simulated Pathway
Overview
To complete this project, you will need access to the following resources:
☐ Video Recording equipment (camera, mobile phone, etc.)

OR one (1) qualified observer
☐ Eight (8) volunteers to play the part of your learners
☐ Templates included in this project
You must develop your Session Plan using the information provided in the learning
program documentation provided. The training you deliver to your learners
(volunteers) can cover learning outcomes of your choosing as long as the session does
not go beyond 20 minutes.
You must submit a video recording of your training session for assessment.
Alternatively, if you have access to a qualified observer, you can ask them to complete
the Observation Form provided in the instructions that follow.
Cascade Peak Performance Training Institute (CPPTI)
You are a trainer for Cascade Peak Performance Training Institute (CPPTI), a
Registered Training Organisation offering vocational training services for a range of
clients with different training needs.
CPPTI was contacted by a manager from Adventure Events Marketing (AEM) to

develop a learning program for the unit:
BSBCMM401 Make a presentation
They want to ensure that their staff take a standard approach to preparing
presentations for their clients. They ask CPPTI to conduct 2 sessions for them, you will
conduct the first one.
You have been tasked with delivering a 20-minute session for a group of eight (8)
learners. To complete this project, you will need access to the Learning Program
documentation you completed for Project 5 of the Design Cluster Workbook. Learning
Program documentation includes the following: Learning Program, Learning Program
Schedule, and Competency Mapping. You will be asked to submit these for assessment
purposes.
Before conducting the training, brief your volunteers about the content of your training
and the roles that they will be playing. You are free to assign roles to your volunteers
using the learner group description in the learning program documentation provided.

Steps to take
1. Read and access the learning program documentation for the session. Submit a
copy of the relevant Learning Program Documentation (the Learning Program,
Learning Program Schedule and Competency Mapping) as:
LearningProgram1
2. Prepare the Session Plan

Identify the learners’ characteristics and any learning support needs they might
have.
Determine the delivery requirements from the learning program documentation,
including any risks and constraints to the delivery of the training.
Refine the learning objective/s in your Learning Program documentation to fit
the program requirements and the needs of the learners.
Utilise your knowledge of learning principles and theories to determine the
appropriate delivery method for the session. Also, consider at least one (1)
learning support and assessment strategy you can implement to address the LLN
needs of this learner group.
The Session Plan template can be accessed here:
Session Plan Template
(Username: learner Password: studyhard)
Once complete, save the Session Plan template using the filename:
[your last name, your first name] – Delivery – SessionPlan1

What learning principles and theories did you use to generate ideas for the training
session delivery? List at least one (1) learning principle and one (1) learning theory and
briefly describe how they helped you plan the training session.
Learning Principle:

Learning Theory:

3. Prepare the resources required for the session

Determine and access the learning materials that you will need during the
session. You must ensure that these meet the needs (LLN or others) of your
learner group and the LLN requirements of the training by contextualising them.
Alternatively, you can also develop learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] – LPMaterials1.final
In the spaces provided on the following page explain how you ensured that the
learning materials were adjusted or created to suit the needs of your learners. Be
as specific and detailed as possible.
You must also organise for any facilities, technology, support personnel or
equipment you will need for the session. Draft an email to your supervisor
requesting the resources you will need using the form below.
Learning Materials
Did you contextualise existing learning materials or develop new learning materials for
your learner group?
Guidance: If you contextualised existing learning materials for your candidates, submit both the
original and final version, and label each accordingly.

How did you ensure that the learning materials met the identified needs of the
learners?


Resource Request
To: Declan Etheridge
From:
Guidance: The date of your draft email must come before your delivery date.
Date:

After sending your email, you receive this response from your supervisor.
Hi,
Thanks for your email. I’ll have everything ready.

Give me a shout if you need anything else.
Cheers,
Declan Etheridge
Training Coordinator

4. Confirm your role and responsibilities in planning and delivering training.
Draft an email to Cynthia Fontaine, the manager of Adventure Events Marketing

(AEM), confirming your role and responsibilities in planning and delivering
training their employees. Briefly describe the coverage of your 20-minute
training session you planned for the learner group and your role and
responsibilities in planning and delivering training to your learners.
Guidance: For a satisfactory result, you must confirm two (2) you’re your
responsibilities in planning and two (2) responsibilities in delivering training.
Resource Request
To: Cynthia Fontaine
From:

After sending your email, you receive this response from Cynthia.
Hi,
That sounds great! Thanks for confirming these with me.

I think we can proceed with the training as planned.
Kind Regards,
Cynthia Fontaine
Manager

5. Deliver the training
Conduct the training session according to the Session Plan. Note that you must
modify your delivery to suit learner group’s needs and/or changes in
circumstances during the session. Complete the table on the following page that
asks you to identify how you modified your delivery.
You must submit a video recording of the training session for assessment, using
the filename:
[your last name, your first name] - DeliverySession1
Alternatively, if you have access to a qualified observer you can have them
complete and sign the Observation Form for this project. A qualified observer
must:
 hold TAE40116 Certificate IV in Training and Assessment
OR
 TAE40110 Certificate IV in Training and Assessment with

(1) TAELLN411 Address adult language, literacy and numeracy skills
(2) TAEASS502 Design and develop assessment tools
OR
 hold at least one of the following:
o TAE50116 Diploma of Vocational Education and Training
o TAE50216 Diploma of Training Design and Development, or
o a higher-level qualification in adult education
The Observation Form can be accessed here:

Observation Form
If a qualified observer completes your Observation Form you must provide them
with a copy of the Learning Program documentation provided to you and your
completed Session Plan beforehand. You must also request and submit a copy of
their qualification to your assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the file as:
[your last name, your first name] – ObservationForm1

Note that during your delivery, you must demonstrate the following:
 maintaining an appropriate learning environment throughout the
session
 apply at least one (1) learning support and assessment strategy
appropriate for the learner group
 using the diversity of your learners to support their learning
 using facilitation skills to ensure active learner participation
 using facilitation skills to ensure effective learner group management
 recognising and managing inappropriate behaviour
 using communication techniques that are appropriate for the learners
and help you build rapport with them
Did you adjust the delivery session to reflect the learners’ needs and specific
circumstances that came up during the session?
Yes
No
If yes, what adjustments did you make to your session? Briefly describe and explain
each specific learners’ needs and circumstances and how these were addressed during
the session.


6. Monitor and document learner progress
Have the learners evaluate the session using this form.
Participant Feedback Form
Once complete, compile the completed Feedback Forms and save them using the
filename:
[your last name, your first name] – FeedbackForms1
Write a brief description of the learners’ (volunteers’) progress or performance
in the table below. As you complete the table, note if the learner outcomes for
the session, and the learners’ needs were or were not met.
Learner Progress Report

Training Session Date:
Name Notes
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang

Were the learners’ outcomes achieved during the session?
Yes
No
If no, what was done to ensure that the learners’ outcomes were still achieved?
Guidance: Your responses can include making recommendations for the learner to undergo
further training, consult the situation with supervisor or colleagues, and so on.

Was the instructional strategy you used effective in addressing the LLN needs of your
learners? Explain why or why not.

Was the assessment strategy you used effective in addressing the LLN needs of your


Below, you will find CPPTI’s organisational policies and procedures on the
maintenance and storage of learner records. Submit the learning materials,
including activities and evaluation forms completed by the candidates according
to CPPTI’s requirements.
Maintaining and Storing Learner Records
1. Learner records must be securely maintained for a period of six months.
2. Learner records include:

 Learning Activities completed by the learner during the training session
 Completed Assessment Tools
 Evaluation Forms completed by the learner
 Learner Progress Report notes recorded by the trainer
 Learning Materials developed by the trainer for learners enrolled with Cascade Peak
Performance Training Institute
3. Upload requirements and naming conventions.

