http://elearning.tm.nsw.edu.au/Your ID (Student ID number) : TM XXXXXXXXXXPassword : XXXXXXXXXXComplete TAELED803

ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
    Course Name:
    BSB80120 Graduate Diploma of Management (Learning)
    Unit / Subject Name:
    TAELED803 Implement improved learning practice
    Trainer’s Name:
    
    Assessment No:
    1 & 2
    
I declare that:
    · I fully understand the context and purpose of this assessment.
· I am fully aware of the competency standard/criteria against which I will be assessed.
· I have been given fair notice of the date, time and venue for the assessment.
· I am aware of the resources I need and how the assessment will be conducted.
· I have had the appeals process and confidentiality explained to me.
· I agree that I am ready to be assessed and that all written work is my own.
· This assessment is my:    oFirst submission    oRe-submission (Attempt     )
    Student Name:
    
    Student ID:
    
    Student’s Signature:
    
    Submission Date:
    /    /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
    
Result:
    Assessment 1: Short Questions
    oSatisfactory    oNot Satisfactory
    
    Assessment 2: Practical Assessment
    oSatisfactory    oNot Satisfactory
    
    Final Assessment Result for this unit
    C / NYC
    Feedback:
    Feedback is given to the student on each Assessment task & final outcome of the unit
    Yes / No
    
Assessor’s
Feedback:
    
    Assessor’s
Signature:
    
    Date:
    /    /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
    Student Name:
    
    Student ID:
    
    Unit / Subject Code:
    
    Assessment No:
    
    Trainer Name & Signature:
    
    Date:
    /    /
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Student Assessment
TAELED803
Implement improved learning practice
    Assessment/evidence gathering conditions
    Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the
RTO’s re-assessment policy and procedure. Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final Results Record, included as the last page of this document. Record the result for each task and the final result for the unit as C (Competent) or NYC (Not Yet Competent). There is also space to give the student some written feedback for the overall unit.
Sign and date the middle section and give the sheet to the student. After discussing their results with them, the student must fill out and sign the final section of the Record, where they acknowledge the result that you have given them.
When the student has filled out the final section of the Final Results Record, make a copy for them and retain
the original with the student’s records.
Reasonable Adjustment
TM supports individual differences in the learning environment and provides ‘reasonable adjustment’ in training and assessment activities to support every learner. If you have any special needs that make it difficult for you to complete your learning or assessments, you should discuss this with your assessor beforehand and will be provided with reasonable alternatives to assist you to complete the required tasks such as completing tests verbally or using an interpreter.
    Resources required for this Assessment
    · All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint
· Upon completion, submit the assessment printed copy to your trainer along with assessment coversheet.
· Refer the notes on eLearning to answer the tasks
· Any additional material will be provided by Trainer
    Instructions for Students
    Please read the following instructions carefully
· This assessment is to be completed according to the instructions given by your assessor.
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    · Students are allowed to take this assessment home.
· Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within 2 weeks of the assessment due date.
· Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.
· If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
· Please refer to the College re-assessment and re-enrolment policy for more information.
· Please provide required references of the sources, if you use any information from any sources (such as: learner book, power point and online resources) to answer the assessment questions and make the required changes to justify that it is your own work.
    Re-submission opportunities
    Please read the following instructions carefully
· Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
· If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date.
· Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
· Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
· Please see Student Assessment, Reassessment and Repeating Unit of Competency Guidelines v1.2 for more detail.
[The assessment activities and information in this booklet are based on and customised from the ‘TAELED803 - Implement improved learning practice’ assessment resources provided by Precision Group Australia.]
Learner Information
This Assessment is designed for you to complete the assessment for TAELED803 - Implement improved learning practice. It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.
The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.
Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.
You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence.
The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor.
Resources Required for Assessment
To complete the Practical Assessment tasks, you will require access to:
· Computer with internet and email access, and a working web browser
· Installed software: Word, Adobe Acrobat Reader
· A workplace, or a simulated workplace environment that will allow you access to:
· The following relevant information to complete all tasks.
· Current learning strategies
· Existing learning practices
· Advances in learning practices
· Learning theories
· Training technique
· Continuous improvement
· Instructional design principles
· Existing training packages
· Existing qualifications and their requirements
· Sources of learning resources and materials
· Availability of learning resources and materials
· Workplace templates, including or similar to the following:
· Learning Practice Review Report
· Stakeholder Needs Report
· Improved Learning Practice Report
· People, including:
· At least two stakeholders to consult on their interests, abilities, relationships, and contextual needs
· At least two learners to observe on their learning styles
· At least two stakeholders to advocate the Improved Learning Practice to and obtain feedback from
· Opportunity to:
· Test the improved learning practice in at least two real-world situations
· Mentor at least two colleagues to promote the improved VET learning practice and obtain feedback from
Accessing Intranet Pages
Throughout this workbook, you will be asked to access specific pages from the simulated business, Bounce Fitness. The simulated business, Bounce Fitness, can be accessed by going to http://bouncefitness.precisiongroup.com.au.
.
Please use below username and password to Login to Bounce Fitness:
username: tmlearner password: tm@123
Assessment 1-Short Questions
All questions must be answered correctly in order for a student to be assessed as having completed the task satisfactorily.
    Question 1
    Answer the following questions on adult learning practice.
    
