Taedes401 a topic5
•Download as PPTX, PDF•
2 likes•1,193 views
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.
Report
Share
Report
Share
Recommended
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.
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 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.
AEI presentation
The document outlines the Community Partnership for Arts and Culture program which was developed through local research and leadership. It involved independent workshops that became a course of study in basic business practices. Lessons learned included the importance of cohorts, starting with success, time management, and incentives. Future development plans involve improving the curriculum, creating an alumni group and knowledge network, and cultivating new markets.
Training tools and its uses
The document outlines various training tools and their uses for capacity development. It discusses the roles of the Capacity Development Unit and lists training tools like the IITA Agripreneur framework, which provides guidelines for establishing agribusinesses. It also mentions PowerPoint presentations that support training within the ENABLE Youth Program on topics like business plan development. The training strategies highlighted include a youth-to-youth approach, business plan training, and incubation and internship programs.
John pemberton ireland lci cop kickoff
The document summarizes a presentation given by John Pemberton from Intel about the Lean Construction Institute (LCI) and the official launch of the LCI Ireland Community of Practice. It provides information about LCI's mission to transform construction through lean principles and techniques. It outlines LCI's goals for 2014, including growing membership, developing knowledge, and creating industry capacity. It also discusses why Intel joined LCI and their commitment to revolutionizing construction through collaboration. The presentation concludes by officially launching the LCI Ireland Community of Practice.
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.
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.
Recommended
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.
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 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.
AEI presentation
The document outlines the Community Partnership for Arts and Culture program which was developed through local research and leadership. It involved independent workshops that became a course of study in basic business practices. Lessons learned included the importance of cohorts, starting with success, time management, and incentives. Future development plans involve improving the curriculum, creating an alumni group and knowledge network, and cultivating new markets.
Training tools and its uses
The document outlines various training tools and their uses for capacity development. It discusses the roles of the Capacity Development Unit and lists training tools like the IITA Agripreneur framework, which provides guidelines for establishing agribusinesses. It also mentions PowerPoint presentations that support training within the ENABLE Youth Program on topics like business plan development. The training strategies highlighted include a youth-to-youth approach, business plan training, and incubation and internship programs.
John pemberton ireland lci cop kickoff
The document summarizes a presentation given by John Pemberton from Intel about the Lean Construction Institute (LCI) and the official launch of the LCI Ireland Community of Practice. It provides information about LCI's mission to transform construction through lean principles and techniques. It outlines LCI's goals for 2014, including growing membership, developing knowledge, and creating industry capacity. It also discusses why Intel joined LCI and their commitment to revolutionizing construction through collaboration. The presentation concludes by officially launching the LCI Ireland Community of Practice.
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.
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.
Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
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.
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.
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.
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.
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-topic6
This document discusses facilitation skills and learning styles. It identifies different learning styles such as visual, auditory, kinesthetic (VAK) and left/right brain dominance. It also describes PART, global/analytical, and logical/reflective thinking styles. The document advises facilitators to consider these various learning styles when planning training in order to engage all learners. It suggests using a content cycle that moves from big picture to details when facilitating to different learning preferences.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
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.
TAEDEL401A-topic7
This document discusses facilitation and training skills, including identifying different presentation skills used to deliver content such as voice control, pace, posture, and pitch. It also covers providing feedback to learners, using models such as a feedback sandwich, and maintaining positive learning relationships and regulatory record keeping requirements.
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.
Topic 5
Assessment guidelines outline what is contained in assessment materials and identify allowances for reasonable adjustments to accommodate candidate needs without changing evaluation criteria. Reasonable adjustments can modify the physical environment, assessment tools, procedures, or methods used but not alter evidence requirements. Candidates should complete three assessment tasks to demonstrate understanding of using assessment guidelines and reasonable adjustments.
TAEDES401ATopic4 Safe
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.
Leveraging instructional design and learning theories to improve productivity...
Leveraging instructional design and learning theories to improve productivity...Humidtropics, a CGIAR Research Program
The document summarizes ILRI's efforts to improve training on their Feed Assessment Tool (FEAST) for smallholder farmers in Africa. ILRI developed FEAST to help assess local feed resources and optimize animal production, but found users struggled with it after initial training. Their new initiative involves redesigning classroom and online training materials focused on research, computer, reporting, and project management skills. It aims to improve participants' ability to apply FEAST and help farming communities access livestock feed in a sustainable way. The initiative was developed using instructional design principles in partnership with an education firm. ILRI plans to evaluate its effectiveness through pre/post-assessments, surveys, and comparing work from trained vs untrained participants.Leveraging instructional design and learning theories to improve productivit...
The document summarizes ILRI's efforts to improve training on their Feed Assessment Tool (FEAST) for smallholder farmers in Africa. ILRI developed FEAST to help assess local feed resources and optimize animal production, but found users struggled with applying it after traditional in-person training. ILRI's new learning development initiative aims to more effectively train partner staff through: 1) Redesigned classroom materials and online tutorials, 2) A focus on building research, computer, reporting, and project management skills, and 3) Evaluating the training's effectiveness in improving access to livestock feed. The goal is to measurably boost smallholder farmer productivity and incomes through better training.
TAEDEL401A-topic5
This document discusses organizing content for inclusive learning. It recommends chunking, sequencing, and contextualizing material. It also suggests using a skills-based delivery approach of defining, demonstrating, practicing, and observing skills. The document lists relevant legislation addressing diversity and advises facilitators to recognize diversity, value unique experiences, and use inclusive materials and processes while complying with legislation.