 Learning Activities completed by the learner group must be complied in a .zip folder
and saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-LearningActivities1
 Assessment Tools completed by the learner group must be compiled in a .zip folder
[Trainer’s Last Name, Trainer’s First Name]-AssessmentTools1
 Evaluation Forms completed by the learner group must be compiled in a .zip folder and
saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-FeedbackForms1

Workplace Pathway
Overview
☐ Learning Program documentation

☐ Eight (8) learners
☐ One (1) qualified assessor from your workplace
You must develop your Session Plan and deliver training for a group of eight (8)
learners in your workplace. This training session can cover any learning outcomes of
your choosing, as long as it meets a workplace need, and is at least 20 minutes in
length.

Steps to take
1. Read and access the learning program documentation for the session. Submit
these documents as:
[your last name, your first name] – LPDocumentation1
2. Prepare the Session Plan

have.
appropriate delivery method for the session. Also consider at least one (1)
learning support and assessment strategy you can implement to address the LLN
needs of this learner group.
Once complete, save the Session Plan template using the filename:

briefly describe how they helped you plan the training session.
Learning Principle:

Learning Theory:


session. You must ensure that these meet the needs (LLN or others) of your
learner group and the LLN requirements of the training by contextualising them.
Alternatively, you can also develop learning materials.
Save and submit these learning materials using the filename:
[your last name, your first name] – Project1 – Materials1
learning materials were adjusted or created to suit the needs of your learners. Be
as specific and detailed as possible.
You must also organise for any facilities, technology, or equipment you will need
for the session. This can include support personnel, if necessary. Submit
evidence that this has been done, your evidence can include emails, meeting
minutes or request forms. In the spaces provided on the following page identify
the type of evidence, you submitted for the facilities, technology, or equipment
you organised.

Learning Materials
your learner group?

learners?

Evidence
Types of evidence
Facilities
Technology
Equipment
Support personnel

If necessary
Note that your evidence must be have dated before your training session. Compile all
evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence1

4. Confirm your role and responsibilities in planning and delivering training, and
the overall delivery arrangements with relevant personnel.
Send an email to your supervisor confirming your role and responsibilities in

planning and delivering training. Briefly describe the coverage of the 20-minute
training session you planned for the learner group in your email. Your email and
your supervisor’s response must be dated before your training session. Submit
a .pdf copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] - Confirmation1.pdf
Guidance: For a satisfactory result, you must confirm two (2) of your
responsibilities in planning and two (2) responsibilities in delivering training.

Conduct the training session according to the Session Plan. Note that you must
circumstances during the session. Complete the table on the following page that
asks you to identify how you modified your delivery.
You must have a qualified observer at your workplace complete, sign and date
the Observation Form linked for you below. A qualified observer must:
OR

OR

Observation Form

If a qualified assessor completes your Observation Form, you must provide them
with a copy of the Learning Program documentation provided to you and your
completed Session Plan beforehand. You must also request and submit a copy of
their qualification to your assessor using the filename:
Project1 – QAQual
Once complete, collect the form from your observer and submit the file as:
Note that during your delivery, you must demonstrate the following:
 maintaining an appropriate learning environment throughout the
session
 using the diversity of your learners to support their learning
 using facilitation skills to ensure active learner participation
 using facilitation skills to ensure effective learner group management
 recognising and managing inappropriate behaviour
 using communication techniques that are appropriate for the learners
and help you build rapport with them

Yes
No
the session.


Have the learners evaluate the session using this form.
filename:
Write a brief description of the learners’ progress or performance for each
session in the tables that follow. As you complete the table, note if the learner
outcomes for the session and the learners’ needs were met. You can also
consider any changes you could implement for the next session.
You must also submit the learning activities and assessment tools completed by
the learners during the sessions, use the filenames:
[your last name, your first name] – LearningActivities1

and
[your last name, your first name] – AssessmentTools1
Write a brief description of the learners’ progress or performance in the table

below. As you complete the table, note if the learner outcomes for the session
and the learners’ needs were met.

Name Notes

Were the learners’ outcomes achieved during the session?

Yes
No




7. Access your organisation’s policies and procedures on the maintenance and
storage of learner records. Submit the necessary documents relevant to the
training according to their requirements. Once this has been completed, have
your supervisor sign and date the declaration below.
Supervisor’s Declaration Form

By affixing my signature below, I declare that the candidate has accessed our
organisation’s policies and procedures on the maintenance and storage of learner
records and have followed these in submitting the required documentation.
Supervisor’s Name: Supervisor’s Signature:

Date:


Project 1 – Evidence Submission Checklist
Simulated Pathway
# Evidence document Completed

Learning Program Documentation
1 ☐
LearningProgram1
Session Plans
2 ☐
[your last name, your first name] – SessionPlan1
Learning and Presentation Materials
3 Guidance: These are the learning and presentation materials developed by ☐
the candidate for each session.
[your last name, your first name] – Materials1
Training Session
Video Submission:
[your last name, your first name] – DeliverySession1
4 Project1-QAQual ☐
Observer:
Project1-QAQual
Learning Activities
5 Guidance: These are the learning activities answered and completed by the ☐
learners for each session.
Assessment Tools
6 Guidance: These are the assessment tools answered and completed by the ☐
Feedback Forms
7 Guidance: These are the feedback forms completed by the learners at the end ☐
of each session.

Workplace Pathway

1 ☐
Session Plans
2 ☐
3 Guidance: These are the learning and presentation materials developed by ☐
the candidate for each session.
Evidence
4 ☐
[your last name, your first name] – Evidence1
Confirmation of Roles and Responsibilities
5 ☐
[your last name, your first name] – Confirmation1
Delivering Training
6 [your last name, your first name] – ObservationForm1 ☐
Project1-QAQual
Feedback Forms
7 ☐
Learning Activities
8 ☐
Assessment Tools
9 ☐

DELIVER GROUP-BASED LEARNING 2
Project Overview
 Prepare a detailed session plan
 Facilitate and review the session you have prepared.
You must also have access to the following as you prepare for and facilitate the training
sessions:
 A computer with presentation software
(like PowerPoint, Keynote, Google Slides, etc.)
 Presentation equipment
(this can include projectors or computer monitors, speakers, microphones, video
players, etc.)
 And other materials and/or technology relevant to the presentations you will
create for this project.

project through:
☐ Workplace
☐ Simulated

Project Requirements
To complete this project, you need access to the following resources:
 At least eight (8) adult learners (volunteers or from your own workplace)
 Video recording device (e.g. mobile phone with camera, handheld video
recorder, etc.) – for candidates completing the project through the simulated
scenario OR observation by a qualified observer.
Note: if you are completing the projects with the help of a qualified observer
you must request and submit a copy of their qualifications to your assessor.
 Learning program documentation
Guidance: This can refer to the documents you completed in Subject 1 –
Design Cluster (e.g. training needs analysis), if using a simulated scenario.
You can also use the documents from your organisation as long as it contains
the delivery requirements for the delivery program.

Additional information and specific requirements of this project:
 This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain access to
a training organisation. For this pathway, you can deliver the training of your
Simulated
Where you will be provided a simulated scenario to complete the project. If you
choose to complete Project 1 through this pathway, you must conduct the
training specified by the Learning Program documentation provided to you.
 The training sessions must:
o address a workplace need
o be delivered to a group of at least eight (8) adult learners
(volunteers if simulated, and real students if conducted in your workplace)
o utilise at least two (2) different delivery methods in each training session.
The delivery methods you use in the second training session must differ
from the delivery methods you use in the first training session.
o must be delivered as consecutive sessions and must be part of a learning
program
(e.g. if the learning program has five (5) sessions, you could deliver sessions
1 and 2, or sessions 3 and 4)
Each session must be at least 40 minutes long.

