TAE40116 Certificate IV - The Complete Academic Support Hub

TAE40116 Certificate IV

(https://cookmyproject.com/blog/tae40116-certificate-iv-3/) This link is for further assistance. I need help with all the practical tasks.

Practical Assessments

The practical assessment demonstrates the skills required for the following units of competency covered in this workbook:TAEDES401 Design and develop learning programsTAEDES402 Use training packages and accredited courses to meet client needsTAELLN411 Address adult language, literacy and numeracy skills This assessment will facilitate your completion of the following requirements relevant to the units included in this cluster through the following Projects:Case Study 1 – Catering Assistant TrainingProject 1 – Conduct training needs analysis 1Project 2 – Design and develop learning plan 1Project 3 – Evaluate Learning ProgramCase Study 2 – Housekeeping Assistant TrainingProject 4 – Conduct training needs analysis 2Case Study 3 – Cascade Peak Performance Training InstituteProject 5 – Design and develop learning plan 2

Case Study 1 – Catering Assistant Training

Case Study 1 provides you with a detailed scenario and all the information you will require to complete Projects 1, 2, and 3:Project 1 – Conduct training needs analysis 1Project 2 – Design and develop learning plan 1Project 3 – Evaluate Learning Program

SCENARIO
Man Power Training Services (MPTS)

You work as a trainer for Man Power Training Services (MPTS), a Registered Training Organisation offering vocational training services for a range of clients with different training needs. Best Jobs Incorporated (BJI) is a non-profit organisation that helps people gain employment in the Retail and Hospitality Industries at entry level. BJI has approached MPTS to develop training that will help participants qualify for employment in various hospitality settings. Your task is to conduct a training needs analysis that will provide participants with the necessary qualification to apply for an entry level position as a catering assistant. During your early consultation sessions with BJI, they requested that the following elective units be included in the training: SITHCCC001 Use food preparation equipment SITXFSA001 Use hygienic practices for food safety SITHCCC004 Package prepared foodstuffs You are also required to create a learning program for the unit: BSBWOR203 Work effectively with others The training should take place over a twelve (12) month period [1200 hours, 52 weeks]. BJI’s contact details are: best@jobsinc.org.au (02) 5678 9101 The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment. Note the following candidate information:Matilda Jeffries – Works well independently and with others. Matilda completed a Senior Secondary Certificate last year but to date has no work history.Norman Howard – Has been a client of BJI for 2 years; however, this will be Howard’s first placement for training purposes. Works well with others. Left school after year 10 two years ago; based on reports, he was a very good student.Yon Leong – Just arrived from overseas and has extensive experience working as a kitchen hand. English is her second language and has never been in a training situation previously. Her written and spoken English skills are sufficient, but she sometimes has trouble when asked to read long texts.Robert Bentley – Robert has been unemployed for 3 years following an accident. Previously Robert ran his own small business which was retail based. Robert wants to re-build his skills and has jumped at this opportunity.Eri Touma – Eri was born and raised in Japan. She moved to Australia 1 year ago and has been studying English to help her gain employment. Although she is able to understand written English quite well, she is still having challenges conversing in English.Shintaro Touma – Shintaro was born and raised in Japan. He and Eri are siblings. He moved to Australia about 6 months ago. He is able to converse in English sufficiently; however, his English reading and writing skills are quite poor.Thomas Fjelbonde – Danish student in Australia. His English reading and writing skills are sufficient; however, his English conversational skills are still a bit problematic. Thomas is enrolled in an English Bridging Program in preparation for commencing his Bachelors Degree.Sherry Santos – Filipino student in Australia. Sherry is in her second year of university completing a Bachelors Degree in Business. She is very proficient in the written and spoken English. Before coming to Australia, she used to work weekends at her family’s small retail business in the Philippines.

All of the candidates have completed the LLN evaluation provided by BJI. They have also mapped the results against the ACSF, the table of their results can be found below.

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Matilda Jeffries	3	4	4	4	5
Norman Howard	4	4	4	4	4
Yon Leong	3	2	3	3	3
Robert Bentley	4	4	4	4	4
Eri Touma	4	3	3	2	3
Shintaro Touma	3	2	2	3	3
Thomas Fjelbonde	4	3	3	2	3
Sherry Santos	4	4	5	4	5

Other requirements of the client:Must be based on the qualification for catering assistantMust be in compliance with Man Power Training Services Quality Assurance Policies located here:
MPTS Policy Manual (Username: learner Password: studyhard)
Must be in compliance with BJI’s Workplace Health and Safety Policy located here:
BJI Workplace Health and Safety Policy (Username: learner Password: studyhard)

