TAEDEL401A- topic8
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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.
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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.
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.
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This document provides guidance on gathering evidence for competency-based assessment. It outlines that assessors should prepare candidates, use appropriate assessment methods and tools, support candidates, address occupational health and safety issues, and apply principles of assessment. Evidence can come from products, documents, observations, portfolios, answers to questions, or supervisor reports. Assessors should brief candidates, use tools to guide evidence gathering, give clear instructions, and stop assessments if risks are present.
TAEASS401 topic1
This document provides an overview of competency-based assessment in vocational education and training (VET). It defines assessment in VET and identifies the key features such as identifying the purpose of assessment and who can assess. It also outlines the principles of assessment, including consistency, validity, fairness and flexibility. Evidence is defined as proof that supports a candidate's competency claim. Various assessment methods are discussed, like observation, questioning, and portfolios. Assessment tools are also introduced as the means to implement assessment methods.
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The document is a cover letter and resume for an individual applying for a position. It summarizes the applicant's extensive experience in auditing, construction, manufacturing, education and management fields. The applicant possesses skills in quality management systems, process improvement, lean manufacturing, training and communication. They have experience establishing organizations, facilitating change and building teams. The resume provides details of the applicant's work history, achievements and qualifications for the position.
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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Taeass401 taeass502 s20
This document provides an overview of two training and assessment units: TAEASS401 Design and develop assessment tools and TAEASS502 Plan assessment activities and processes. It outlines the content to be covered in each unit, including assessment principles, developing assessment tools and planning assessment processes. The schedule includes 11 classroom sessions and 3 assessment tasks. The first session introduces the units and assessments and discusses the definition and purpose of assessment. The second session covers standards and benchmarks used for assessment, including training packages, units of competency, and assessment requirements.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
Taedel402 a topic9 Deliver workplace learning
This document provides guidance on organizing content for effective workplace training. It discusses chunking information into digestible portions, sequencing steps in a logical order, and contextualizing content for skills-based delivery. A DEDICT process is outlined for skills training, including demonstrating, explaining, demonstrating slowly, imitating, coaching, and testing. The document concludes by stating the next step is for trainees to facilitate a session and present information while questioning learners.
Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
Taeass401 a topic3v1
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, and elements and performance criteria within a unit should be examined to identify the necessary evidence. The document also discusses interpreting embedded components of units, clustering competencies, different assessment methods like questioning, and the importance of record keeping and documentation.
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.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
Taedel301 a topic3
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.
DEs402aTopic3v2
This document discusses the Australian Qualifications Framework and qualifications packaging. It explains that the AQF provides consistency for qualifications across different education sectors. Qualifications are created by packaging competency units according to rules defined in training packages. These rules specify requirements like the number and types of units needed to achieve a qualification. The document also introduces skill sets, which are groups of units that address specific industry or regulatory needs.
DEs402aTopic1v2
Training packages and accredited courses are developed to:
1. Specify skills and knowledge required to perform effectively in the workplace and support nationally consistent, portable qualifications.
2. Training packages are developed by Industry Skills Councils according to a national process, using research and consultation. They have a standardized structure of units of competency, assessment guidelines, and qualifications frameworks.
3. Accredited courses are developed to address niche skills needs and are accredited through state/territory or national bodies. They are based on units of competency or modules. Both training packages and accredited courses are accessible online through Training.gov.au or their governing bodies.
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.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
Taeass301 a topic2
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.
Taeass301 a topic1
Competency-based assessment in vocational education and training (VET) measures people against defined standards rather than comparing them against each other. Evidence for assessment can come from samples of a candidate's work, observation checklists, interviews, supervisor reports, answers to questions, and documents completed by the candidate. The document outlines how to contribute to the assessment process by planning to gather evidence for assessment according to competency standards.
Taeass301 a topic5
This document discusses reporting assessment evidence and improving the assessment process. It explains that at the end of the session, participants should understand how to report evidence to qualified assessors, identify if assessments meet principles and rules of evidence, and document areas for improvement. It outlines the principles of assessment, including reflecting all competency components and being flexible in approach and timelines. It also describes the rules of evidence, such as the candidate's ability to currently perform tasks according to standards and the work being their own and verifiable. Areas to improve assessments are also addressed.
Taeass301 a topic4
This document discusses how to collect evidence for assessment. It outlines preparing the candidate by informing them of the assessment process and addressing any limitations or safety issues. It also explains how to gather evidence, such as through observation, questions, and documentation, as well as informing candidates of the next steps after assessment.
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.
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.
Bsbcmm401 asession3
The session focused on wrapping up presentation activities and completing the Trainer skill set workshop. Participants discussed feedback and evaluations of the workshop. Certificates were distributed to signify completion of the Trainer skill set training.
Bsbcmm401 asession2
The document provides tips and strategies for effective communication. It discusses the importance of listening to understand rather than reply, giving full attention, keeping an open mind, and summarizing what was said. It also addresses different communication channels like email, meetings, and notice boards. Finally, it lists tips for good communication such as team involvement, creating a consultative environment, supporting consultation, and giving feedback.
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- 1. Topic 8: Learner behaviours TAEDEL401A Plan, organise and deliver group-based learning IBSA Participant Workbook pages 71to 82
- 2. At the end of this session you should know how to: identify different learner behaviours maintain positive learning relationships. maintain regulatory record-keeping requirements maintain instructional materials and information. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Tuckman’s group behaviour © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 71
- 4. Managing group dynamics communication patterns decision making climate and atmosphere of the learning environment cohesion and participation power and influence the facilitator the content. © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 73
- 5. Resolving conflict act quickly stay removedfrom the conflict separate the act from the actor listen actively identify the needs of those in the conflict solutions should come from agreement. © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 76
- 6. Why keep records? keep track of learning outcomes maintain standards of performance and other quality indicators qualitative and quantitative risk management procedures. © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 80
- 7. AQTF compliance AQTF compliance element 1.1 The RTO collects, analyses and acts on relevant data for continuous improvement of training and assessment element 2.6 Learners have timely access to current and accurate records of their participation and progress element 3.4 The RTO manages records to ensure their accuracy and integrity. © 2010 Innovation and Business Industry Skills Council Ltd
- 8. Evaluations self-evaluation reflection reviews and reports type of data reaction immediate learning application performance. keeping records. © 2010 Innovation and Business Industry Skills Council Ltd
- 9. The next step maintain regulatory record-keeping requirements maintain instructional materials and information. © 2010 Innovation and Business Industry Skills Council Ltd