Taedel402 a topic11
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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.
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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.
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.
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.
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.
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.
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.
TAEASS401 topic2
This document discusses the key components of developing an assessment plan, including establishing the purpose of assessment, identifying candidates and their needs, using relevant benchmarks, interpreting assessment guidelines, identifying assessment methods, and identifying the assessment context. The purpose of assessment could include certification, recognition of competency, identifying skills needs, measuring progress, or making a competency decision. Candidates' characteristics should be identified and assessments organized according to their needs. Relevant benchmarks include units of competency or modules. Assessment methods should consider industry systems, evidence opportunities, and requirements. The assessment context includes the environment, resources, people, and organizational requirements.
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Taedel402 a topic10
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Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
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TAEASS401 topic1
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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.
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.
TAEASS401 topic2
This document discusses the key components of developing an assessment plan, including establishing the purpose of assessment, identifying candidates and their needs, using relevant benchmarks, interpreting assessment guidelines, identifying assessment methods, and identifying the assessment context. The purpose of assessment could include certification, recognition of competency, identifying skills needs, measuring progress, or making a competency decision. Candidates' characteristics should be identified and assessments organized according to their needs. Relevant benchmarks include units of competency or modules. Assessment methods should consider industry systems, evidence opportunities, and requirements. The assessment context includes the environment, resources, people, and organizational requirements.
TAEASS401 topic3
This document discusses how to determine the evidence needed to establish competence against units of competency. It explains that the evidence guide, required skills and knowledge, and elements and performance criteria within each unit should be examined to identify the necessary assessment evidence. The document also discusses interpreting embedded components of units, clustering related competencies, different assessment methods like questioning, and the importance of record keeping and documentation.
TAEASS401 topic5
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TAEASS401 topic4
This document discusses developing assessment instruments and planning for recognition of prior learning (RPL). It explains that assessment instruments include questions or activities used to evaluate competence. When reviewing instruments, they should check if they are valid, reliable, flexible and fair. Assessment tools may need modifying to accommodate candidates' special needs or characteristics to ensure a fair assessment. RPL assesses existing competence from work or life experience and usually occurs before training. Planning RPL involves choosing assessment methods like portfolios, interviews, or other evaluations to determine candidates' existing skills and knowledge.
Taeass401 a topic3
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TAEASS402A topic1
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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.
Taeass301 a topic5
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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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TAEASS401 topic4
This document discusses developing assessment instruments and planning for recognition of prior learning (RPL). It explains that assessment instruments include questions or activities used to evaluate competence. When reviewing instruments, they should check if they are valid, reliable, flexible and fair. Assessment tools may need modifying to accommodate candidates' special needs or characteristics to ensure a fair assessment. RPL assesses existing competence from work or life experience and usually occurs before training. Planning RPL involves choosing assessment methods like portfolios, interviews, or other evaluations to determine candidates' existing skills and knowledge.
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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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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.
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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.
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.
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.
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.
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 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 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.
Bsbcmm401 asession1
This document outlines the requirements for two presentations to be assessed as part of a training program. It discusses establishing an effective communication presence through research, organizing information clearly using the INTRO model, using appropriate visual aids, employing positive body language, delivering information on track and with support, and evaluating audience understanding at the end. The two assessments will be based on informal and formal presentations of simulated practical activities aligned to the training.
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.
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.
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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Taedel402 a topic11
- 1. TAEDEL402A Plan, organise and facilitate learning in the workplace © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 63 to 69
- 2. At the end of this session you should know how to: Separate conduct evaluations identify relevant data for analysis apply record-keeping procedures in your practice environment. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Concluding the relationship When to separate? When: goals are achieved assessment outcomes are acceptable time periods have elapsed. © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 63
- 4. Types of evaluation self-evaluation reflection reviews and reports keeping records. © 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 65
- 5. Types of data (Kirkpatrick) © 2010 Innovation and Business Industry Skills Council Ltd Level 4 - Results Level 3 - Behaviour Level 2 - Learning Level 1 - Reaction IBSA Participant Workbook pages 67
- 6. Evaluation and review Why keep records? © 2010 Innovation and Business Industry Skills Council Ltd