Simulated Pathway
Overview

☐ Eight (8) volunteers to play the part of your learners
(volunteers) can cover learning outcomes of your choosing as long as the training is for
two (2) consecutive, 40-minute sessions.
Alternatively, if you have access to a qualified observer you can ask them to complete

Man Power Training Services (MPTS)
You are a trainer for Man Power Training Services (MPTS), a Registered Training
Organisation offering vocational training services for a range of clients with different
training needs.
Best Jobs Incorporated (BJI) is a not for profit organisation that helps people gain
employment in the Retail and Hospitality industries at entry level. BJI approached
MPTS to develop training that will help their participants qualify for employment in
various hospitality settings. They asked MPTS to conduct a series of sessions for these
learners, you will be conducting Session 4 and 5.
You have been tasked with delivering two (2) consecutive 40-minute sessions for a
group of eight (8) learners training to be catering assistants. The training session must
cover a topic that relates to the unit:
BSBWOR203 Work effectively with others
To complete this project, you will need access to the Learning Program documentation
you completed for Project 2 of the Design Cluster Workbook. Learning Program
documentation includes the following: Learning Program, Learning Program Schedule,
and Competency Mapping. You will be asked to submit these for assessment purposes.
You must develop your Session Plans using the information provided in the learning
Before conducting the training, brief your volunteers about the content of your training
and the roles that they will be playing. You are free to assign roles to your volunteers
using the learner group description in the learning program documentation provided.

Steps to take
1. Read and access the learning program documentation for the sessions. Submit
a copy of the relevant Learning Program Documentation (the Learning
Program, Learning Program Schedule and Competency Mapping) as:
LearningProgram2
2. Prepare the Session Plans

have.
appropriate delivery methods for each session. Note that you must determine at
least two (2) different delivery methods for each training session. The delivery
methods you select for the second session must be different from the delivery
methods you select for the first session. Also consider at least one (1) learning
support and assessment strategy you can implement for this particular learner
group.
This Session Plan template will also ask you to plan the presentation/s for the
session. Note that your chosen presentation strategies and format must meet the
characteristics of the following:
 your target audience,
 location of the training session,
 resources required for the session, and
 personnel required for the session.
You must also consider the format and purpose of the presentation when
selecting the:
 presentation aids,
 presentation materials, and
 presentation techniques.

List your chosen presentation strategies, selected presentation aids and
techniques in the Session Plan Template. For example,
Activities Time
BODY
Using the POS system
Demonstrating how to open and close the
POS, how to process electronic
transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS terminal
and transferring cash.
Explain Demonstration. 9:50 – 10: 50
Presentation:
Video presentation on basic use of the
POS system, followed by a live
demonstration on how to complete cash
and electronic transactions, clearing the
POS terminal at the end of shift and
transferring cash.
Practical Activity
Have the candidates use what they
Apply learned in the workplace setting, with 10: 50 – 11: 50
real POS transactions from customers.
Guided facilitation.
Practical Assessments
Assess candidates use of POS system
Assessment using simulated transactions. 12: 30 – 1:30
Practical assessment.

Once complete, save the Session Plan templates using the filenames:
and

briefly describe how they helped you plan the training session. The learning principle
and theory you list here must differ from the learning principle and theory you
identified in Project 1.
Learning Principle:

Learning Theory:


sessions. For this project, you must prepare and submit two (2) presentation
aides and two (2) presentation materials that you will use to support your
training session. These must support the key concepts and ideas of the session,
and help keep your learner group engaged. Compile these materials in a .zip
folder with the following filenames:
[your last name, your first name] – Project2 - Materials2
and
If you choose to use materials that are pre-developed, you must ensure that
these meet the needs of your learner group by contextualising them.
learning and presentation materials were adjusted or created to suit the needs of
your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, support personnel or
equipment you will need for the session. Draft an email to your supervisor
requesting the resources you will need using the form below.

Learning Materials
your learner group?

learners?

Resource Request
To: Claire Geiger
From:
Guidance: The date of your draft email must come before your delivery date.
Date:


After sending your email, you receive this response from your supervisor.
Hi,
Thanks for your email. I’ll have everything ready.

Give me a shout if you need anything else.
Cheers,
Claire Geiger
4. Confirm your role and responsibilities in planning and delivering training.
Draft an email to Sebastian Lockington, the training coordinator of Best Jobs

Incorporated (BJI), confirming your role as the trainer for their employees.
Briefly describe the coverage of your two (2) consecutive 40-minute training
sessions you planned for the learner group and your responsibilities during the
sessions.
Resource Request
To: Sebastian Lockington
From:


After sending your email you receive this response from Sebastian.
Hi,
That sounds great! Thanks for confirming these with me.

I think we can proceed with the training as planned.
Kind Regards,
Sebastian Lockington

Conduct the training session according to the Session Plans. Note that you must
circumstances during the session. Complete the table that asks you to identify
how you modified your delivery. Remember to brief your learners about their
role and responsibilities during the session and/or your presentation.
the filename:
and
complete, sign and date two copies of the Observation Form, one for each
session you conduct, linked for you below. A qualified observer must:
OR

OR
Observation Form
You must provide your qualified observer with a copy of the Learning Program
documentation and your completed Session Plan beforehand. You must also
request and submit a copy of their qualification to your assessor using the
filename:
Project2 – QAQual

Once complete, collect the forms from your observer and submit them using the
filenames:
and
Note that during your delivery, you must:

 explain and discuss the desired outcomes of each session with the
learners, and brief them on what is expected of them during the session
 maintain an appropriate learning environment throughout the session
 use the diversity of your learners to support their learning
 use facilitation skills to ensure active learner participation
 use facilitation skills to ensure effective learner group management
 recognise and manage inappropriate behaviour
 monitor both verbal and non-verbal communication from the learners
 provide opportunities for the learners to ask questions and seek
clarification
 use communication techniques that are appropriate for the learners and
help you build rapport with them
 summarise key concepts and ideas at strategic points in the session
 discuss reactions to the presentation with the learners

Yes
No
the session.


At the end of each session, have the learners (volunteers) complete a feedback
form, which can be accessed below:
filename:
Write a brief description of the learners’ (volunteers’) progress or performance
for each session in the tables that follow. As you complete the table, note if the
learner outcomes for the session, and the learners’ needs were met. You can
also consider any changes you could implement for the next session.

Session Number:
Name Notes


Session Number:
Name Notes


Were the learners’ outcomes achieved during the sessions?
Yes
No



Were the learners’ outcomes achieved during the session/s?
Yes
No

7. Consider the feedback you received from your learners (volunteers). In the space
provided below determine what changes you can make to the presentation and
the central ideas you presented.

8. On the following page, you will find MPTS’ organisational policies and
procedures on the maintenance and storage of learner records. Submit the
learning materials, including activities and evaluation forms completed by the
candidates according to MPTS’ requirements.

Maintaining and Storing Learner Records
1. Learner records must be securely maintained for a period of six months.
2. Learner records include:

 Learning Activities completed by the learner during the training session
 Completed Assessment Tools
 Evaluation Forms completed by the learner
 Learner Progress Report notes recorded by the trainer
 Learning Materials developed by the trainer for learners enrolled with Cascade Peak
Performance Training Institute
3. Upload requirements and naming conventions.

 Learning Activities completed by the learner group must be complied in a .zip folder
[Trainer’s Last Name, Trainer’s First Name]-LearningActivities2
 Assessment Tools completed by the learner group must be compiled in a .zip folder
[Trainer’s Last Name, Trainer’s First Name]-AssessmentTools2
 Evaluation Forms completed by the learner group must be compiled in a .zip folder and
saved with the filename:
[Trainer’s Last Name, Trainer’s First Name]-FeedbackForms2

Workplace Pathway
Overview

☐ Eight (8) learners
☐ One (1) qualified observer from your workplace

Steps to take
1. Read and access the learning program documentation for the sessions. Submit
these documents as:
2. Prepare the Session Plans

have.
appropriate delivery methods for each session. Note that you must determine at
least two (2) different delivery methods for each training session. The delivery
methods you select for the second session must be different from the delivery
methods you select for the first session. Also consider at least one (1) learning
support and assessment strategy you can implement for this particular learner
group.
This Session Plan template will also ask you to plan the presentation/s for the
session. Note that your chosen presentation strategies and format must meet the
characteristics of the following:
 your target audience,
 location of the training session,
 resources required for the session, and
 personnel required for the session.