    a. Complete the table below about adult learning principles.
· Identify the six fundamental principles on which adult learning practice is based.
· In 30 words or more, discuss each identified principle.
    Principle on Which Adult Learning Practice is Based
    Discussion of the Principle
    i. self-directed
    You may study at your own speed and in your own way with self-directed learning. Knowing what you need to learn, you establish your own objectives, look for resources and learning techniques, and then track your advancement.
    ii. Transformational
    Your attitude about life might alter as a result of learning, and vice versa. New information may alter one's viewpoint and confront bias, whether it comes from professors, mentors, or other sources. With each shift in the learner's perspective, the information is applied and retained. enables you to learn in your own time and manner. Knowing what you need to learn, you establish your own objectives, look for resources and learning techniques, and then track your advancement.
    iii. Experimental
    Gaining practical experience is the main goal of experiential learning. Participate actively in the classroom ("dirty hands") and reflect on what went well and what didn't.
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    Principle on Which Adult Learning Practice is Based
    Discussion of the Principle
    iv. Mentorship
    Mentors and mentees who learn from their exceptional personalities in the field might benefit from each other's expertise as external mentors. Mentors assess their protégés' comprehension of the material by posing challenging questions.
    v. Learning Orientation
    Adults must revise their perceptions of the value of education and the learning process. Information retention is aided by teachers showing students how to apply new concepts in real-world situations.
    vi. Motivation
    Children are driven by their parents and the legally required schooling; adults are frequently inspired by nature. Adults learn because they internalize their incentive, whether it's for income increases, professional progression, or the prestige of a degree.
    b. Complete the table below about the types of adult learning.
· Identify at least three parameters which are used to differentiate between pedagogy, andragogy and heutagogy.
· Identify the difference between pedagogy, andragogy and heutagogy in practice, according to each identified parameter.
    Parameter
    Pedagogy
    Andragogy
    Heutagogy
    i. Motivation
    Motivating factors include
outside sources — typically
instructors, parents, and a feeling of
competition.
    Motivating factors include
inner sources — the growing
self-worth, assurance, and
acknowledgment resulting from
successful execution
    self-efficacy, capability
to learn, be inventive, and possess
these novelistic features as well as
circumstances, and collaborating
others
    ii. Dependence
    A dependent personality describes the learner. What, how, and when something is learnt are all determined by the teacher.
    A dependent personality describes the learner. What, how, and when something is learnt are all determined by the teacher.
    Students are mutually dependant.
They recognise the possibility of learning from unique encounters as a given. They have the capacity to control their own learning.
    iii. Resources for Learning
    The instructor creates transmission mechanisms to help students retain knowledge because they have minimal resources.
    Adults draw from both their own and others' experience.
    Although the teacher offers certain materials, the student negotiates their own learning route.
    Question 2
    Bounce Fitness is a premiere fitness centre with its head office located in Cairns. The company aims to be a premier provider of fitness and wellness in Australia through excellent service and expertise. Bounce Fitness is focused on providing training to its staff so that they can improve their skills. This will help them provide better customer service to grow a loyal customer base.
Access and review information about Bounce Fitness’s personal development policy and procedures in the link below:
Personal Development Policy and Procedures
http://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/ Answer the following questions about Bounce Fitness current policy for learning and personal
development.
    