Project 1 – Conduct Training Needs Analysis 1

Project Overview Project 1 will require you to complete a Work Role LLN Evaluation and conduct a Training Needs Analysis for your client. Follow the instructions below to complete the project. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

Task 1

Determine the Work Role LLN Requirements of the training. Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the catering assistant role.
Catering Assistant Job Description (Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5 from the template before submission. The same can be done for the other Foundation Skills. Once complete, save the Work Role LLN Evaluation Form as: TAE40116 – Project 1 – WorkRoleLLNForm NOTE: the template will be in Read-only form. Save a separate copy to your computer and edit the document. Work Role LLN Evaluation Form (Username: learner Password: studyhard)

Confirm the training and assessment needs with the client To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play. During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must: Advise the client of the training package, qualification and/or accredited course selected to meet their training needs Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them. Your client (volunteer) must complete the TNA Participant Feedback Form. Before beginning your session with the client (volunteer) you must brief them on the details of the session. You must also provide them with the candidate instructions and Participant Feedback Form, which can be accessed through this link:
Project Brief and Participant Feedback Form (Username: learner Password: studyhard) You must review the Participant Feedback Form before completing the task to get an idea of what you must do during the session. After completing the task, you must sign the ‘Document Created By’ field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By’ field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.
Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer): active listening, adequate comprehension, appropriate use of grammar, vocabulary, and pronunciation using language appropriate to the audience, and using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client

Save the candidate’s (volunteer’s) completed Participant Feedback Form using the filename: Project 1 -TNAFeedbackForm

Task 2

Draft your Training Needs Analysis This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember to consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study. Training Needs Analysis Template 1 (Username: learner Password: studyhard)
Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.
Read and interpret the qualification framework and packaging rules of the qualification.
Determine and review the following:licensing requirementsprerequisites applicable to the trainingsuitable electives that meet your client’s needs and job roles

Select a skill set, individual units, or accredited modules to include in the Training Needs Analysis. Read, analyse, and interpret the units or accredited modules to determine if they meet the client’s needs.
Read and interpret the assessment information of the chosen training package or accredited course.
Once complete, save your TNA using the filename:
Project 1 – TNA1

Training Needs Analysis 1

Guidance notes are provided for you in the template below for your reference.

NOTE: The template below is only provided for your reference. You are required to complete the TNA as a separate document, to be submitted to your trainer/assessor.

Training Needs Analysis
Client Training Requirements
Client Name
Contact Details	Contact Number
Email Address
Purpose of Program
Duration of Program
Number of Participants
Target Learner Group Overview and Characteristics	Guidance: Give a summary of the candidate or learner group information here.
Training Specifications
Training Package Title	Guidance: Identify the training package you have selected that would best suit the client’s needs
Code and Title of Qualification	Guidance: Identify the qualification or accredited course you have selected that would best meet the client’s needs. Include both the qualification code and title.
Licensing Requirements
Pre-requisites
Qualification Rules
Qualification Framework	AQF Levels: 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 8
AQF Level Requirements	Summary
Knowledge
Skills
Application of Knowledge and Skills
Course Packaging
Guidance: Select as suitable combination of units using the packaging rules. Note that the selection of elective units must reflect the job outcome of a Catering Assistant.
Core/Elective	Unit Code	Unit Name






Core Skills Learner Profile
Names	Learning	Reading	Writing	Oral Communication	Numeracy








Learner Group Skill Levels
Core Skill Levels of Units
Core Skill Levels for Workplace
Core Skill Levels for Training
LLN Support Required
Guidance: You are required to identify at least two resources that can support the LLN skill development of the target learners. Note these resources beside the relevant learner. Where no LLN support resources are required, note ‘N/A’
Name	Support Required (resources, specialist consultation, etc.)


Document Created By
Name	Position	Organisation	Signature	Date

Approved By
Name	Position	Organisation	Signature	Date

Task 3

Seek and use advice from specialist LLN practitionersSource specialist LLN support for the program you are developing. List the details of two (2) LLN specialists. Draft an email to one (1) of the LLN specialists you identified. Your email must be a request for training and assessment idea that can help support the LLN needs of your learning program participants. The LLN specialists you list below must be real LLN specialist from a real organisation. Note that you do not have to contact the LLN specialist you sourced. Complete the table below to simulate the task with your trainer/assessor.

Name/organisation name:
Contact details:
Source of information:
Name/organisation name:
Contact details:
Source of information:

Draft your letter in the space provided below. It must be addressed to one (1) of the LLN specialists you listed above. Guidance: Simulate this requirement by completing the table below.