You must also consider the format and purpose of the presentation when
selecting the:
 presentation aids,
 presentation materials, and
 presentation techniques.
List your chosen presentation strategies, selected presentation aids and
techniques in the Session Plan Template. For example,
Activities Time
BODY
Using the POS system
Demonstrating how to open and close the
POS, how to process electronic
transactions.
Processing payments
Handling cash and electronic
transactions, clearing the POS terminal
and transferring cash.
Explain Demonstration. 9:50 – 10: 50
Presentation:
Video presentation on basic use of the
POS system, followed by a live
demonstration on how to complete cash
and electronic transactions, clearing the
POS terminal at the end of shift and
transferring cash.
Practical Activity
Have the candidates use what they
Apply learned in the workplace setting, with 10: 50 – 11: 50
real POS transactions from customers.
Guided facilitation.
Practical Assessments
Assess candidates use of POS system
Assessment using simulated transactions. 12: 30 – 1:30
Practical assessment.

Once complete, save the Session Plan templates using the filename:
and

briefly describe how they helped you plan the training session. The learning principle
and theory you list here must differ from the learning principle and theory you
identified in Project 1.
Learning Principle:

Learning Theory:


sessions. For this project, you must prepare and submit two (2) presentation
aides and two (2) presentation materials that you will use to support your
training session. These must support the key concepts and ideas of the session,
and help keep your learner group engaged. Compile these materials in a .zip
folder with the following filenames:
[your last name, your first name] – Project2 - Materials2
and
If you choose to use materials that are pre-developed, you must ensure that
these meet the needs of your learner group by contextualising them.
learning and presentation materials were adjusted or created to suit the needs of
your learners. Be as specific and detailed as possible.
You must also organise for any facilities, technology, or equipment you will need
for the session. This can include support personnel, if necessary. Submit
evidence that this has been done, your evidence can include emails, meeting
minutes or request forms. In the spaces provided on the following page identify
the type of evidence you submitted for the facilities, technology, or equipment
you organised.

Learning Materials
your learner group?

learners?

Evidence
Types of evidence

Facilities
Technology
Equipment
Support personnel

If necessary
Note that your evidence must be have dated before your training session. Compile all
evidence in a folder and submit using the filename:
[your last name, your first name]-Evidence2
4. Confirm your role and responsibilities in planning and delivering training, and
the overall delivery arrangements with relevant personnel.
Send an email to your supervisor confirming your role and responsibilities in

planning and delivering training. Briefly describe the coverage of the two (2) 40-
minute training sessions you planned for the learner group in your email. Your
email and your supervisor’s response must be dated before your training session.
Submit a .pdf copy of your email, including your supervisor’s response, using the
filename:
[your last name, your first name] – Confirmation2.pdf

Conduct the training session according to the Session Plans. Note that you must
circumstances during the session. Complete the table that asks you to identify
how you modified your delivery. Remember to brief your learners about their
role and responsibilities during the session and/or your presentation.
You must have a qualified observer complete and sign two (2) copies of the
Observation Form for this project, one for each session you conduct. A qualified
observer must:
OR

OR

Observation Form
You must provide your qualified observer with a copy of the Learning Program
documentation and your completed Session Plan beforehand. You must also
request and submit a copy of their qualification to your assessor using the
filename:
Project2 – QAQual
Once complete, collect the forms from your observer and submit them using the
filenames:
and

Note that during your delivery, you must:
 explain and discuss the desired outcomes of each session with the
learners, and brief them on what is expected of them during the session
 maintain an appropriate learning environment throughout the session
 use the diversity of your learners to support their learning
 use facilitation skills to ensure active learner participation
 use facilitation skills to ensure effective learner group management
 recognise and manage inappropriate behaviour
 monitor both verbal and non-verbal communication from the learners
 provide opportunities for the learners to ask questions and seek
clarification
 use communication techniques that are appropriate for the learners and
help you build rapport with them
 summarise key concepts and ideas at strategic points in the session
 discuss reactions to the presentation with the learners, or other key
personnel involved in the presentation

Yes
No
the session.


At the end of each session, have the learners complete a feedback form, which
can be accessed below:
filename:
Write a brief description of the learners’ progress or performance for each
session in the tables that follow. As you complete the table, note if the learner
outcomes for the session, and the learners’ needs were met. You can also
consider any changes you could implement for the next session.
You must also submit the learning activities and assessment tools completed by
the learners during the sessions, use the filenames:

and

Session Number:
Name Notes


Session Number:
Name Notes


Were the learners’ outcomes achieved during the sessions?
Yes
No




7. Consider the feedback you received from your learners. In the space provided
below determine what changes you can make to the presentation and the central
ideas you presented.

8. Access your organisation’s policies and procedures on the maintenance and

storage of learner records. Submit the necessary documents relevant to the
training according to their requirements. Once this has been completed, have
your supervisor sign and date the declaration below.
Supervisor’s Declaration Form

By affixing my signature below, I declare that the candidate has accessed our
organisation’s policies and procedures on the maintenance and storage of learner
records and have followed these in submitting the required documentation.
Supervisor’s Name: Supervisor’s Signature:

Date:


Simulated Pathway

1 ☐
LearningProgram2
Session Plans
2 [your last name, your first name] – SessionPlan2 ☐
Guidance: These are the learning and presentation materials developed by
3 the candidate for each session. ☐
Training Session
Video Submission:
4 Project2-QAQual ☐
Observer:
Project2-QAQual
Learning Activities
5 Guidance: These are the learning activities answered and completed by the ☐
Assessment Tools
6 Guidance: These are the assessment tools answered and completed by the ☐
7 Feedback Forms ☐
Guidance: These are the feedback forms completed by the learners at the end
of each session.
Workplace Pathway

1 ☐
Session Plans
2 [your last name, your first name] – SessionPlan2 ☐
Guidance: These are the learning and presentation materials developed by
3 the candidate for each session. ☐
Evidence
4 ☐
[your last name, your first name] – Evidence2
Confirmation of Roles and Responsibilities
5 ☐
[your last name, your first name] – Confirmation2
Delivering Training
6 ☐
Project2-QAQual
Feedback Forms
7 ☐
Learning Activities
8 ☐
Assessment Tools
9 ☐

FACILITATE WORKPLACE LEARNING FOR
AN INDIVIDUAL 1
Project Overview
 Facilitate work-based learning

project through:
☐ Workplace
☐ Simulated

Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain access to a
training organisation. For this pathway, you can deliver the training of your
Simulated
choose to complete Project 1 through this pathway, you must conduct the training
specified by the Learning Program documentation provided to you.
To complete this project, you need:
 At least one (1) adult learner to participate in the learning program
o If conducting a simulation, your participant must be briefed about the
simulated environment before you can conduct a pre-consultation with
them.
 Access to relevant stakeholders in the workplace (e.g. supervisor, employer)
o If using a simulated scenario, indicate the job title/position of the required
stakeholders in the templates, and conduct the consultation with your
assessor.
 Video recording device (e.g. mobile phone with camera, handheld video recorder,
etc.) OR a qualified assessor – for candidates completing this project through the
simulated pathway
Note: if you are completing the projects with the help of a qualified observer you
must request and submit a copy of their qualifications to your assessor.
Additional information and specific project requirements

The learning plan must:
 be tailored to the specific needs of the learner.
 be a real or simulated work-based need,
o It must include on-the-job training and some off-the-job training. The
learning must be setup so that safety and workplace productivity are
maintained.
 The minimum acceptable duration for this plan is a 30-minute session.

Simulated Pathway
Simulated Pathway Overview

☐ One (1) volunteer to play the part of your learner
You must develop your Work Based Learning Plan using the information provided in
the scenario below.
Alternatively, if you have access to a qualified observer you can ask them to complete
Man Power Training Services
You are a trainer for Man Power Training Services and have been put in charge of
training the new administrative team member, Katarina Yeltzin. Your task is to develop
and implement, a Work Based Learning Plan for Katarina.
You consult with Katarina’s supervisor, Sheila Larsson, and she tells you that Katarina
is having trouble sending, recalling, and forwarding emails. Sheila tells you that
Katarina can undergo training in the morning in the first hour of her 9AM – 5PM shift.
You visit their workspace one day and briefly observe the administrative team as they
complete their tasks. The administrative team use Gmail to send and receive emails
about a range of client enquiries. Katarina is in charge of sending acknowledgement
emails for general enquiries and sending them off to the correct contact person.
The team does not have their own set of procedures for sending and recalling emails,
however, you can access these procedures from Gmail Help to guide your training.
Send or unsend Gmail messages
On the following page, you will find the administrative team’s procedures on
forwarding emails.

