TAEDES401A_TAEDES402A_Learner_Workbook_update 10.10.2016

Page 3 of 36 Student Instruction Guide Each student must read and adhere to each instruction listed below. If you are unsure of any of the items listed, contact your trainer, assessor or student services for assistance. The following assessment instructions must be adhered to; 1. The student must complete the Learner Declaration in this Learner Workbook. This section requires each student to acknowledge that the work submitted is their own and has not been copied. Failure to do so will result in the Learner Workbook being returned for completion thus delaying the assessment. 2. Make sure you have read the Learner Guide and accessed all supporting resources (available through the online learning system) prior to commencing and completing any of the questions and activities in this Learner Workbook. 3. If you are unsure of the requirements of a question, activity or project – please contact your trainer for clarification. Reasonable adjustment options are available however this must be arranged with the Training Department prior to assessment. 4. You must ensure that you have attempted and completed all assessment tasks; written questions, case studies, activities and projects in the Learner Workbook prior to submitting this for marking. 5. Use the Student Checklist to ensure you have completed all relevant sections and attached the required evidence files. 6. If a Third Party Report is being submitted, you must also submit a certified copy of the third party’s TAE40110 qualification which must be witnessed by a Justice of the Peace (JP). 7. You must email your completed assessment to the Training Department. Assessment submissions will only be accepted by email to mytraining@firstchoicetraining.com.au unless other arrangements are made with the Training Department. 8. You must follow your training plan which contains important information about your expected start and completion dates for each unit of competency. 9. All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 6 of 36 Learner Details and Declarations Learner Details Full Name: Andrew Oakley Address: 4/58 Chaleyer St Rose Bay, NSW 2029 Email: andrew.oakley@justice.nsw.gov.au Important information This workbook forms part of your overall assessment for TAEDES401A Design and develop learning programs and TAEDES402A Use Training packages and accredited courses to meet client needs. Please complete the following assessment activities and submit to your trainer and assessor for marking. No submitted work will be assessed unless the appropriate declaration has been signed (below) and submitted. Learner Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have referenced external sources. I declare that no part of this assessment has been written for me by another person. I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature. Student full name: Student signature: Date submitted: TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 9 of 36 Assessment One - Written Questions For each question, you must record your written response in the space provided. Q1. Complete the table by providing details about the role and purpose of each player and document listed. To ensure the currency of your response, you will need to conduct industry research. You must provide the website link for each player/document in the table. Player/document Explanation of party/documents role in VET Q1a. Australian Skills Quality Authority (ASQA) The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met. ASQA’s vision is that students, employers and governments have full confidence in the quality of vocational education and training outcomes delivered by Australian registered training organisations. ASQA is committed to: independence in our regulatory role and in providing advice transparency in our regulatory decisions and activities collaboration Q1b. Council of Australian Governments (COAG) On the April 3, 2014 the Council of Australian Governments (COAG) Industry and Skills Council agreed to streamline governance arrangements and committees and involve industry in policy development and oversight of the performance of the VET sector. The objectives of COAG include; • Examining the standards for providers and regulators to ensure they better recognise the different level of risk posed by providers • Enabling the regulators to deal more effectively with poor quality in the sector to improve confidence • Meeting Australian Government deregulation objectives • Reducing the burden on the VET sector arising from the constant updates to training packages; and • Ensuring that industry is involved in policy development and oversight of the performance of the VET Source: www.coag.gov.au Q1c. Industry Skills Councils (ISCs) Industry Skills Councils play a vital role in the identification of the skilling needs within their specific industries. It is important that ISCs are in touch with all aspects of their industry so that they are able to determine what training is needed, and how learning programs should be structured. Industry Skills Councils are: • recognised and funded by the Australian Government • governed by independent, industry led boards • not-for-profit companies limited by guarantee Source: www.isc.org.au TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 12 of 36 Q2e. Who is the training package developer that sets the competency standards for this unit? (Hint – download the training package document and the developer’s name is in the footer) Commonwealth of Australia, 2016 Innovation and Business Skills Australia Q2f. Detail any possible work health and safety (WHS) or other legislative requirements that need to be considered or included in a training program. Current applicable Commonwealth and state or territory WHS Acts, regulations and codes of practice Organisational WHS policies, procedures, processes and systems. Standards, guidance publications and alerts issued by the relevant WHS regulator. Q3. List at least four (4) reasons why a client may wish to run a learning program. 