To
Subject
Message

For the purposes of this assessment, this is the advice given to you by the LLN specialists you accessed.
“You may consider running one session and then asking the participants if they are having challenges keeping up with the training. You may want to get their feedback in individual sessions so you could get more detailed feedback on their LLN challenges during the session. Should they find the course too difficult, you will have to discuss with them the challenges they will potentially encounter in the duration of the training, including the possibility of not being able to finish the course. Another option you may consider is to have team teaching delivery in sessions that may require extra LLN assistance for your participants.” Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4 Note that the advice given to you must appear in your Learning Program.

Explain how you used the LLN advice to identify the LLN resources you will use for your learners and learning program:

Project 1 Checklist

At the end of Project 1 you must have completed the following:

	Complete
Work Role LLN Evaluation Form TAE40116 – Project 1 – WorkRoleLLNForm	☐
Training Needs Analysis Template 1 Project 1 – TNA1	☐
Participant Feedback Form Project 1 -TNAFeedbackForm	☐
Task 4	☐

Project 2 – Design and Develop Learning Program 1

Project Overview Project 2 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:

BSBWOR203 Work effectively with others

The learning program must be designed for the group of candidates identified in the case study. There is no specified ‘length’ of the learning program that you design for this project, but it must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

Task 1

Steps to take: Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:

Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule.

Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
Remember that you must document the Learning Plan in line with organisational requirements by completing the Learning Plan template on the following pages. You must also remember to follow the organisational protocols, policies and procedures, which have been provided to you in Case Study 1.

WHS Requirements
When identifying WHS concerns for the training environment at BJI, refer to the photo provided below. Consider all possible WHS concerns that must be considered in this training environment. You must identify two (2) in your Learning Program.

Click here to access a high-resolution version of this photo.
Resources and Equipment Identify at least three (3) resources and equipment needed for the training in an industrial kitchen setting, be as specific as possible when listing sources for available and required resources for the training. Training and Assessment Staff Details For the purposes of Project 2, you can list yourself as the trainer and assessor for this learning program, with qualifications in Certificate I in Hospitality and Certificate IV in Training and Assessment. Program Duration The allocated duration for delivering this program is three (3) weeks.

LEARNING PROGRAM 1

Plan your learning program using the learning program template below. Guidance notes are provided within the template for your reference:

Learning Program
Client Training Requirements
Client Name
Contact Details	Contact Number
Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code	Unit Title	Core/Elective






Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here

Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name	Remarks


Learner LLN Analysis
Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Matilda Jeffries
Norman Howard
Yon Leong
Robert Bentley
Eri Touma
Shintaro Touma
Thomas Fjelbonde
Sherry Santos
Overall Learner Group Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
	Learning	Reading	Writing	Oral Communication	Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skills Levels of the Training
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name	Support Required (resources, specialist consultation, etc.)




Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available	Source
List here the resources that are already available for the training.



Resources/ Equipment Required	Source
List here the resources that are not currently available and will need to be acquired for the training.



WHS Requirements of the Training Environment
Describe any WHS concerns for operating equipment or conducting training in the learning environment.

Risk Control Plan
You can identify the Likelihood of Incident as either, Almost certain Likely Possible Unlikely Rare For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here Incident Reporting Risk Matrix
Training Hazards	Likelihood of Incident	Possible Severity of Incident	Risk Control Plan


Training and Assessment Staff Details
Name	Role	Qualifications Held
	Trainer Assessor Support Staff
	Trainer Assessor Support Staff
Document Created By
Name	Position	Organisation	Signature	Date

Approved By
Name	Position	Organisation	Signature	Date

LEARNING PROGRAM SCHEDULE AND COMPETENCY MAPPING

Mapping: TAEDES401 PC2.1 (p), 3.1(p),3.3, 4.2 (p), 4.1, 4.3 (p), PE1.0 (p) FS1.0, 2.0, 4.0, 7.0 (p)

Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject matter content from the unit of competency.

Guidance:

To ensure successful completion of this task, the Learning Program schedule you design must:

Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:

Learning Program Schedule
To complete this schedule, specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.
Program Timeframe	Date From:		Date To:
Duration (hrs)	1200 hours
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method
1	9:30 – 10:30	Introduction to Food Preparation The learner should, by the end of this session, be able to confirm food preparation requirements, identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of equipment before use.	Learner will be guided through the process of confirming food prep requirements, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.	Food prep demonstration using knives	Handouts	Knife set	Guided facilitation

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe	Date From:		Date To:
Duration (hrs)
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome/s	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method

Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the sessions in your learning program schedule that will address each unit requirement. For example, if PC1.1, will be covered in sessions 1 and 2, tick the boxes corresponding to sessions 1 and 2. ALL requirements must be addressed in the competency map.

