TAEDEL301A-Topic3
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This document discusses delivering training and considers different delivery techniques and resolving conflict. It addresses coaching, facilitating interpersonal skills, responding to incorrect answers, types of conflict, and resolving conflict. The document recommends practicing communication skills, considering record keeping, and reviewing learner and trainer performance.
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TAEDEL301A- topic1
This document provides an introduction to work skills instruction. It discusses considering workplace training, the three aspects of performance when providing skills instruction which are skills, knowledge, and attitude, and breaking down tasks. The document is from a workbook about providing work skill instruction and directs the reader to the next steps of investigating instructional objectives, considering types of learning programs, and creating session plans.
TAEDEL301A- topic2
This document discusses planning training sessions by investigating instructional objectives, considering different types of learning programs, and creating session plans. It emphasizes considering the learner's needs, prior experiences, learning styles, and principles of adult learning. It also addresses health and safety considerations like identifying hazards and risk management strategies in the learning environment. The goal is to prepare training sessions that are tailored to learners' specific needs and styles.
Taedel402 a topic1_2
The document discusses planning workplace learning by establishing goals around knowledge, skills, and attributes. It identifies benchmarks like qualifications, competencies, compliance requirements, and position descriptions. It also covers work-based learning pathways and the next steps of addressing rules and regulations, identifying learning program requirements, and establishing learning relationships.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
Taedel402 a topic11
This document discusses planning, organizing, and facilitating learning in the workplace. It covers separating from learners when goals are achieved or time periods have elapsed, conducting self-evaluations and reviews to assess learning outcomes, and identifying different types of data like reactions, learning, behavior change, and results to analyze through applying proper record-keeping procedures.
Taedel402 a topic3_4
This document discusses establishing learning relationships in the workplace. It addresses understanding regulatory environments, learning program requirements, and identifying different types of learning relationships between facilitators, employees, and learners. These include guiding new employees, supporting changed roles, addressing organizational change, developing new skills for existing staff, and providing on-the-job learning for apprenticeships. The next steps are to plan for the learning experience, inclusive practices, and supports for the learner.
TAEDEL402A- topic10
This document discusses communication skills for facilitating learning in the workplace. It covers presenting information clearly through pacing, posture, pitch and practice. It also discusses questioning techniques like open-ended versus closed questions and active listening. Active listening requires concentration, objectivity, skilled questioning, and feedback. The document outlines feedback models including positive and constructive feedback, and delivering both formal and informal feedback. Finally, it states the next steps are to conduct evaluations, identify relevant data, and apply record keeping procedures.
Topic 2 TAEDES401A
The document discusses defining the parameters of a learning program, including identifying the training specification, units of competency, modules, and regulatory or licensing requirements. It also covers determining the target group for the training, evaluating the learning environment and any health and safety risks, considering legal and organizational needs, and establishing the timeframe for completing the program. The overall goal is to understand all relevant factors for designing a customized learning program.
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TAEDEL301A- topic1
This document provides an introduction to work skills instruction. It discusses considering workplace training, the three aspects of performance when providing skills instruction which are skills, knowledge, and attitude, and breaking down tasks. The document is from a workbook about providing work skill instruction and directs the reader to the next steps of investigating instructional objectives, considering types of learning programs, and creating session plans.
TAEDEL301A- topic2
This document discusses planning training sessions by investigating instructional objectives, considering different types of learning programs, and creating session plans. It emphasizes considering the learner's needs, prior experiences, learning styles, and principles of adult learning. It also addresses health and safety considerations like identifying hazards and risk management strategies in the learning environment. The goal is to prepare training sessions that are tailored to learners' specific needs and styles.
Taedel402 a topic1_2
The document discusses planning workplace learning by establishing goals around knowledge, skills, and attributes. It identifies benchmarks like qualifications, competencies, compliance requirements, and position descriptions. It also covers work-based learning pathways and the next steps of addressing rules and regulations, identifying learning program requirements, and establishing learning relationships.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
Taedel402 a topic11
This document discusses planning, organizing, and facilitating learning in the workplace. It covers separating from learners when goals are achieved or time periods have elapsed, conducting self-evaluations and reviews to assess learning outcomes, and identifying different types of data like reactions, learning, behavior change, and results to analyze through applying proper record-keeping procedures.