1 Refreshing or updating current skills to ensure that staff continue to work to the desired standards; this may be a simple matter of highlighting information or reminding learners of policies, procedures or product and service facts. 2 Learning a new skill or procedure to improve employability skills or to enable staff to meet the required work standards; this may involve providing in-depth and/or complex information. 3 Professional development (PD) training, as part of the organisation’s ongoing staff development and/or to comply with government legislation dealing with staff competency standards. 4 Meeting legislation, licensing or registration requirements, such as work health and safety (WHS) requirements and to take corrective action where staff are not performing to the required standards and additional training is necessary. Q4. The purpose of a training program may impact on its structure and format. Provide three (3) examples that highlight this statement. What topics need to be included? How the learning will be delivered? What assessment methods will be used? Q5a. Describe why it is important to confirm the competency standards to be achieved with the stakeholders in a training program. It is essential that the competency standards with stakeholders is confirmed to ensure that the learning activity or task is meeting the organisational or legislative requirements for that chosen industry. Competence is assessed on a person’s ability to demonstrate the skills and knowledge they need to perform their tasks effectively and efficiently. Q5b. Describe how training packages can assist in setting a benchmark for training and assessment. In training packages, benchmarks allow us to ascertain someone’s knowledge or skills by comparing it to what the generally accepted industry standard is. Through VET people developing the skills required by industry at standards required by industry. Competency standards refer to the elements, performance criteria, required skills, required knowledge, performance evidence, knowledge evidence, foundation skills and critical aspects for assessment that must be addressed in the learning program. Q6. List and explain at least four (4) principles of adult learning. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 15 of 36 Q13. Why would it be necessary to ‘break’ down learning content? Breaking down content is necessary when delivering vast or complex material, as learners can become confused when receiving too much information all at once. (i.e. the saying “information overload”). A step-by- step sequence that follows a logical, manageable structure, facilitates engagement, understanding and retention of knowledge. Q14. Name the four (4) dimensions of competency and briefly explain their purpose. 1 Task skill:- Which involve performing a particular work activity to the requisite standard. 2 Task Management Skills:- involve being able to accomplish more than one task at a time. 3 Contingency management Skills:- involves managing unexpected problems, changes, breakdowns, or other situations uncounted when fulfilling a work duty. 4 Job/Role Environment Skills:- Involves managing the responsibilities and ex[pectations of the workplace setting, such as interacting with work colleagues and clients, and complying with relevant policies and procedures. Q15a. What are the differences between accredited courses and training packages? An accredited course is a new nationally recognised (but not endorsed) course that has been developed because there was no pre-existing training package that covered the trainer’s industry or client’s needs., which are usually in niche or general education areas. A training package is a set of nationally endorsed standards and qualifications used to recognise and asses the capabilities and understanding needed for effective performance. Q15b. Go to www.training.gov.au website and search for an accredited course. You will need to provide the course code, course name and details of the course structure. (Hint - more details about the course structure can be found on the approved RTO’s website) Certificate IV in Work Health and Safety BSB41415 Prospective students have the option of selecting the online or distance learning option. You are required to indicate your selection on the Enrolment Form. Online learning option – the student will receive log in details to access the online learning materials. No classroom training or attendance is required. Distance-based learning option - the student will receive the printed version of the course via post. No classroom training or attendance is required. BSBWHS402 Assist with compliance with WHS laws This unit describes the performance outcomes, skills and knowledge required to assist with providing advice about the legislative duties, rights and obligations of individuals and parties prescribed in work health and safety (WHS) laws. It includes identification of WHS legislation, duties, rights and obligations and the necessary actions to ensure compliance in the workplace. BSBWHS403 Contribute to implementing and maintaining WHS consultation and participation processes This unit describes the performance outcomes, skills and knowledge required to contribute to the implementation and maintenance of work health and safety (WHS) consultation and participation processes in the workplace as part of a systematic approach to managing WHS. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 18 of 36 1 Have broad factual, technical and some theoretical knowledge of a specific area or a broad field of work and learning. 2 Have a broad range of cognitive, technical and communication skills to select and apply a range of methods, tools, materials and information to; complete routine and non-routine activities & provide and transmit solutions to a variety of predictable and sometimes unpredictable problems. 