Session – Competency Mapping

Unit Code

Element /
Performance Criteria

Session

BSBWOR203

PC 1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

PC 1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

PC 1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

PC 2.1 Provide support to team members to ensure workgroup goals are met

PC 2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

PC 2.3 Share information relevant to work with workgroup to ensure designated goals ae met

PC 2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

PC 3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

PC 3.2 Identify and linguistic and cultural differences in communication styles and respond appropriately

PC 3.3 Identify issues, problems and conflict encountered In the workplace

PC 3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)
BSBWOR203	1				BJI Training Centre	observation checklist assessor guide instructions to candidates and assessors	Blenders, Food Processors, Graters, Knife Sharpening Equipment, Knives, Mandolin Slicers, Measures, Mouli, Peelers, Corers or Slicers, Planetary Mixers, Scales, Thermometers, Whisks
2.1
2.2
2.3
2.4
2.5
3
	1
	2
	3
		1.1
		1.2
		1.3
		2.1
		2.2
		2.3
		2.4
		3.1
		3.2
		3.3
		3.4

Supplementary Task 1 – Learning Program Resources

Source and review at least two (2) available learning resources from any of the following:

your workplace
online
from industry experts, and so on.

These learning resources must be relevant to the learning program you are developing.

Submit the two learning resources that you have reviewed and found relevant to the learning program you are developing. List the filenames of the two (2) learning resources you are submitting and where you have sourced them in the table below:

Learning Resources	Sources

Explain how the learning resources you’ve selected are relevant to the learning program you are developing. Also, describe the overall quality of the resources, i.e. currency and reliability.
Customise the learning resources.

You must customise the two (2) learning resources to the LLN needs of your participants. Consider the following advice:

Advice 1 “Simplify the vocabulary used in your learning materials.”

Advice 2 “Use visual guides or images for your client.”

To complete this task, you must customise one (1) learning resource according to one (1) advice given above. For example, you chose to customise Learning Resource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.

In the table below identify which learning resource you will be customising according to which advice.

Learning Resource	Advice

Once complete you must submit both the original and customised learning resource using the following filenames:

TAE40116 – Project2 – LearningResource1

TAE40116 – Project2 – LearningResource2

TAE40116 – Project2 – ContextLR1

TAE40116 – Project2 – ContextLR2

Supplementary Task 2 – Confirm Delivery Strategies

To complete this task, you will need one (1) volunteer to play the role of your client, they must be briefed on the details of the assessment beforehand. Note that this can be the same volunteer in Project 1.

You must walk the client (volunteer) through the competency standards (or other training specifications the learning program is based on), delivery strategies, required assessment methods and tools that you identified in the Learning Program and Learning Program Schedule and Competency Map. You must also provide the client with appropriate advice regarding the assessment requirements for the competency standard.

During your session, your client (volunteer) must agree with the delivery strategies, required assessment methods and tools you discuss with them.

You will be required to submit an audio recording of your session with the client (volunteer) for assessment. Submit your audio recording as:

TAE40116 – Project2 – ConfirmationSession

Supplementary Task 2: Marking Result Form

This form is for you to complete. For a satisfactory result, the candidate’s audio recording of their confirmation session with the client (volunteer) meets all the criteria outlined below. A separate copy of the form must be completed. This can be accessed here.

Once completed, sign and date the declaration field at the end of the form.

Project 2 Supplementary Task 2: Marking Result Form
Legend: For each statement select, S – Satisfactory, if the candidate has satisfactorily met the assessment criteria below NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the assessment criteria below Once completed, sign and date the Assessor Declaration section at the end of the form.
Assessment Criteria	S	NYS
The candidate confirmed the delivery strategies with the client (volunteer).	☐	☐
The candidate confirmed the required assessment methods and tools with the client (volunteer).	☐	☐
The candidate used information and communications technology (ICT) based tools to complete this task.	☐	☐
The candidate confirmed the competency standards, or other training specifications the learning program is based on.	☐	☐
The candidate provided the client with appropriate advice on the assessment requirements for the unit of competency the learners will be assessed against.	☐	☐
The candidate used appropriate communication techniques to provide and elicit information from the client, confirm their understanding of the assessment requirements and communicate conclusions with them.	☐	☐
Assessor Declaration
By affixing my signature below, I am declaring that this document is a true and accurate record of the candidate’s performance.
Assessor Name:	Assessor’s Signature:
Date:

Project 2 Checklist

At the end of Project 2 you must have completed the following:

