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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.
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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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Taedel401 a topic3
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Taedel402 a topic5
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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.
work base learning1.pptx
This document discusses work-based learning and apprenticeships. It defines apprenticeship as a training process with both on-the-job and in-school components lasting 1-3 years. Apprenticeships are ideally initiated by employers and involve a contract between the apprentice and employer. Quality apprenticeship programs require social dialogue between governments, employers, workers organizations and other stakeholders to determine roles and responsibilities, financing, legislation and quality standards. Challenges to establishing apprenticeship programs include reaching consensus on apprentice wages and employer buy-in.
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.
TAEAS402A topic3
This document discusses how to make assessment decisions by examining evidence, using professional judgement, and providing feedback. It outlines factors to consider like ensuring evidence covers all competency components, is demonstrated over time, and relates to the relevant unit of competency. Rules of evidence for assessment and recognition of prior learning are addressed. The importance of clearly communicating the assessment decision and next steps is emphasized.
[Illustrative boardroom presentation] 8pmoct13 oloruntoba-doc4
This project initiation plan proposes creating a Graduate Career Bureau to help reduce graduate unemployment. It will establish university partnerships, provide training and workshops to close skills gaps, match graduates to opportunities on a website, and give students experience solving business problems. The plan outlines deliverables, costs, benefits, phases and tasks in a Gantt chart. It also identifies risks like supplier issues or technical difficulties, and contingency plans.
TAEASS403A topic1
Validation ensures that assessment processes and outcomes are appropriate, effective, consistent, and reliable. It involves collecting and analyzing assessment information to identify improvements to systems, processes, practices, resources, and outcomes. Validation can occur through meetings, networks, peer review, and panels. It takes place after implementation of an assessment and throughout the life of the assessment.
Continuing Professional Development For Social Workers
This document discusses continuing professional development (CPD) for social workers in the UK. It defines CPD and outlines common CPD activities like training, supervision, and qualifications. It also describes the regulatory bodies that oversee social work, including the General Social Care Council and requirements for maintaining registration. Finally, it discusses the national occupational standards that inform social work practice and the Children's Workforce Development Council's model for structuring the children's social care profession.
Institute industry ppt
The document discusses the need for industry-institute collaboration in India to address skills gaps and ensure employability. It identifies five key gaps: 1) outdated curricula, 2) lack of soft and technical skills, 3) outdated technology training, 4) lack of industry involvement, and 5) insufficient leadership support. It proposes innovative mechanisms to strengthen collaboration, like revising curricula jointly, faculty consultancy projects, student internships, entrepreneurship programs, affordable software, and formal MOUs between institutions and companies. Overcoming constraints through formal partnerships can help address India's employment challenges by generating jobs.
20% off the job training employers and trainers guide
The Apprenticeship levy 20% off the Job Training for Apprenticeships
Off-the-job training is defined as learning which is undertaken outside of the normal day- to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The off-the-job training must be directly relevant to the apprenticeship framework or standard.
Here are our Top 20 for meeting the off the job training requirement for Apprentices
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World Accounting Summit Presents IFRS, 18 - 22 May 2014, Dubai, UAE
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Continuing Professional Development For Social Workers
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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.
Tae10 assessor skill set wrkshp 1 slides
This document provides an overview of an 8-workshop program to develop assessor skills. The workshops will cover planning assessment activities, assessing competence, and participating in assessment validation. They will be delivered virtually over 3 hours each via video conferencing platforms. Between workshops, participants will complete approximately 1 hour of independent preparation. The workshops will use various interactive methods and technologies to teach participants how to organize assessment processes, develop assessment tools, and assess candidates' competence against standards. Upon completing the workshops and assessment tasks, participants will meet the requirements of the Assessor Skill Set qualification.
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.
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 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.
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 topic3_4
- 1. Topic 3 & 4: Establishing the Learning Relationship TAEDEL402A Plan, organise and facilitate learning in the workplace IBSA Participant Workbook pages 19 to 24
- 2. At the end of this session you should know how to: address the rules and regulations that influence the learning environment identify the learning program requirements establish learning relationships. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Regulatory environments © 2010 Innovation and Business Industry Skills Council Ltd Levels and types of workplace regulation: IBSA Participant Workbook page 20
- 4. Learning environment Facilitators need to know the learning program requirements: © 2010 Innovation and Business Industry Skills Council Ltd
- 5. Identifying the learning relationship © 2010 Innovation and Business Industry Skills Council Ltd Learning relationships include: guiding new employees on the work they going to be doing supporting a changed job role addressing organisational change developing existing staff in new skills providing work skills and practice opportunities to learners in an apprenticeship, traineeship or other qualification requiring on-the-job experiences.
- 6. The next step You should now: plan for the learning experience plan for inclusive learning practices establish supports for the learner. © 2010 Innovation and Business Industry Skills Council Ltd