Taedel402 a topic3_4
This document discusses establishing learning relationships in the workplace. It addresses understanding regulatory environments, learning program requirements, and identifying different types of learning relationships between facilitators, employees, and learners. These include guiding new employees, supporting changed roles, addressing organizational change, developing new skills for existing staff, and providing on-the-job learning for apprenticeships. The next steps are to plan for the learning experience, inclusive practices, and supports for the learner.
TAEDEL402A- topic10
This document discusses communication skills for facilitating learning in the workplace. It covers presenting information clearly through pacing, posture, pitch and practice. It also discusses questioning techniques like open-ended versus closed questions and active listening. Active listening requires concentration, objectivity, skilled questioning, and feedback. The document outlines feedback models including positive and constructive feedback, and delivering both formal and informal feedback. Finally, it states the next steps are to conduct evaluations, identify relevant data, and apply record keeping procedures.
Topic 2 TAEDES401A
The document discusses defining the parameters of a learning program, including identifying the training specification, units of competency, modules, and regulatory or licensing requirements. It also covers determining the target group for the training, evaluating the learning environment and any health and safety risks, considering legal and organizational needs, and establishing the timeframe for completing the program. The overall goal is to understand all relevant factors for designing a customized learning program.
TAEDEL301A-topic4
This document discusses evaluation and training techniques for skill instructors. It recommends practicing communication and feedback skills, considering record keeping requirements, and reviewing learner and instructor performance. Key steps for checking learner performance are communicating regularly about learning, allowing practice time, setting clear expectations, and ensuring expectations reflect workplace standards. Feedback should focus on work outcomes, be timely, emphasize positives, and not overwhelm the learner. Record keeping requirements include determining what data to record, how to record it, who receives reports, completion deadlines, security protocols, and access authorizations.
TAEDEL402A- topic9
This document discusses how to effectively organize and deliver workplace learning. It outlines techniques like chunking information into digestible pieces, sequencing steps in a logical order, and using DEDICT, a process for skills training that involves demonstrating, explaining, discussing, imitating, correcting, and testing. The goal is for learners to understand how to prepare learning materials and facilitate a session that presents information and questions learners.
Taeass401 a topic3
This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, elements and performance criteria within a unit should be examined to identify the necessary evidence. Embedded components of the unit also need to be identified. Different assessment methods like clustering competencies, questioning techniques and documentation requirements are covered.
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Taedel301 asession4
This session covers evaluating and training, including practicing communication and feedback skills, reviewing the learner's and trainer's performance, and considering record keeping requirements. The key points are: monitoring the trainee's performance through regular communication and practice; checking that performance meets workplace standards; providing feedback on work skills that focuses on both positives and negatives; and maintaining accurate records of training at the individual, local, and state levels according to public record requirements.
TAEDEL401A- topic8
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
Taedes401 a topic5
This document discusses designing and reviewing learning programs. It covers policies and procedures, learner differences, delivery strategies, learning activities, assessment strategies, implementation, and review. The goal is to teach how to design a learning program ready for implementation and review the program. Learners are instructed to complete three assessment tasks to demonstrate their understanding of designing and justifying a learning program.
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Taedel301 asession2
This document provides an overview of planning a training session including:
1) Outlining instructional objectives and desired learning outcomes.
2) Designing a sample training plan that considers learners' needs, prior experiences, and learning styles.
3) Identifying occupational health and safety considerations in the learning environment including hazard identification and the trainer's responsibilities to manage risks.
Presentation 5
This document provides guidance on facilitating a group-based learning session. It discusses presenting information and questioning learners, including using a sample session procedure. It also offers tips on clear communication through presentation skills like pace, posture and pitch, as well as open versus closed questioning and active listening. The document provides models for feedback, focusing on positive and constructive feedback. It concludes by advising the reader to identify different learner behaviors and maintain positive learning relationships.
Taedel301 asession3
This document provides an overview of session 3 of a training program which focuses on delivering training and resolving conflict. It discusses different delivery techniques, coaching approaches, group dynamics, types of conflict and steps to help transfer knowledge from training to the job including using training aids, coaching, setting goals, incentives, communication, engagement and follow up. The document emphasizes applying skills on the job and measuring performance to ensure training is effectively transferred.