	Completed
Learning Program 1	☐
Learning Program Schedule and Competency Mapping	☐
Supplementary Task 1	☐
Learning Resources TAE40116 – Project2 – LearningResource1 TAE40116 – Project2 – LearningResource2 TAE40116 – Project2 – ContextLR1 TAE40116 – Project2 – ContextLR2	☐
Confirmation Session Audio Recording TAE40116 – Project2 – ConfirmationSession	☐

Project 3 – Evaluate Learning Program

Project Overview This project requires you to review the complete program with key stakeholders to find areas for improvement and make the adjustments as required. To ensure successful completion of this project, follow the steps below and complete the evaluation form provided on the following page. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ a computer ☐ templates provided in this Project ☐ a volunteer to play the role of your client

STEP 1

To complete this Project, you will need one (1) volunteer to play the part of your key stakeholder. These may be the same volunteer that took part in the previous projects. Where possible, find a volunteer with a Certificate IV qualification in Training and Assessment. Write their name and contact information below.

Name	Contact Number	Email Address

Your volunteer must be briefed about the details of the completed learning program before proceeding with the task. You can provide them a copy of the Learning Plan, the Competency Map, Learning Program Schedule, and other relevant documents that will help you conduct the review of the learning program such as:

units of competency
training package
LLN advice, and so on.

They must also be informed that your assessor may contact them for confirmation purposes.

You must submit an audio recording of your review of the learning program with your key stakeholder (volunteer) for assessment.

Review the program with your key stakeholder (volunteer). During your conversation, you must seek feedback on the learning support you included in the program. Once complete submit your audio recording using the filename:

TAE40116 – Project3 – Evaluation

STEP 2

Review your completed learning program with your trainer/assessor by sending them an email.

Send your trainer/assessor a copy of the Learning Program. Make sure to seek feedback on the learning support you have included in the program. Send a copy of your Learning Program, Learning Program Schedule and Competency Map along with your email.

To complete this part of the project you must post a screenshot of your assessor’s response here.

Screenshot

STEP 3

Adjust your Learning Program, if necessary.

Look at the feedback you received from your key stakeholders and determine if you need to adjust your Learning Program 1.

Do you need to make adjustments to your Learning Program 1? ☐ Yes ☐ No

If you do, revise your Learning Program 1 and submit this as:

TAE40116 – Project 3 – RevisedLP1

Project 3 Checklist

At the end of Project 3 you must have completed the following:

	Completed
Step 1	☐
Evaluation Session Audio Recording TAE40116 – Project3 – Evaluation	☐
Step 2	☐
Step 3	☐

Case Study 2 – Housekeeping Assistant Training

Case Study 2 provides you with a detailed scenario and all the information you will require to complete Project 4: Conduct a training needs analysis 2

SCENARIO

Best Jobs Incorporated (BJI) was very pleased with the training program you have created for their Catering Assistant participants, and has also approached Man Power Training Services (MPTS) to create the training program for their Housekeeping Assistant Group.
You’ve been assigned to create the said program for BJI. Your task is to design a plan that will provide participants the necessary qualifications to apply for an entry level position as housekeeping assistants.
BJI is looking to train eight (8) candidates in line with nationally recognised standards through a relevant certificate 1 qualification.
The overall training should take place over a six (6) month period.
In line with the previous requirement for the catering assistant program, the following units must be included in the course, and must be grouped together in one learning program:
SITXCCS001 Provide customer information and assistance

and

BSBWOR203 Work effectively with others
This will allow participants from the Catering Assistant Training Group join the sessions without having to take units only specific to the training for housekeeping assistants.
The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment.

Note the following candidate information:Vicky Sheokeen Vicky is born and raised in India. He moved with his brother, Kapil to Australia to work as housekeeping assistants for a local hotel run by their uncle. Vicky still requires assistance in understanding written and spoken English.
Kapil Sachdeva Kapil is Vicky’s brother, and is also born and raised in India. They moved together to work as housekeeping assistants for local hotel run by their uncle. Like Vicky, Kapil also still requires assistance in understanding written and spoken English.
Juan Pedro Juan Pedro is a Filipino student in Australia looking for a part time job as a housekeeping assistant while completing his studies. English is his second language.
Jiyoon Jeong Jiyoon is born and raised in Korea. She has been staying in Australia for the past year as a full-time student, learning English as second language. Her English reading and writing skills are sufficient to complete the training; however, she still struggles a bit with her English listening and speaking skills and still requires an English dictionary handy. She wants to work as housekeeping assistant.
Eunji Park Eunji is born and raised in Korea but is attending her 3^rd year in university in Australia. English is her second language. She is comfortable with reading and writing in English but sometimes has trouble when conversing with others. She will be taking a year off from school and wants to work as housekeeping assistant during this period.
Adam Martin Adam Martin just finished high school in Australia and is looking to work as a housekeeping assistant before pursuing higher education. He has not had any formal vocational training.
Stella Chapman Stella Chapman completed a couple of freshman units at a local university studying culinary arts before giving birth to her first child. She wants to work part time as a housekeeping assistant.
Betty Christopher Betty Christopher is a catering assistant and would like to expand her skills by completing the housekeeping assistant training too.