Introducing the new aoit courses 062309
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
OE-GLOBAL_2019_Karunanayaka_Naidu
The document describes a study that aimed to support practitioners in developing competencies for adopting open educational resources (OER) and open educational practices (OEP) through massive open online courses (MOOCs). The MOOCs used a scenario-based learning approach and design-based research methodology. Analysis of participant artifacts, discussions, and reflections found the authentic learning scenarios, creation of artifacts, discussions, and self-reflections effectively supported the development of skills in OER adoption and OEP. The learning experience design was found to significantly impact participants' thinking and professional practices related to OER and OEP.
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.
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.
More Related Content
Similar to Taedes401 a topic5
Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
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.
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.
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.
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.
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-topic6
This document discusses facilitation skills and learning styles. It identifies different learning styles such as visual, auditory, kinesthetic (VAK) and left/right brain dominance. It also describes PART, global/analytical, and logical/reflective thinking styles. The document advises facilitators to consider these various learning styles when planning training in order to engage all learners. It suggests using a content cycle that moves from big picture to details when facilitating to different learning preferences.
Taedel402 a topic10
TAE40110 - Certificate IV in Training and Assessment
Unit of compeetncy - TAEDEL402A - Plan, organise and facilitate learning in teh workplace
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.
TAEDEL401A-topic7
This document discusses facilitation and training skills, including identifying different presentation skills used to deliver content such as voice control, pace, posture, and pitch. It also covers providing feedback to learners, using models such as a feedback sandwich, and maintaining positive learning relationships and regulatory record keeping requirements.
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.
Topic 5
Assessment guidelines outline what is contained in assessment materials and identify allowances for reasonable adjustments to accommodate candidate needs without changing evaluation criteria. Reasonable adjustments can modify the physical environment, assessment tools, procedures, or methods used but not alter evidence requirements. Candidates should complete three assessment tasks to demonstrate understanding of using assessment guidelines and reasonable adjustments.
TAEDES401ATopic4 Safe
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.
Leveraging instructional design and learning theories to improve productivity...
Leveraging instructional design and learning theories to improve productivity...Humidtropics, a CGIAR Research Program
The document summarizes ILRI's efforts to improve training on their Feed Assessment Tool (FEAST) for smallholder farmers in Africa. ILRI developed FEAST to help assess local feed resources and optimize animal production, but found users struggled with it after initial training. Their new initiative involves redesigning classroom and online training materials focused on research, computer, reporting, and project management skills. It aims to improve participants' ability to apply FEAST and help farming communities access livestock feed in a sustainable way. The initiative was developed using instructional design principles in partnership with an education firm. ILRI plans to evaluate its effectiveness through pre/post-assessments, surveys, and comparing work from trained vs untrained participants.Leveraging instructional design and learning theories to improve productivit...
The document summarizes ILRI's efforts to improve training on their Feed Assessment Tool (FEAST) for smallholder farmers in Africa. ILRI developed FEAST to help assess local feed resources and optimize animal production, but found users struggled with applying it after traditional in-person training. ILRI's new learning development initiative aims to more effectively train partner staff through: 1) Redesigned classroom materials and online tutorials, 2) A focus on building research, computer, reporting, and project management skills, and 3) Evaluating the training's effectiveness in improving access to livestock feed. The goal is to measurably boost smallholder farmer productivity and incomes through better training.
TAEDEL401A-topic5
This document discusses organizing content for inclusive learning. It recommends chunking, sequencing, and contextualizing material. It also suggests using a skills-based delivery approach of defining, demonstrating, practicing, and observing skills. The document lists relevant legislation addressing diversity and advises facilitators to recognize diversity, value unique experiences, and use inclusive materials and processes while complying with legislation.
Introducing the new aoit courses 062309
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
OE-GLOBAL_2019_Karunanayaka_Naidu
The document describes a study that aimed to support practitioners in developing competencies for adopting open educational resources (OER) and open educational practices (OEP) through massive open online courses (MOOCs). The MOOCs used a scenario-based learning approach and design-based research methodology. Analysis of participant artifacts, discussions, and reflections found the authentic learning scenarios, creation of artifacts, discussions, and self-reflections effectively supported the development of skills in OER adoption and OEP. The learning experience design was found to significantly impact participants' thinking and professional practices related to OER and OEP.
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.
Similar to Taedes401 a topic5 (20)
Leveraging instructional design and learning theories to improve productivity...
Leveraging instructional design and learning theories to improve productivity...
Leveraging instructional design and learning theories to improve productivit...
Leveraging instructional design and learning theories to improve productivit...
More from nicvw
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.
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.
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.
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.
More from nicvw (20)
Recently uploaded
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Taedes401 a topic5
- 1. Topic 5: Design and Review Learning Program TAEDES401A Design and develop learning programs © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 47 to 66
- 2. At the end of this session, you should know how to: design the learning program ready for implementation review the learning program © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Design and review © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 47
- 4. Policies and procedures © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 48
- 5. Learner differences © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 52
- 6. People learn in different ways © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 54
- 7. Delivery strategies © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 55
- 8. Learning activities © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 57
- 9. Assessment strategies © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 57
- 10. The learning program © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 59
- 11. Implementation © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 61
- 12. Review © 2010 Innovation and Business Industry Skills Council Ltd IBSA - Participant Workbook: page 64
- 13. The next step You should now: complete Assessment Task 1 undertake Assessment Task 2 justify your design with Assessment Task 3 © 2010 Innovation and Business Industry Skills Council Ltd