Administrative Team – General Enquiries
1. When a general enquiry is received, send this response to the client:
‘Dear [Client’s Name],
Thank you for contacting Man Power Training Services.
Your enquiry is important to us. Your email has been forwarded to the
appropriate resource personnel, and they will get back to you shortly.
Kind Regards,
[Administrative Team Member’s Name]’
2. Forward the email to the Administrative Staff member in charge of the area of enquiry, see the
list below.
Admin Tasks Email
Max Sani Enrolments ms@mpts.com.au

Darcy Denham Course transfers dd@mpts.com.au
Caitlyn Troup Refunds ct@mpts.com.au

Aaron Austral Sales aa@mpts.com.au
On the following page, you will find an excerpt from the contract signed by both
departments, outlining your requirements and responsibilities as a trainer.

Contract [Excerpt]
Article 4 – Responsibilities and Requirements for training at work

The trainer must submit any and all documentation related to the training of the learner, including
learning materials, assessments completed, and learner records, for storage using the relevant
templates provided for each.
The trainer is expected to handle the personal information of the learner according to the Privacy Act
1988, where they are to collect only necessary information that are relevant to the training being
commenced by the learner. The learner can access their files upon request.
The training must primarily take place within MPTS premises, any training or additional support
accessed outside must be approved by the supervisor of the employee being trained.
Article 7 – WHS in the workplace

The training activities must be carried out according to the laws and regulations, including any relevant
Codes of Practice, enforced in the state the training is being delivered.
MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that
the training personnel, employees, other persons and students are not exposed to health and safety
risks arising from the training.
The trainer is responsible for managing and minimising risks associated with the training to be
delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with
company policies and procedures relating to health and safety in the workplace.
You can also find Katarina Yeltzin’s pre-employment LLN assessment results and her
overview below.
Katarina moved to Australia from Russia in 1999. In the early 2000s she worked in
administration, but stopped in 2007 to take care of her grandchildren. Her role as
administrative assistant with Man Power Training Services is her first job since then.
Katarina is enjoying her work and has previous experience with computers. However,
she is having trouble sending, receiving and forwarding emails using Gmail.
Katarina is diabetic, and self-administers her medication 15 minutes before her breaks.
Her pre-employment LLN evaluation results can be found below.
Oral
Learning Reading Writing Numeracy
Communication
Katarina
3 3 3 4 3
Yeltzin

Steps to take
1. Access and complete the Work Based Learning Plan using the information
provided in the scenario and details provided in later instructions. Remember to
structure the learning activities in a way that will help her best retain
information. The template can be accessed below.
Work Based Learning Plan
2. Arrange a consultation session with your learner (volunteer).

Before beginning your consultation session with your volunteer, brief them on
the details of the scenario and Katarina’s profile.
You must submit a video recording of your consultation session with your
learner, using the filename:
[your last name, your first name] – WorkPlaceConsulatation1
OR

OR

Observation Form
You must provide your qualified observer with a copy of the Work Based
Learning Program beforehand. You must also request and submit a copy of their

qualification to your assessor using the filename:
Project3 – QAQual1
Once completed, submit the Observation Form using the filename:

WorkplaceConsultation-ObservationForm-1
During your consultation session, run through the details of the Work Based
Learning Plan with your learner (volunteer). Explain why you chose the specific
techniques or processes to facilitate their learning. Note any suggestions from
your learner (volunteer).
At the end of your session, your learner must confirm that they agree with the
information in the Work Based Learning Plan and the objectives and scope of
the training.
During your session with the learner’s, you must demonstrate the use of
communication techniques to:
 identify the learner’s (volunteer’s) needs
 build rapport with the learner (volunteer)
You must:
 select appropriate vocabulary for the learner (volunteer)
 adjust language, tone and pace of speech to maintain effective interactions

with the learner (volunteer)
 build and maintain engagement with the learner (volunteer)

What are the WHS risks in using work as the basis for learning?

How did you address these WHS risks?

What are the contractual requirements and responsibilities you addressed for the work
based training? List at least two (2) requirements and (2) responsibilities.

Briefly explain how you addressed each of these contractual requirements and
responsibilities below.


3. Draft an email to Katarina’s supervisor, Sheila Larsson, explaining the objectives
and scope of the training. Include the details of the training session and any
activities you plan on conducting. Do this in the spaces provided for you below.
To: Sheila Larsson

From:
Date: Guidance: This email must be dated before the date of training.


After sending your email, you receive this response.
Hi,
This sounds great. But I think it might be good to get

Katarina some training in MS Excel because we’re
considering building a database soon. Can you organise
something for her? I spoke to Katarina earlier, and she’s
happy to go to training on weekdays.
Thanks!
Kind regards,
Sheila Larsson
4. Arrange external learning activities for Katarina.

Research Beginner MS Excel training courses that Katarina can enrol in. In the
spaces provided below list the name of the company offering the training, the
duration, date and price of the course.
Guidance: You do not need to contact the training provider or book a session with them.
However, the details you list below must be for a real company.
Company/Website:
Duration:
Date:
Course Price:

You come up with a list of possible training providers and submit them to Sheila
Larsson for approval. She decides to go with Progressive Learning Group and has
scheduled Katarina for training with them. Draft an email to Katarina’s trainer at
Progressive Learning Group asking them about their WHS training policy, to ensure
that Katarina will have a safe learning environment. Your email should also request
that they inform you of Katarina’s progress after the training and to send you a copy of
her certificate of completion.
To: Ruth Snyder

From:

After sending the email, you receive a reply from Ruth Snyder, Katarina’s trainer, with
Progressive Learning Group. Her response enumerates the WHS training policies of
their group. She also ensures you that they will send a copy of Katarina’s certificate of
completion to you and will inform you of her progress.
5. Prepare for the session.

Gather the resources you will need for the session, including equipment,
learning materials, etc.
Draft an email to Jemma Gafton, the office administrator, requesting the equipment
you will need to conduct Katarina’s in office training.
To: Jemma Gafton

From:


6. Conduct the session with your learner (volunteer).
You must submit a video recording of your training session with your learner
(volunteer).
the filename:
[your last name, your first name] – WorkPlaceTraining1
Alternatively, if you have access to a qualified observer, you can have them
complete, sign and date the Observation Form linked for you below. A qualified
observer must:
OR

OR

Observation Form
You must request and submit a copy of your qualified observer’s qualification to
your assessor using the filename:
Note that you do not need to submit this is your observer for the delivery is the
same observer for your consultation session with the learner (volunteer).
Once completed submit your Observation Form using the filename:
WorkplaceTraining-ObservationForm-1
Before beginning your training session, you must explain to Katarina (your
volunteer) the objectives of the training and the processes involved, including the

external support she will be receiving for MS Excel.
During your session, you must:

 sequence the introduction of tasks, activities and processes in a way that
reflects the needs of the workplace
 encourage the learner to take responsibility for their learning
 encourage the learner to self-reflect
 develop and utilise techniques that facilitate the learner’s transfer of skills
and knowledge
 apply learning support (instructional and assessment) strategies in

delivering training to support the learner’s LLN requirements
 observe learner cues, and adapt your approach when necessary
 use learning and assessment materials that support the learner’s LLN
requirements
 adjust your use of vocabulary, language, tone and pace to keep the learner
engaged, and to effectively facilitate and monitor learning
 build rapport with the candidate
 practice ethical behaviour at all times
Record the outcome of your training session with the candidate in the form
provided for you below. List the learning outcomes for the session and if the
learner was able to achieve these during your training.
Guidance: This must be an accurate record of your learner’s (volunteer’s) performance during
your session.
Once complete, save the Work Based Learning Plan using the filename:
WorkBasedLP1

Training Record
Learner’s Name:
Trainer’s Name: Guidance: You must write your name here.

