HBA Learning Centres TAE40116 Skills Gap Workbook
Contents
About This Assessment 3
Assessment Coversheet 4
Knowledge Questions – Skills Gap 5
Design Learning 5
Training Delivery 12
Assessment 13
Administration 24
Appendix 1 – Phoebe’s Completed Assessment 28
Appendix 2 – Phoebe’s Assessor Guide 30
Plan, Develop & Validate Assessment Tools 32
About This Assessment
This workbook is designed to be used in conjunction with the TAE40116 Certificate IV in Training & Assessment learner guide. You will also be required to undertake research and demonstrate the knowledge that will be needed for the assessment tasks. The work you complete in this workbook will be used as evidence to your overall competence in the three (3) required units of competency.
A completed assessment cover sheet is required with each assessment submission. Assessments will not be assessed without the completed assessment cover sheet.
You are completing the requirements of the skills gaps for the following units of competency:
· TAEASS401 Plan assessment activities and processes
· TAEASS403 Participate in assessment validation
· TAEASS502 Design and develop assessment tools
Components of Assessment
The elements of each activity in this workbook need to be undertaken, completed, and returned to HBA electronically for assessment [email protected]. Any additional answer sheets, information, or evidence supplied by the learner to support their assessments must be clearly named and be returned with this workbook.
In completing this workbook, you will be asked to:
· Answer underpinning knowledge questions
· Conduct research
· Complete practical activities using the templates provided
NOTE
Some activities may require you to undertake internet or other research. This research assists in meeting competency and in answering some questions.
Provide a response to each question / request in the left-hand column of the table below. Your responses should be entered into the adjacent area in the right-hand column.
Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to.
Each question must be completed and deemed satisfactory in order to complete this section of the workbook.
Resources
• TAE40116 Learner Guide
• HBA Learner Resources Folder
NOTE: Additional research may also be required
Please complete the assessment coversheet in full. Assessments will not be assessed if this is not completed.
Assessment Coversheet
Name
Marko Podrascanin
USI
AU6PBN4BEG
Phone
432433956
Email
[email protected] I declare that I have personally completed all activities in this workbook.
I understand that competency will not be given if I do not meet the assessment evidence and activity requirements or if it is discovered that I have not undertaken all expected tasks.
I understand that HBA reserves the right to immediately withdraw a qualification if it is found that I provided false or misleading evidence, this includes any declaration, resource or tool I have submitted as being authored by me that I have submitted.
I further note this includes any statement, whether written or spoken, by any witness or other third party I have used to provide testimony, or any other evidence which serves to allow HBA Assessors to make an Assessment decision.
I understand HBA may, at its own discretion and without notice contact any third party I have used to provide testimony or any other evidence to HBA Assessors. If HBA forms a reasonable doubt as to the authenticity of such evidence, then it shall withdraw any issued qualification without notice.
I confirm I have met the required assessment conditions, as outlined in this workbook.
Learner signature
Electronic or typed signatures will be accepted.
Markop
Date submitted
Knowledge Questions – Skills Gap
Design Learning
Provide a response to each question / request in the left-hand column of the table below. Your responses should be entered into the adjacent area in the right-hand column.
Answers need to contain sufficient information and detail to demonstrate a sound understanding of the area/s the question relates to. Answers must be in your own words unless otherwise instructed.
Each question must be completed and deemed satisfactory in order to complete this section of the workbook.
This section relates to the following Sections of your Learner Guide.
· Section 1: Vocational Education and Training
· Section 2: Learning Design
All questions must be completed
NOTE: Additional research may also be required
Examples are provided in some instances. The use of the example as your answers is not acceptable.
1
In this activity you will be required to navigate training.gov.au. You may copy and paste.
The following instructions will provide you with assistance navigating training.gov.au to source a Training Package, Qualification and a Unit of Competency. On completion of your navigation you will detail the Qualification details in the table at the end of this activity.