Other requirements of the client:Must be based on a current certificate 1 qualification and current unitsMust be based on qualifications for housekeeping assistantsMust also include the following unit:
SITXWHS001 Participate in safe work practices
Must be in compliance with BJI’s Workplace Health and Safety Policy located here:
BJI Workplace Health and Safety Policy (Username: learner Password: studyhard) Must reflect the results of the results of the LLN Assessments conducted by BJI and MPTS for the clients.

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Vicky Sheokeen	2	1	1	2	2
Kapil Sachdeva	2	1	1	2	3
Juan Pedro	3	3	3	3	3
Jiyoon Jeong	4	2	2	3	2
Eunji Park	4	3	3	2	3
Adam Martin	4	3	3	3	3
Stella Chapman	3	3	3	3	3
Betty Cristopher	4	4	3	3	3

Project 4 – Training Needs Analysis 2

Project Overview This project requires you to conduct and record a Training Needs Analysis (TNA) on BJI’s training requirements described in the case study scenario provided. To ensure successful completion of this project, follow the steps provided below. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

TASK 1

Determine the Work Role LLN Requirements of the training. Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the housekeeping assistant role.
Housekeeping Assistant Job Description (Username: learner Password: studyhard)
Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5 from the template before submission. The same can be done for the other Foundation Skills. Once complete, save the Work Role LLN Evaluation Form as: TAE40116 – Project 1 – WorkRoleLLNForm Work Role LLN Evaluation Form (Username: learner Password: studyhard)

Save the candidate’s (volunteer’s) completed Participant Feedback Form using the filename: Project 2 -TNAFeedbackForm

TNA Participant Feedback Form
Legend: For each statement select, Y – Yes, if the candidate met the assessment criteria below. N – No, if the candidate did not meet the assessment criteria below Once completed, sign and date the Declaration section at the end of the form. Note that you must include your contact details, the assessor may contact you to confirm your responses.
Assessment Criteria	Y	N
Did the candidate clearly identify your characteristics?	☐	☐
Did the candidate confirm your training needs?	☐	☐
Did the candidate use simple and understandable language when providing you information?	☐	☐
Did the candidate use simple and understandable language when asking you questions, asking for your opinions or confirming your understanding during the session?	☐	☐
Did the candidate use simple and clear language when confirming your understanding of the training requirements during the session?	☐	☐
Did the candidate confirm their plans and required outcomes of the training with you?	☐	☐
Did the candidate successfully source information relevant to your training needs?	☐	☐
Did the candidate successfully analyse and interpret information that was relevant to your needs?	☐	☐
Did the candidate was able to demonstrate the following during your conversation active listening adequate comprehension appropriate use of grammar, vocabulary and pronunciation when asking for information or coming to conclusions about your needs?	☐	☐
Did the candidate use language that demonstrated cultural sensitivity and helped build understanding between you?	☐	☐
Did the candidate identify and respond to problems and opportunities for improvement during their session with you and considered different approaches to solve them?	☐	☐
Declaration
By affixing my signature below, I am declaring that this document is a true and accurate record of the candidate’s performance. I declare that the name and contact information I state below are my own (not the name assigned to me during the role-play session).
Client’s Name:	Client’s Signature:
Contact Details:
Date:

TASK 2

Draft your Training Needs Analysis This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study. Training Needs Analysis Template 2 (Username: learner Password: studyhard)
Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.
Read and interpret the qualification framework and packaging rules of the qualification.
Determine and review the following:licensing requirementsprerequisites applicable to the trainingsuitable electives that meet your client’s needs and job roles

Select a skill set, individual unit, or accredited module. Read, analyse, and interpret the unit or accredited module to determine if it meets the client’s needs.
Read and interpret the assessment information of the chosen training package or accredited course.
Once complete, save your TNA Draft.