    a. Identify the five principles of personal development for Bounce Fitness.
    i. The company is committed to giving staff members chances for training and development.
    ii. Employees are urged to take advantage of chances for training and professional development.
    iii. Employee skills and expertise are improved via training and development.
    iv. To improve customer service, train and develop your personnel.
    v. Employees are helped through training and development to increase their consumer base
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    b. Identify at least three training courses that Bounce Fitness offers its employees.
    i. Having CPR, First Aid, and AED certification
.
    ii. Having bloodborne pathogens certification
    iii. All of the 10-hour OSHA course's certification options are available
    c.    Outline the action to be taken by Bounce Fitness staff when there is a need for them to participate in an external course of study.
    
All Bounce Fitness staff are required to enroll in an outside course if they choose to.
    d. Identify the mechanism to record training and development needs of Bounce Fitness staff.
    Increasing output
enhancing client relations
    e. Complete the table below.
· Identify the two focus areas when evaluating Bounce Fitness staff’s personal
development.
· Explain briefly how Bounce Fitness applies each focus area to evaluate staff’s
personal development.
    Focus Areas
    Application of Focus Area in Evaluating Staff’s Personal
Development
    i. Performance
    Performance reviews look at a worker's efficiency on the job and overall value to the business.
Performance evaluations give feedback, identify opportunities for growth and improvement, and monitor employee progress.
    ii. Employee Motivation
    Employed people are driven and committed to their jobs and the business. Performance and retention are enhanced through engagement. Companies must offer a welcoming workplace, opportunity for professional advancement, competitive pay, and benefits in order to draw in and keep employees.
    Question 3
    Answer the following questions on approaches to vocational learning and assessment.
    
    a. Complete the table below about vocational learning.
· Identify the six main approaches to vocational learning.
· In 50 words or more, explain in your own words, how each identified approach can be applied in vocational learning.
    Approach
    Application of Approach in Vocational Learning
    i. Set learning practice goals and objectives
    A fundamental strategy for professional learning is setting goals and objectives for learning practices. You must establish specific learning objectives in order for the curriculum to be created for the learner. to complete the task assigned at a specific time.
    ii. Communicate vision and strategy for vocational learners
    Students must be aware of their goals and methods for learning. used to facilitate their learning and enable them to put these techniques to use in achieving their objectives.
    iii. Identify and develop VET champions, experts, and other human resources required
    Identifying and developing VET professionals, professionals, and other talent is also necessary. necessary for training in a trade. The learner will be aware of all the resources required for their whole learning and growth in this way.
    iv.  Set up infrastructure and all physical resources required.
    To ensure that learners get the most out of their occupational training and learning, the necessary physical and infrastructural resources will be made available.
    v. Establish VET practice performance monitoring and continuous improvement plan
    To accomplish the target, aim and aims of vocational educational training and learning, a well-established VET plan is required. A VET practice performance monitoring and continuous improvement plan must be designed to support effective learning.
    vi. Develop performance indicators and metrics relevant to VET learning
      Purely vocational education is insufficient. Betting indicators are equally significant as learning indicators for VET programs Students can evaluate their learning progress and add new training to help them learn more.
    b. Complete the table below about assessment approaches.
· Identify the three approaches to assessment.
· In 50 words or more, describe each identified approach for assessment.
    Approach
    Description of Assessment Approach
    i. Authentic Assessment
    In this evaluation, the learner analyses their learning in terms of how it should be applied to their...