3 Apply knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known or changing contexts and within established parameters. e) AQF level 5 1 Have technical and theoretical knowledge in a specific area or a broad field of work and learning. 2 Have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to; analyse information to complete a range of activities; provide and transmit solutions to sometimes complex problems & transmit information and skills to others. 3 Apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in known or changing contexts and within broad but established parameters. f) AQF level 6 1 Have broad factual, technical and some theoretical knowledge of a specific area or a broad field of work and learning. 2 have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to; analyse information to complete a range of activities; interpret and transmit solutions to unpredictable and sometimes complex problems & transmit information and skills to others. 3 Apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility; in contexts that are subject to change & within broad parameters to provide specialist advice and functions. g) AQF level 7 1 Will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice. 2 have well-developed cognitive, technical and communication skills to select and apply methods and technologies to; analyse and evaluate information to complete a range of activities, analyse, generate and transmit solutions to unpredictable and sometimes complex problems; transmit knowledge, skills and ideas to others. 3 apply knowledge and skills to demonstrate autonomy, well-developed judgement and responsibility; in contexts that require self-directed work and learning; within broad parameters to provide specialist advice and functions. h) AQF level 8 1 will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice. 2 have advanced cognitive, technical and communication skills to select and apply methods and technologies to; analyse critically, evaluate and transform information to complete a range of activities; analyse, generate and transmit solutions to complex problems; transmit knowledge, skills and ideas to others. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 21 of 36 basic communication skills (release 1). Answer the questions below. a) List three (3) sources to find content for your training program. 1 www.training.gov.au 2 www.asqa.gov.au 3 www.aqf.edu.au b) How can you ensure the content is relevant and appropriate to the target learners? c) What are the assessment conditions for this unit of competency? Cut and paste is acceptable Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to: • office equipment • business resources • workplace policies and procedures relating to communication • case studies and, where possible, real situations • interaction with others. Assessors must satisfy NVR/AQTF assessor requirements. d) List two (2) resources and two (2) activities and describe the benefits of each example when training a group of learners for BSBCMM101 Apply basic communication skills (release 1) (consider the PCs within the elements that need to be addressed) Resources Benefits Activities Benefits TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 22 of 36 e) Complete the table by suggesting two (2) assessment methods for the above unit. You must also clearly identify which performance criteria the assessment methods would cover. Assessment method Performance Criteria Q23. Read the scenario below and answer the following questions. You have now been asked to design the structure of a learning program on ‘Workplace Safety’ to a small manufacturing company with offices in Victoria (VIC), Queensland (QLD) and Western Australia (WA). The learning group comprises of 5 staff in VIC, 5 in QLD and 10 in WA. The related unit of competency is BSBWHS201 - Contribute to health and safety of self and others (Release 1) . Consider the following options as to which would be best suited for delivery of this program: Delivery location may include;  Training to be conducted in each separate location  Training to be conducted in one central location with all staff in attendance Delivery mode may include;  Distance delivery  Online learning  Blended training Delivery method may include;  Delivering training via teleconference or videoconference Other considerations may include;  Travel expenses (flights)  Local transportation costs (bus, train, taxi)  Travel Insurance costs  Accommodation fees TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 23 of 36  Loss of productivity (on site as well as yourself regarding your normal duties)  I.T. requirements a) Suggest the most suitable delivery mode and location for the learning program and explain your selection. Remember to highlight any other considerations. b) List five (5) training resources Sarah would need for the delivery option that you have chosen. 