Project 4 Checklist

At the end of Project 4 you should have completed the following:

	Completed
Work Role LLN Evaluation Form TAE40116 – Project 1 – WorkRoleLLNForm	☐
Training Needs Analysis Template 1 Project 1 – TNA1	☐
Participant Feedback Form Project 2 -TNAFeedbackForm	☐

Case Study 3 – Cascade Peak Training Institute

Case Study 3 provides you with a detailed scenario and all the information you will require to complete Project 5: Design and Develop Learning Program 2

SCENARIO
Cascade Peak Performance Training Institute (CPPTI)
You are working as a Trainer and Assessor for Cascade Peak Performance Training Institute. The manager from Adventure Events Marketing (AEM) has contacted you and asked you to develop a learning program for the unit BSBCMM401 Make a Presentation for eight (8) of their staff. They want to ensure that their staff take a standard and consistent approach to preparing presentations.
Your brief is to contextualise the unit specific to the needs of the client: Presentation strategies commonly used at work:Oral presentationDemonstration Standard presentation formats used at work:PowerPointStoryboards Preferred visual aids by clients:Diagrams, charts and postersWhiteboard

You must also consult the contextualisation guidelines for the BSB Training Package, which you can access here: BSB Implementation Guidelines (Click on the link and refer to the latest release of the Implementation Guide)

AEM manager Neville Swanson has also provided the following information on the target participants:Henry LockWorked 5 years at AEM and has been in sales for 2 months.Works well independently and enjoys working with new clients.Joanne BontleyEmployed in the contact centre for 2 years starting as a consultant and recently transferred to the Training team.Sei LeongJust arrived from Hong Kong to join AEM Marketing Team with extensive experience in event sales and management.English is her second language.

Jerry HivaSales Supervisor in AEM’s contact centre for 1 year and would like to develop within the organisation to become the contact centre manager.Tom CrockettWorked 2 years at AEM and has been in sales for 2 months.Works well independently and enjoys working with new clients.Abigail CiscarRecently promoted as an operations manager in the contact centre.Minh LiuA visiting intern from Vietnam and is on her second of a three-year internship programEnglish is her second language.Sam YangA visiting intern from Vietnam and is on her second of a three-year internship programEnglish is his second language.
Neville also advised that AEM’s specialist LLN practitioner has appraised the unit and has provided this tool outlining the required Core Skill levels for the unit:
ACSF Level Unit/element Learning Reading Writing Oral Numeracy
BSBCMM401
4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 3.09 3.10

Some things you need to know to complete this task are:AEM has a documented Workplace Health and Safety Policy located here: AEM Workplace Health and Safety Policy (Username: learner Password: studyhard)
The training must be conducted in a 2-day workshop with the assessment tasks to be built into the workshop.
AEM does not currently have any existing learning program resources you can use for this training.

The Work Role LLN Evaluation fields in this learning program can be left empty as the participants are a mixed group with different work roles. When determining the Core Skills Level of the Training, follow the Core Skill Levels of the Unit.
BJI has already conducted LLN Evaluations of the candidates the results are provided for you below.

Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Henry Lock	4	4	4	4	4
Joanne Bontley	3	4	4	4	3
Sei Leong	3	4	4	4	4
Jerry Hiva	4	4	4	4	4
Tom Crockett	2	4	4	4	3
Abigail Ciscar	3	4	4	4	4
Minh Liu	4	4	4	4	4
Sam Yang	4	4	4	4	4

Project 5 – Design and Develop Learning Program 2

Project Overview Project 5 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:

BSBCMM401 Make a presentation

The learning program must be designed for the group of candidates identified in the case study. The learning program must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression. To complete this project, you will need access to the following: ☐ templates provided in this Project

TASK 1

Steps to take: Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:

Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.
Note that you must contextualise the unit of competency to the specifications of the training. Remember to use the information from the client and contextualisation advice from the training package developer, both are provided for you in Case Study 3.

LEARNING PROGRAM 2

Plan your learning program using the learning program template below. Guidance notes are provided within the template for your reference:

Learning Program
Client Training Requirements
Client Name
Contact Details	Contact Number
	Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code	Unit Title	Core/Elective

Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here. Note that when contextualising the training consider the information provided to you by the client and consider any contextualisation advice produced by the training package developer.

Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name	Remarks


Learner LLN Analysis
Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang
Overall Learner Group Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at https://docs.education.gov.au/system/files/doc/other/acsf_document.docx
	Learning	Reading	Writing	Oral Communication	Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skill Levels of the Training
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name	Support Required (resources, specialist consultation, etc.)


Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available	Source
List here the resources that are already available for the training.



Resources/ Equipment Available	Source
List here the resources that are not currently available and will need to be acquired for the training.