Moodle instructions
This document provides instructions for applying for a Moodle account to access the Teacher Portal for the TAE40110 Certificate IV in Training and Assessment. It outlines 13 steps for applying including applying for a Moodle account, accessing emails to activate the account, enrolling in the course, choosing registration options, uploading documents, applying for credit/RPL, pre-applying for certification, and completing an e-induction checklist. Contact details are provided for assistance.
Taedel301 asession1
Organize and plan training instruction, conduct demonstrations and simulations to develop skills, and review personal performances. To be assessed as competent, trainees must conduct three training sessions using different techniques and effective communication skills. The first session introduces workplace training and how to consider the three aspects of performance and break down tasks. Trainees will practice breaking down rescue tasks into steps.
TAE Design Units
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
Taedel401 a topic3
The document discusses the roles and responsibilities of a facilitator in planning and delivering group-based learning. It addresses identifying learning program requirements, regulatory environments, learning objectives, learner requirements, and developing a delivery plan. The facilitator must understand the learning context, including the type of program, objectives, and learner needs, in order to effectively plan and organize a group learning experience.
Taedel401 a topic3
The document discusses the roles and responsibilities of a facilitator in planning and delivering group-based learning. It addresses identifying learning program requirements, regulatory environments, learning objectives, learner requirements, and developing a delivery plan. The facilitator must understand the learning context, including the type of program, objectives, and learner needs, in order to effectively plan and organize a group learning experience.
TAEDEL401A_topic4
This document discusses planning for learner support in group-based learning. It outlines that the learner should understand how to plan for the learning experience, inclusive practices, and learner supports. It describes documenting the plan and different types of support, including altering the program, materials, timelines or skill levels. Support can also include external support services or internal supports from coworkers and supervisors using cooperative learning strategies. The next step is to create inclusive learning cultures and organize content for effective delivery.
Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
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TAEDEL301A-topic4
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TAEDEL402A- topic9
This document discusses how to effectively organize and deliver workplace learning. It outlines techniques like chunking information into digestible pieces, sequencing steps in a logical order, and using DEDICT, a process for skills training that involves demonstrating, explaining, discussing, imitating, correcting, and testing. The goal is for learners to understand how to prepare learning materials and facilitate a session that presents information and questions learners.
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This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, elements and performance criteria within a unit should be examined to identify the necessary evidence. Embedded components of the unit also need to be identified. Different assessment methods like clustering competencies, questioning techniques and documentation requirements are covered.
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This session covers evaluating and training, including practicing communication and feedback skills, reviewing the learner's and trainer's performance, and considering record keeping requirements. The key points are: monitoring the trainee's performance through regular communication and practice; checking that performance meets workplace standards; providing feedback on work skills that focuses on both positives and negatives; and maintaining accurate records of training at the individual, local, and state levels according to public record requirements.
TAEDEL401A- topic8
The document discusses different topics related to learner behaviors and group dynamics. It identifies different learner behaviors and maintaining positive learning relationships as key things to understand from the session. It also discusses Tuckman's model of group behavior, managing group dynamics, resolving conflicts, keeping records for compliance and evaluation purposes, and maintaining instructional materials.
Taedes401 a topic5
This document discusses designing and reviewing learning programs. It covers policies and procedures, learner differences, delivery strategies, learning activities, assessment strategies, implementation, and review. The goal is to teach how to design a learning program ready for implementation and review the program. Learners are instructed to complete three assessment tasks to demonstrate their understanding of designing and justifying a learning program.
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Taedel301 asession2
This document provides an overview of planning a training session including:
1) Outlining instructional objectives and desired learning outcomes.
2) Designing a sample training plan that considers learners' needs, prior experiences, and learning styles.
3) Identifying occupational health and safety considerations in the learning environment including hazard identification and the trainer's responsibilities to manage risks.
Presentation 5
This document provides guidance on facilitating a group-based learning session. It discusses presenting information and questioning learners, including using a sample session procedure. It also offers tips on clear communication through presentation skills like pace, posture and pitch, as well as open versus closed questioning and active listening. The document provides models for feedback, focusing on positive and constructive feedback. It concludes by advising the reader to identify different learner behaviors and maintain positive learning relationships.