Training.gov.au navigation instructions:
Step 1
Follow the link: http://training.gov.au/ to the Australian Government – Department of Education and Training Home page. Continue to training.gov.au by selecting ‘National Register VET’
Step 2
The Quick Search Function - ‘Nationally Recognised Training’ (top right-hand corner) will assist with your navigation. Here you can type in any key words of an industry you work in or are familiar with to navigate if any/ what nationally recognised training is available for your selection.
(For example, if you type in ‘engineering’ results will indicate how many Training Packages, Qualifications, Accredited Courses, Units of Competency and Skills Sets are available for this field.)
NOTE: Ensure ‘Include Superseded Data’ is not checked, you only want to search currently endorsed Training Packages.
Results will indicate how many Training packages, Qualifications, Accredited Courses, Units of Competency and Skills Sets are available for the field you searched.
Click on the blue arrow next each field to reveal each within
Alternatively, you can search Step 2 like this:
Leave the code and title field blank and select search
Click off ‘All’ and select only ‘Training Packages’. Select ‘Search’.
NOTE: This will take you to a new page listing all of the currently endorsed Training Packages.
Scroll through the pages of Training Packages until you find one relevant to the Industry you train in or hope to train in. e.g. If you are an Animal Keeper in a zoo and want to start teaching Certificate II in Animal Studies for an RTO you would select ‘ACM10 Animal Care and Management’
Click on the Code highlighted in Blue to select and move to the content of this Training Package in this case ‘ACM10’.
NOTE: This will take you to a new page where you will be able to view the Training Package details (this includes all of the qualifications and Units of Competency that form this Training Package).
Step 3
Now you are able to scroll down and browse through the various Qualifications and Units of Competency that forms the components of the selected Training Package.
Qualifications
Units of Competency
After you have reviewed the available Qualifications and Units of Competency, select a Unit of Competency of interest to download. Click on the unit ‘Code’ in blue.
This will take you to a new page showing the ‘Unit of Competency details.
Scroll down on this page until you come to the section detailed ‘Content’ you will have the option to download a word or PDF version of the unit of competency.
Note: Some Units of Competency will have two documents to download
You are required to source a current Qualification from www.training.gov.au from a Nationally Recognised Training Package.
You are required to use the Packaging Rules of the Qualification, to select elective Units of Competency to deliver to a specific group of learners.
Complete the table below detailing your course outline.
IMPORTANT NOTE: Much of this information should be directly from the Qualification Outline you have selected (Refer to navigating training.gov.au to assist you.)
Qualifications
Qualification Code and Title
CHC Community Services Training Package
Qualification Descriptor
(Course overview/Qualification outline)
Certificate I in Active Volunteering
Target Group
(Who are you designing the course for?)
Opting for career in community services
Possible job roles for graduates from this course
Be an effective volunteer
Prerequisites/Entry requirements
Minimum work requirement of 20 hours of volunteer work
Licensing Requirements
(If any)
No licensing required
Packaging Rules (Directly from Qualification outline)
Total Number of 5 units – 3 core units and 2 elective units
Core Units
(List codes and titles of each)
CHCDIV001 – Work with diverse people
CHCVOL001 – Be an effective volunteer
HLTWHS001 – Participate in workplace health and safety
Chosen Elective Units
(List codes and titles of each)
CHCCOM005 – Communicate and work in health or community services
Assessment Conditions
(Directly from Qualification outline)
Volunteer work will be assessment requirements
Has there been any changes to the unit of competency?
No
2
Sourced a Nationally Recognised Qualification. You are now required to source a current Unit of Competency from the Qualification you have selected on training.gov.au.
NOTE: You must select a Unit of Competency; you are familiar with the subject matter.
For each of the items listed in the table below, list or copy/paste the corresponding component from your chosen Unit of Competency.