WHS Requirements of the Training Environment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Guidance: You visited the training venue provided by the client and took the following photos for your records. In the table below, record identified hazards and potential risks, and provide a risk control plan. You must identify at least three (3) training hazards based on the photo below.
Risk Control Plan
You can identify the Likelihood of Incident as either, Almost certain Likely Possible Unlikely Rare For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here Incident Reporting Risk Matrix
Training Hazards	Likelihood of Incident	Possible Severity of Incident	Risk Control Plan


Training and Assessment Staff Details
Name	Role	Qualifications Held
	Trainer Assessor Support Staff
	Trainer Assessor Support Staff
Document Created By
Name	Position	Organisation	Signature	Date

Approved By
Name	Position	Organisation	Signature	Date

LEARNING PROGRAM SCHEDULE & COMPETENCY MAPPING

Complete the template provided to you on the following page. Use this template to create a schedule incorporating all the subject matter content from the unit of competency.

Guidance:

To ensure successful completion of this task, the Learning Program schedule you design must:

Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment
Demonstrate compliance to the agreed design options as outlined in the Learning Program

For your reference, below is an example of how to fill in the fields in the template:

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.
Program Timeframe	Date From:		Date To:
Duration (hrs)	1200 hours
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method
1	9:30 – 10:30	Introduction to Food Preparation The learner should, by the end of this session, be able to confirm food preparation requirements, identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of equipment before use.	Learner will be guided through the process of confirming food prep requirements, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.	Food prep demonstration using knives	Handouts	Knife set	Guided facilitation

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe	Date From:		Date To:
Duration (hrs)
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome/s	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method

Mapping: TAEDES401 PE1 (p)

Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the sessions in your Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will be covered in Sessions 1 and 2, tick the boxes corresponding to Sessions 1 and 2. ALL requirements must be addressed in the competency map.

The first rows of each template have been filled in as guidance.

Session – Competency Mapping

To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a session/s. The first two rows have been filled for guidance.

Unit Code

Element /
Performance Criteria

Session

Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)

Supplementary Task 1 – Compare Training Packages

Compare the current BSB Training Package to its superseded version on training.gov.au. Identify at least three (3) changes that have been made to the Training Package. List these changes below.
Look at BSBCMM401 and compare it to its superseded equivalent. Identify at least three (3) changes that have been made to the unit of competency. List these changes below.
After comparing the current and superseded units, determine if you need to make changes to the Learning Program you have developed for this unit of competency. Tick the correct box below.

Do you need to make changes to the Learning Program you have developed? ☐ Yes ☐ No

If you selected yes, submit your rectified Learning Program as:

Project 5 – LPv2.0

You can access a copy of the Learning Program Template here:

Learning Program Template

(Username: learner Password: studyhard)

SUPPLEMENTARY KNOWLEDGE QUESTIONS

List two (2) examples of critical LLN skills essential to workplace performance in the Marketing industry. Complete the table below: Guidance: In the “LLN Skill” column, write “L” for Learning, “R” for Reading, “O” for Oral Communication, “W” for Writing, and “N” for Numeracy. In the “Details” column, write specific tasks demonstrating the skills In the “Workplace Application” column, explain how the skill relates to the workplace

LLN Skill Details Workplace Application
LLN Skill Details Workplace Application

List two (2) examples of cultural sensitivities and two (2) examples of social sensitivities relevant to communicating with individuals who are identified as requiring LLN support:

Cultural sensitivities Social sensitivities

Explain two examples of techniques you use for evaluating your own training and assessment practice

Technique 1:
Technique 2:

Identify possible sources of resources, strategies and LLN support in your own organisation. In the spaces provided below the possible internal sources of LLN resources, strategies and LLN support in your organisation. You must identify two (2) of each and include any procedures you must follow when accessing them.

LLN Resources
Source:
Procedures:
Source:
Procedures:

Learning Strategies
Source:
Procedures:
Source:
Procedures:

LLN Support
Source:
Procedures:
Source:
Procedures:

Project 5 Checklist

At the end of Project 5 you should have completed the following:

	Completed
Learning Program 2	☐
Learning Program Schedule and Competency Mapping	☐
Supplementary Task 1	☐
Supplementary Knowledge Questions	☐

Workbook Checklist

When you have completed assessing the assessment workbook, review the candidate’s submission against the checklist below: The candidate has completed all the assessments in the workbook and has submitted all of the required evidence: Knowledge Assessment Case Studies Case Study 1 – Catering Assistant Training Project 1 – Conduct training needs analysis 1 Project 2 – Design and develop learning plan 1 Project 3 – Evaluate Learning Program Case Study 2 – Housekeeping Assistant Training Project 4 – Conduct training needs analysis 2 Case Study 3 – Cascade Peak Performance Training Institute Project 5 – Design and develop learning plan 2

IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.