Training Delivered:
Learner’s Results
Legend:
Tick
Y – Yes, if the candidate has achieved the learner outcome satisfactorily; OR
N – No, if the candidate has not yet achieved the learner outcome satisfactorily
Learner Outcomes Y N
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments


7. You meet with Katarina again to discuss the outcomes of her training, including
the external training she received from the Progressive Learning Group.
You must submit a video recording of your meeting with your learner
(volunteer), using the filename
[your last name, your first name] – WorkPlaceMeeting1
observer must:
OR

OR

Observation Form

WorkplaceMeeting-ObservationForm-1
Before beginning your meeting, brief the learner (volunteer) using the additional
prompts provided for you on the following page.
During your meeting with Katarina you must:
 discuss with her the outcome of her Microsoft Excel training with
Progressive Learning Group
 discuss with her the outcome of her training with you
 discuss how she feels she is doing at work now that she has received
training
 seek their feedback using this form:
Feedback Form
Once completed, submit the completed form using the filename:
WorkplaceFeedbackForm1
 close your learning - facilitation relationship with the learner, using the
appropriate interpersonal skills
 use appropriate vocabulary adjusting language, tone and pace to the needs
of the learner and to engage with the learner
Additional prompts for your volunteer:
 Katarina is now comfortable with her role because she is able to carry out
her emailing tasks smoothly.
 Their department has started to create a database for client inquiries.

Katarina feels confident in her ability to record information using
Microsoft Excel.
Hi,
As requested, I am sending over Katarina Yeltzin’s certificate for

the Microsoft Excel training she completed with us. Katarina did
really well she completed all of the requirements without
problems and let us know when she needed further assistance
during her training with us. I’m confident that she’s well
equipped with Excel basics.
Let us know if you need anything else.

Cheers,
Ruth Snyder
Coordinator

Progressive Learning Group | MS Office Training
14 [Month] 20xx
Katarina Yeltzin
has successfully completed all requirements to be recognised as a Microsoft Office Specialist for Excel
2016.
Ruth Snyder
Ruth Snyder
8. Evaluate the effectiveness of the learning-facilitation relationship in the spaces

provided below. Use both the learner’s (volunteer’s) feedback and your own
evaluation to complete the evaluation process.
Evaluation
1. Did your learner meet the learning objectives set for the training? If yes, explain
how they were met. If no, explain why they were not met. Give specific examples.

2. What were the learning facilitation processes and techniques you used for the
training? Were these effective? Explain. Give specific examples.

3. What learning support and assessment strategies did you use for the training?
Were these effective? Explain. Give specific examples.

4. Considering your answers to the questions above and the responses given by your
learner (volunteer), how can you improve your work – based, learning – facilitation
practice?


Workplace Pathway
Workplace Pathway Overview

☐ One (1) learner
☐ Procedures relevant to the training you will deliver
You must develop your Work Based Learning Plan using the Learning Program
documentation available to you in your workplace. This training session can cover any
topic of your choosing, as long as it meets a workplace need, and is at least 30 minutes
in length.

Steps to take
1. Access relevant documentation.

To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based learning,
these can include:
 compliance information,
(laws, regulations and company policies that apply to the learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS responsibilities of the

people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help your learner
best retain information.


2. Arrange a consultation session with your learner (volunteer) and other relevant
personnel.
Have a qualified observer complete, sign and date the Observation Form, linked
for you below. A qualified observer must:
OR
OR

Observation Form
Once completed, collect the Observation Form from your assessor and submit
this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the training,
including the external learning activities that need to be arranged for the
learner
 identify and address any WHS implications of using work as the basis of

training, consider your, and other relevant parties, WHS responsibilities
 address any contractual requirements and responsibilities for the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate learning and

explain these to the learner and relevant personnel present
 document and discuss the Work-Based Learning Plan with the learner
At the of your session your learner, and other relevant personnel must agree
with the information you documented in the Work Based Learning Plan and the
objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner

with the learner
 build and maintain engagement with the learner





3. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning activity for
your learner. This includes any supervisory arrangements that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include: emails,
request forms, meeting minutes, etc. Compile these in a .zip folder using the
filename:
WorkplaceExternalDocs1


OR
OR

Observation Form
Before beginning your training session, you must explain to the learner the
objectives of the training and the processes involved, including the external
support they will be receiving

and knowledge

requirements
You must also record the outcome of your training session with the candidate in
the form provided for you below. List the learning outcomes for the session and
if the learner was able to achieve these during your training.
WorkBasedLP1

Training Record
Learner’s Name:

Training Delivered:
Learner’s Results
Legend:
Tick
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments


6. Meet with the learner, and other relevant personnel, again to monitor the
effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the outcome of the
training, both external and internal
 discuss how the learner feels after completing the training in relation to
their role
Feedback Form
Have your supervisor or qualified observer sign the declaration below to confirm
this has been done. You must submit evidence that this has been done, this can
include: emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration

By affixing my signature below, I declare that the candidate completed the tasks in this
project under the observation of a qualified observer. I also declare that the candidate
was able to gain feedback from the learner and closed the learning-facilitation
relationship using the appropriate interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:

Date:

Supervisor/Observer’s Role: Supervisor/Observer’s Contact Details:


Evaluation
how they were met. If no, explain why they were not met.

training? Were these effective? Explain.

Were these effective? Explain.

4. Considering your answers for the questions above and the responses given by your
practice?


Simulated Pathway

Workplace Consultation
Video Submission:
[your last name, your first name] – WorkplaceConsultation1
1 Project3-QAQual1 ☐
Observer:
WorkplaceConsultation – ObservationForm1
Project3-QAQual1
Workplace Training
Video Submission:
[your last name, your first name] – WorkplaceTraining1
Observer:
WorkplaceTraining - ObservationForm1
Project3-QAQual2
Work Based Learning Program
3 ☐
WorkBasedLP1
Workplace Meeting
Video Submission:
[your last name, your first name] – WorkplaceMeeting1
Observer:
WorkplaceMeeting – ObservationForm1
Project3-QAQual3
Feedback Form
5 ☐

Workplace Pathway

1 WorkplaceConsultation – ObservationForm1 ☐
Project3-QAQual1
External Learning Activities
2 ☐
Workplace Training
3 WorkplaceTraining – ObservationForm2 ☐
Project3-QAQual2
4 ☐
WorkBasedLP1
Workplace Meeting
5 ☐
WorkplaceMeeting1
Feedback Form
6 ☐

PROJECT 4 - PLAN, ORGANISE AND
FACILITATE WORKPLACE LEARNING FOR
AN INDIVIDUAL 2
Project Overview
 Develop a work-based learning plan
 Facilitate work-based learning

project through:
☐ Workplace
☐ Simulated

Project Requirement
This project can be completed through two (2) pathways:
Workplace
Where you can conduct the training in your current workplace or gain access to a
training organisation. For this pathway, you can deliver the training of your
Simulated
choose to complete Project 1 through this pathway, you must conduct the training
specified by the Learning Program documentation provided to you.
To complete this project, you need:
 At least one (1) adult learner to participate in the learning program
o If conducting a simulation, your participant must be briefed about the
simulated environment before you can conduct a pre-consultation with
them.
 Access to relevant stakeholders in the workplace (e.g. supervisor, employer)
o If using a simulated scenario, indicate the job title/position of the required
stakeholders in the templates, and conduct the consultation with your
assessor.
 Video recording device (e.g. mobile phone with camera, handheld video recorder,
etc.) OR a qualified observer – for candidates completing this project through the
simulated scenario
Note: if you are completing the projects with the help of a qualified observer you
must request and submit a copy of their qualifications to your assessor.