Taedel301 asession3
This document provides an overview of session 3 of a training program which focuses on delivering training and resolving conflict. It discusses different delivery techniques, coaching approaches, group dynamics, types of conflict and steps to help transfer knowledge from training to the job including using training aids, coaching, setting goals, incentives, communication, engagement and follow up. The document emphasizes applying skills on the job and measuring performance to ensure training is effectively transferred.
Moodle instructions
This document provides instructions for applying for a Moodle account to access the Teacher Portal for the TAE40110 Certificate IV in Training and Assessment. It outlines 13 steps for applying including applying for a Moodle account, accessing emails to activate the account, enrolling in the course, choosing registration options, uploading documents, applying for credit/RPL, pre-applying for certification, and completing an e-induction checklist. Contact details are provided for assistance.
Taedel301 asession1
Organize and plan training instruction, conduct demonstrations and simulations to develop skills, and review personal performances. To be assessed as competent, trainees must conduct three training sessions using different techniques and effective communication skills. The first session introduces workplace training and how to consider the three aspects of performance and break down tasks. Trainees will practice breaking down rescue tasks into steps.
TAE Design Units
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
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This document discusses planning for assessment, including identifying the purpose of assessment, specifications for assessment, accessing and clarifying assessment plans, and identifying one's own role and responsibilities. Specifications for assessment usually include units of competency as well as industry, enterprise, and quality standards. Planning involves understanding assessment plans and what one's role may entail, such as administering assessments or providing feedback.
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Recent developments in Learning & Development February 2011
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Training packages and accredited courses are developed to:
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The document discusses how to identify hazards and risks and complete a risk control plan to ensure a safe learning environment. It describes identifying hazards, assessing the level of risk, prioritizing hazards, and controlling risks. A risk control plan should document agreed actions, responsibilities, and completion dates. The document also discusses delivering occupational health and safety information to learners through induction, manuals, discussions and feedback to help maintain a safe environment.
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Welcome
The TAE40110 Certificate IV in Training and Assessment comprises 7 core units and 3 elective units for a total of 10 units. The core units cover planning and conducting assessment, designing learning programs, and delivering group-based and workplace learning. Completing this qualification provides the competencies required to deliver training and conduct competency-based assessment. Benefits of obtaining this qualification include it being an Australian recognized qualification, increasing skills and knowledge in vocational education and training, and offering career mobility and development opportunities.
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TAEASS403A topic3
The document discusses how to contribute to assessment validation outcomes. It states that information from the validation process should be analyzed to identify ways to improve assessment, such as revising evidence collection processes or assessor training. Recommendations for improvements like changes to policies or assessment tools should then be documented in an action plan and records kept to ensure the recommendations are implemented and the process is continuously improved.
TAEASS403A topic2
This document discusses contributing to assessment validation by participating in assessment validation activities. It outlines that assessment validators can come from internal or external sources, including assessors, industry representatives, and technical experts. Their roles may include reviewing assessment tools and materials, providing feedback on candidates' experiences, and evaluating tools against assessment principles. The document lists materials commonly used in validation, such as units of competency, assessment strategies, completed assessment tools, and policies. It describes templates used to structure validation discussions around topics like how well tools address units and the acceptability of evidence. Participants are encouraged to identify a validation process to engage in and determine their role.
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- 1. Topic 3:Delivering the training TAEDEL301A Provide work skill instruction IBSA Participant Workbook pages 26 to 41
- 2. At the end of this session, you should know how to: consider delivery of the training consider different delivery techniques resolve conflict. © 2010 Innovation and Business Industry Skills Council Ltd.
- 3. Coaching © 2010 Innovation and Business Industry Skills Council Ltd. What do all four have in common? How might they be different? IBSA Participant Workbook page 26
- 4. DEDICT © 2010 Innovation and Business Industry Skills Council Ltd. IBSA Participant Workbook page 29
- 5. A facilitator’s interpersonal skills © 2010 Innovation and Business Industry Skills Council Ltd.
- 6. Responding to incorrect answers value all responses seek clarification explain respect the effort. © 2010 Innovation and Business Industry Skills Council Ltd.
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- 8. Resolving conflict © 2010 Innovation and Business Industry Skills Council Ltd. IBSA Participant Workbook page 31
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