1 2 3 4 5 c) What assessment methods and tools would you use for the chosen unit of competency? Q24. Review the Sample TAS below and answer the questions below. RTO name 123 Simple Learning Course duration January 2014 – December 2014 Code and title BSB40212 CERTIFICATE IV IN BUSINESS Purpose of program The purpose of this training program is to develop the learner’s verbal and written communication skills, WHS knowledge of the workplace, build team work skills, apply risk management techniques and learn about various marketing methods. Packaging rules Total number of units = 10 1 core unit plus 9 elective units , of which:  5 elective units must be selected from the elective units listed below  4 elective units may be selected from the elective units listed below, or any currently endorsed Training Package or accredited course at the same qualification level  if not listed below, 1 unit may be selected from either a Certificate III or Diploma qualification Entry requirements Nil Pathways (if applicable) None Regulations, licensing No licensing, legislative or certification requirements apply to this qualification at the time of TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 24 of 36 and registration requirements publication. Industry skills council Innovation Business Skills Australia (IBSA) Units of competency Code Title Core/Elective CHCCD412B Work within a community development framework Core CHCCHILD401B Identify and respond to children and young people at risk Elective CHCCOM403A Use targeted communication skills to build relationships Elective CHCCS400C Work within a relevant legal and ethical framework Elective CHCCS411C Work effectively in the community sector Elective CHCCS412E Deliver and develop client services Elective CHCCS422B Respond holistically to client issues and refer appropriately Elective CHCORG405E Maintain an effective work environment Elective HLTHIR403C Work effectively with culturally diverse clients and co-workers Elective HLTWHS300A Contribute to WHS processes Elective Target learners and their characteristics Target learners include;  Accounts Clerk  Administrator  Customer Service Advisor  E-business Practitioner  Legal Receptionist  Medical Receptionist  Office Receptionist  Office Administration Assistant  Project Officer  Student Services Officer  Word Processing Operator  Unskilled workers entering the workforce Their characteristics include;  age group between 18 – 30 years old  education status – have completed grade 12  some work experience with business sector  prefer learning style is classroom training  no formal training has been completed Relevant stakeholders  learners  employer  managers  trainers  human resource department  employment agency TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

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Page 33 of 36 Project 2 Assessment Instructions Design and develop one (1) learning program that must be based on one unit of competency OR an accredited course. Please go to the www.training.gov.au website and search for your courses. The usage recommendation for your selected course must show as ‘current’ on the www.training.gov.au website. Important note: Please be mindful that there is very limited information available on the www.training.gov.au website for accredited courses. If you select an accredited course you must have permission from the RTO that owns the course and attach a copy of the course details to your assessment submission. We highly recommend that you select a unit of competency for this activity. You must complete Part 1 – 5 for this learning program. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 34 of 36 Please choose your courses carefully as you will be asked to deliver the consecutive group-based training session on one of these learning programs in the TAEDEL401A, TAEDEL402A & BSBCMM401A clustered unit. Part 1 Each program must target a group of different learners to demonstrate how the design reflects particular needs, contexts and timelines of the learner group. For this section, you must complete the following appendices;  Complete the Appendix 1 template – Training and Assessment Strategy  Complete the Appendix 2 template – Scheduling and Sequencing  Complete the Appendix 4 template – Risk Control Plan Part 2 Complete the table in Appendix 3.1 by analysing and contextualising one unit of competency/module from the Training and Assessment Strategy. To complete the table you will need to analyse the elements and performance criteria of the unit and identify which parts of the unit can be linked to the client’s operating environment (i.e. strategies, policies, procedures, projects, tasks). Part 3 You must research and develop a learning resource for each learning program. Your content must cover at least one full unit of competency/module. Content you could develop for this section may include:  PowerPoint presentation slides  Handouts/worksheets  Learning activities that you created You must submit this learning resource with your assessment submission. Part 4 Conduct a review of your learning resource which was created in Part 3 with the relevant stakeholders. For each learning program, provide a brief written report that addresses the following: 1. What did the stakeholders like about the content? 2. Were opportunities for further contextualisation or customisation identified? TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 35 of 36 3. Did the content address all competency standards within the unit being delivered? 4. Was the content suitable for the format, sequence and timeframes identified in the strategy? 5. What other issues were raised? 6. What adjustments will be made to the content as a result? You may use hypothetical responses to complete this section. Provide your response below. Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Part 5 Once you have completed PART 1 - 4, you must review the entire learning program by completing Appendix 5 – Learning Program Review. This review must include one or more persons and must be witnessed. We require contact details of each participant should we need to verify this section of the assessment. Important Note: If your program was not developed for an actual organisation/RTO, you may conduct a simulated review utilising peers or work colleagues. APPENDIX TEMPLATE LIST APPENDIX 1 - Training and Assessment Strategy (TAS) APPENDIX 2 - Scheduling and sequencing APPENDIX 3.1 - Contextualisation table TAEDES401A & TAEDES402A – Learner Workbook Version 4.1

Page 36 of 36 APPENDIX 3.2 - Foundation Skills APPENDIX 4 – Risk Control Plan APPENDIX 5 - Learning Program Review You must download the Appendix Templates document from the online learning system. TAEDES401A & TAEDES402A – Learner Workbook Version 4.1