Additional information and specific project requirements
The learner for Project 4, must be different from the learner in Project 3 for both real
and simulated pathways.
The learning plan must:
 be tailored to the specific needs of the learner.
 be a either a real or simulated work-based need,
o It must include on-the-job training and some off-the-job training. The
learning must be setup so that safety and workplace productivity are
maintained.
 The minimum acceptable duration for this plan is a 30-minute session.
 meet a different set of learning outcomes to Project 3.

Simulated Pathway
Simulated Pathway Overview

☐ One (1) volunteer to play the part of your learner,
different from your volunteer in Project 3
You must develop your Work Based Learning Plan using the information provided in
the scenario below.
Man Power Training Services
You are a trainer for Man Power Training Services and are asked to train Milla
Alderman on how to use the office scanner. Your task is to develop and implement, a
Work Based Learning Plan for Milla.
You consult with Milla’s supervisor, Oliver Ritchard, and he tells you that Milla is
having trouble using the office scanner. Milla is a new member of the training team and
will need to learn how to use the office scanner to complete her daily tasks. Oliver tells
you that Milla can undergo training in the morning in the first hour of her 9AM – 5PM
shift.
You visit their workspace one day and briefly observe the training team as they
complete their tasks. They use the office scanner to send off hand signed documents.
The team does not have their own set of procedures for scanning documents, they use
the procedures outlined in the manual for the product.
Guidance: Where possible, use the instructions provided in the manual that comes with your scanner.
If you do not have a physical copy of instructions to operate your machine you can look for a copy on
the internet, most brands, especially newer models, will have manuals published by their
manufacturer.
On the following page, you will find the training team’s procedures for scanning and
sending off documents.

Training Team – Signing and sending scanned document/s
1. When a hand signed document is required you must first print off the document and sign it
with a pen with clear ink. Scan and save the document as a .pdf file.
a. Multiple-paged documents
Multiple-paged documents must be compiled together as a .pdf file.
2. Employees are required to maintain copies of the scanned documents for a period of up to one
(1) month.
On the following page, you will find an excerpt from the contract signed by both
departments, outlining your requirements and responsibilities as a trainer.

Contract [Excerpt]
Article 4 – Responsibilities and Requirements for training at work

The trainer must submit any and all documentation related to the training of the learner, including
learning materials, assessments completed, and learner records, for storage using the relevant
templates provided for each.
The trainer is expected to handle the personal information of the learner according to the Privacy Act
1988, where they are to collect only necessary information that is relevant to the training being
commenced by the learner. The learner can access their files upon request.
The training must primarily take place within MPTS premises, any training or additional support
accessed outside must be approved by the supervisor of the employee being trained.
Article 7 – WHS in the workplace

The training activities must be carried out according to the laws and regulations, including any relevant
Codes of Practice, enforced in the state the training is being delivered.
MPTS has the primary duty of care under the WHS Act to ensure, so far as reasonably practicable, that
the training personnel, employees, other persons and students are not exposed to health and safety
risks arising from the training.
The trainer is responsible for managing and minimising risks associated with the training to be
delivered. Both trainer and learner must comply with any reasonable instruction and cooperate with
company policies and procedures relating to health and safety in the workplace.
You can also find Milla Alderman’s pre-employment LLN assessment results and her
overview below.
Milla is a newly hired TAE trainer for MPTS. She has four (4) years of experience in the
field and can adapt easily to new technology. Milla has used similar office equipment
before but is unsure of how to operate the brand of scanner used in the training
department.
Her pre-employment LLN evaluation results can be found below.
Oral
Learning Reading Writing Numeracy
Communication
Milla
4 3 3 3 4
Alderman

Steps to take
1. Access and complete the Work Based Learning Plan using the information
provided in the scenario and details provided in later instructions. Remember to
structure the learning activities in a way that will help her best retain
information. The template can be accessed below.
2. Arrange a consultation session with your learner (volunteer).

Before beginning your consultation session with your volunteer, brief them on
the details of the scenario and Milla’s profile.
You must submit a video recording of your consultation session with your
learner, using the filename:
[your last name, your first name] – WorkPlaceConsulatation1
OR
OR

Observation Form

You must provide your qualified observer with a copy of the Work Based
Learning Program beforehand. You must request and submit a copy of your
qualified observer’s qualification to your assessor using the filename:

WorkplaceConsultation-ObservationForm-2
During your consultation session, run through the details of the Work Based
Learning Plan with your learner (volunteer). Explain why you chose the specific
techniques or processes to facilitate their learning. Note any suggestions from
your learner (volunteer).
At the end of your session your learner must confirm that they agree with the
information in the Work Based Learning Plan and the objectives and scope of
the training.
During your session with the learner’s you must demonstrate the use of
communication techniques to:
 identify the learner’s (volunteer’s) needs
 build rapport with the learner (volunteer)
You must:
 select appropriate vocabulary for the learner (volunteer)

with the learner (volunteer)
build and maintain engagement with the learner (volunteer)






3. Draft an email to Milla’s supervisor, Oliver Ritchard, explaining the objectives
and scope of the training. Include the details of the training session and any
activities you plan on conducting. Do this in the spaces provided for you below.
To: Oliver Ritchard

From:
Date: Guidance: This email must be dated before the date of training.


After sending your email, you receive this response.
Hi,
This sounds great. But I think it might be good to get Milla

some advanced training in MS PowerPoint because she
will be using that to teach her classes. Can you organise
something for her? I spoke to Milla earlier, and she’s
happy to go to training on weekdays.
Thanks!
Kind regards,
Oliver Ritchard
4. Arrange external learning activities for Milla.

Research Advanced MS PowerPoint training courses that Milla can enrol in. In
the spaces provided below list the name of the company offering the training, the
duration, date and price of the course.
Guidance: You do not need to contact the training provider or book a session with them.
However, the details you list below must be for a real company.
Company/Website:
Duration:
Date:
Course Price:

You come up with a list of possible training providers and submit them to Oliver
Ritchard for approval. He decides to go with Progressive Learning Group and has
scheduled Milla for training with them. Draft an email to Milla’s trainer at Progressive
Learning Group asking them about their WHS training policy, to ensure that Milla will
have a safe learning environment. Your email should also request that they inform you
of Milla’s progress after the training and to send you a copy of his certificate of
completion.
To: Ruth Snyder

From:

After sending the email, you receive a reply from Ruth Snyder, training coordinator
with Progressive Learning Group. Her response enumerates the WHS training policies
of their group. She also ensures you that they will send a copy of Milla’s certificate of
completion to you and will inform you of her progress.

Draft an email to Persimmon Gleam, the office administrator, requesting the

equipment you will need to conduct Katarina’s in office training.
To: Persimmon Gleam

From:


You must submit a video recording of your training session with your learner
(volunteer).
the filename:
[your last name, your first name] – WorkPlaceTraining1
observer must:
OR
OR

Observation Form
Before beginning your training session, you must explain to Milla (your
volunteer) the objectives of the training and the processes involved, including
the external support she will be receiving for MS Excel.

and knowledge

requirements
Record the outcome of your training session with the candidate in the form
provided for you below. List the learning outcomes for the session and if the
learner was able to achieve these during your training.
Guidance: This must be an accurate record of your learner’s (volunteer’s) performance during
your session.
WorkBasedLP2

Training Record
Learner’s Name:

Training Delivered:
Learner’s Results
Legend:
Tick
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments


7. You meet with Milla again to discuss the outcomes of her training, including the
external training she received from the Progressive Learning Group.
You must submit a video recording of your meeting with your learner
(volunteer), using the filename
[your last name, your first name] – WorkPlaceMeeting1
observer must:
OR
OR

Observation Form

WorkplaceMeeting-ObservationForm-1
Before beginning your meeting, brief the learner (volunteer) using the additional
prompts provided for you on the following page.
During your meeting with Milla you must:
 discuss with her the outcome of her Microsoft Excel training with
 discuss with her the outcome of her training with you
 discuss how she feels she is doing at work now that she has received
training
Feedback Form
Additional prompts for your volunteer:
 Milla feels that she is able to carry out her scanning tasks smoothly.
 She feels confident in her PowerPoint skills now after receiving advanced
training.
Hi,
As requested, I am sending over Milla Alderman’s certificate for

the Microsoft Excel training she completed with us. Milla did
really well she completed all of the requirements without
problems and let us know when she needed further assistance
during her training with us. I’m confident that she’s well
equipped with Excel basics.
Let us know if you need anything else.
Cheers,

Ruth Snyder
Coordinator

Progressive Learning Group | MS Office Training
14 [Month] 20xx
Milla Alderman
has successfully completed all requirements to be recognised as an Advanced Microsoft Office
Specialist for PowerPoint.
Ruth Snyder
Ruth Snyder

Evaluation
how they were met. If no, explain why they were not met. Give specific examples.

training? Were these effective? Explain. Give specific examples.