IMPORTANT NOTE:
This information should be directly from the Unit of Competency you have selected
Unit or Competency
Question
Code and Title
CHCVOL001 – Be an effective volunteer
Application
Requires skills and knowledge to perform the work of a volunteer.
List the first Element
Prepare for a volunteer work
List the first set of Performance Criteria
Rights and responsibilities of the organization should be identified and applied for work
List three (3) items from the Knowledge Evidence
1. Expectation of organisation as a volunteer
2. Regular training requirements
3. Expectation from the volunteer work from personal attributes.
List Three (3) item of evidence required from the Performance Evidence
1. Ability to complete task properly
2. Manage various tasks and contingencies
3. Volunteer with staff that is paid and unpaid for at least 20 hours of volunteer program that is structured.
Assessment Conditions
Proper skills must be demonstrated at the work and wherever simulations are used it must be reflected in the real working environment using industry models and contingencies with proper facilities, resources and equipment
3
Select a Unit of Competency and demonstrate how you would contextualise or adapt the unit to meet the needs of two (2) different individuals or learner groups.
You will need to include a brief description of both learners / groups, why they would be undertaking training/assessment in this unit, and how you would contextualise the unit to suit their situation/needs to develop effective applications for the learners.
Learner Guide:
Chapter 2 – Learning Design
Section 2.2 - Analysis
Section 2.3 – Design
Chapter 3 – Delivery and Facilitation
Section 3.3 – Preparing for group-based sessions
Learner/Group 1
Learner/Group 2
Job/Role
Volunteer
Job/Role
Community worker
Why would they be undertaking training/assessment in this unit?
To become a volunteer and demonstrate those skills in that area.
Why would they be undertaking training/assessment in this unit?
To become community worker and perform functions.
How would you adapt this unit to suit their situation/needs?
This unit helps in providing training to work in a workplace and perform duties accordingly
How would you adapt this unit to suit their situation/needs?
This unit helps in demonstrating and enhancing the existing sill and knowledge
4
What are the guidelines for contextualisation? (For example, what can and cannot be changed to a Unit of Competency?)
Learner Guide:
Chapter 2 - Learning Design
Section 2.2 - Analysis
Contextualisation should not change the original meaning but just replaced generic terms and translated. For example, if competency mentions personnel, then name of the positions and persons should be used.
5
When analysing existing assessment tools. What amendment to these tools may you identify and how would you record identified contextualisation needs?
Situations should be created of realistic workplace and various roleplays between assessor and learner will demonstrate the skills.
6
When designing Training and Assessment Strategies within a Registered Training Organisation (RTO), we must always comply with the current requirements of the Australian Skills Quality Authority (ASQA).
You are working in an RTO operating under the jurisdiction of ASQA and have been asked to design a Training and Assessment Strategy.
Locate the current Standards for RTOs by searching on the ASQA website. Standards for RTOs 2015.
Detail three (3) aspects of the Standard you would need to consider to ensure compliance for when the TAS is implemented.
Learner Guide:
Chapter 1- Vocational Education and Training
Section 1.2 Vocational Education and Training (VET)
Chapter 2 - Learning Design
Section 2.3 - Design
1.. Standards require RTO to provide correct information to the students before their registration as a student.
2.. Standards require RTO to make medium size of advertisement in the form of social media, digital marketing, and website maintenance.
3.. Provide details in regard to who is providing knowledge and expertise including teachers and other responsible person.
7
The design and execution of your training delivery and assessment should be based on sound Instructional Design Principles.
The ADDIE Model is one key Instructional Design methodology used. The ADDIE Model consists of five (5) phases:
1. Analysis
2. Design
3. Development
4. Implementation
5. Evaluation
You have been tasked with designing a Learning Program using the ADDIE Model.
Explain your understanding of each phase as it applies to the design of your Learning Program.
Learner Guide:
Chapter 2 – Learning Design
Section 2.1- Design Overview
1..
2..
3..
4..
5..
Training Delivery
Provide a response to each question /...