Were these effective? Explain. Give specific examples.

4. Considering your answers to the questions above and the responses given by your
practice?


Workplace Pathway
Workplace Pathway Overview

☐ One (1) learner, different from the learner in Project 3
☐ Procedures relevant to the training you will deliver
You must develop your Work Based Learning Plan using the Learning Program
documentation available to you in your workplace. This training session can cover any
topic of your choosing, as long as it meets a workplace need, and is at least 30 minutes
in length.

Steps to take
1. Access relevant documentation.

To complete this project, you will need access to the organisational
documentation relevant to your role as a trainer and to work-based learning,
these can include:
 compliance information,
(laws, regulations and company policies that apply to the learner’s role)
 contractual information,
 LLN analysis,
 WHS information and documentation on the WHS responsibilities of the

people involved in the training, and
 other documents relevant to learning in the workplace.
Remember to structure the learning activities in a way that will help your learner
best retain information.


2. Arrange a consultation session with your learner (volunteer) and other relevant
personnel.
OR
OR

Observation Form
Once completed, collect the Observation Form from your assessor and submit
this using the filename:
WorkplaceConsulatation-ObservationForm1
During your consultation session, you must:
 identify the context for learning
 discuss the work practices and routines of the learner
 determine and agree upon the objectives and scope of the training,
including the external learning activities that need to be arranged for the
learner
 identify and address any WHS implications of using work as the basis of

training, consider your, and other relevant parties, WHS responsibilities
 address any contractual requirements and responsibilities for the training
 determine the learner’s learning style
 select an appropriate process and/or technique to facilitate learning and

explain these to the learner and relevant personnel present
 document and discuss the Work-Based Learning Plan with the learner
At the of your session your learner, and other relevant personnel must agree
with the information you documented in the Work Based Learning Plan and the
objectives and scope of the training.
You must also demonstrate the use of communication techniques to:
 identify the learner’s needs
 build rapport with the learner
by,
 selecting appropriate vocabulary for the learner

with the learner
 build and maintain engagement with the learner






3. Arrange external learning activities for your learner.
You must also arrange for the monitoring of the external learning activity for
your learner. This includes any supervisory arrangements that:
 are appropriate for the needs of the learner
 provide the learner with support and encouragement
 ensure the learner’s health and safety
You must submit evidence that this has been done, this can include: emails,
request forms, meeting minutes, etc. Compile these in a .zip folder using the
filename:


OR
OR

Observation Form
Before beginning your training session, you must explain to the learner the
objectives of the training and the processes involved, including the external
support they will be receiving
develop
Assessment Workbook 2 and utilise
Version No.techniques
1.10 Producedthat facilitate2020
03 February the learner’s transfer of skills
Training Record
Learner’s Name:

Training Delivered:
Learner’s Results
Legend:
Tick
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
☐ ☐
Comments


6. Meet with the learner, and other relevant personnel, again to monitor the
effectiveness of the learning/facilitation relationship.
During your meeting, you must:
 discuss with the learner, and other relevant personnel, the outcome of the
training, both external and internal
 discuss how the learner feels after completing the training in relation to
their role
Feedback Form
Have your supervisor or qualified observer sign the declaration below to confirm
this has been done. You must submit evidence that this has been done, this can
include: emails, request forms, meeting minutes, etc. Compile these in a .zip
folder using the filename:
WorkplaceMeeting1
Supervisor/ Observer’s Declaration

By affixing my signature below, I declare that the candidate completed the tasks in this
project under the observation of a qualified observer. I also declare that the candidate
was able to gain feedback from the learner and closed the learning-facilitation
relationship using the appropriate interpersonal and communication skills.
Supervisor/Observer’s Name: Supervisor/Observer’s Signature:

Date:

Supervisor/Observer’s Role: Supervisor/Observer’s Contact Details:


Evaluation
how they were met. If no, explain why they were not met.

training? Were these effective? Explain.

Were these effective? Explain.

4. Considering your answers for the questions above and the responses given by your
practice?


Simulated Pathway

Video Submission:
[your last name, your first name] – WorkplaceConsultation2
Observer:
WorkplaceConsultation – ObservationForm2
Project4-QAQual1
Workplace Training
Video Submission:
[your last name, your first name] – WorkplaceTraining2
Observer:
WorkplaceTraining – ObservationForm2
Project4-QAQual2
3 ☐
WorkBasedLP2
Workplace Meeting
Video Submission:
[your last name, your first name] – WorkplaceMeeting2
Observer:
WorkplaceMeeting – ObservationForm2
Project4-QAQual3
Feedback Form
5 ☐

Workplace Pathway

1 WorkplaceConsultation – ObservationForm2 ☐
Project4-QAQual1
External Learning Activities
2 ☐
Workplace Training
3 WorkplaceTraining – ObservationForm2 ☐
Project4-QAQual2
4 ☐
WorkBasedLP2
Workplace Meeting
5 ☐
WorkplaceMeeting2
Feedback Form
6 ☐

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Written Questions
Project 1
Project 2
Project 3
Project 4
The candidate has submitted/completed all of the following

evidences:
This completed workbook
Project 1
Refer to Project 1 Evidence Checklist
Project 2
Project 3
Project 4
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the
prescribed benchmarks.

End of Document


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Assessment Workbook 2

Date Summary of modifications made Version

7 February Version 1 final produced following assessment

9 September Version 1.5 produced following outcomes of

21 September fixed broken link in Project 2 Simulated Pathway,

Rephrased a Simulated Pathway

New changes to qualifications

03 February Changes in the font style and color

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

WHAT IS COMPETENCY BASED ASSESSMENT

 Assessment criteria should be clearly stated to the learner at the beginning

 Assessment should be holistic. That is it aims to assess as many elements

 In competency assessment a learner receives one of only two outcomes –

 The basis of assessment is in applying knowledge for some purpose. In a

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

 The emphasis in assessment is on assessable outcomes that are clearly stated

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

The principles of assessment

o Assessment must include the combination of knowledge and skills with

o Assessment, where possible, must include judgements based on

 Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to ensure

o Assessors must be trained in national competency standards for

 Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-job

o Assessment must provide for the recognition of knowledge, skills and

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

o Assessment must be equitable to all groups of learners.

o Assessment procedures and criteria must be made clear to all learners

o Assessment must be mutually developed and agreed upon between

o Assessment must be able to be challenged. Appropriate mechanisms

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

o Evidence gathered should meet the requirements of the unit of

o This rule relates to the amount of evidence gathered It is imperative that

o When evidence is gathered the assessor must be satisfied that evidence

THE DIMENSIONS OF COMPETENCY

 Task management skills

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

 Job role and environment skills

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Reasonable adjustment applied to participation in teaching, learning and

Assistive / Adaptive Technologies

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

TAEDEL401 Plan, organise and deliver group-based learning

TAEDEL402 Plan, organise and facilitate learning in the workplace

BSBCMM401 Make a presentation

This subject also partially addresses the requirements of -

TAELLN411 Address adult language, literacy and numeracy skills

For complete copies of the above units of competency:

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

RESOURCES REQUIRED FOR ASSESSMENT

The student to provide:

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

TITLE: Delivery Cluster

FIRST AND SURNAME:

Please read the Candidate Declaration below and if you agree

Name : Signature: Date:

Assessment Workbook 2 Version No. 1.10 Produced 03 February 2020

1. Briefly describe the following adult learning theories.