Reference no: EM132325149

ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied in understanding the tasks described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be conducted under

INSTRUCTIONS TO STUDENT
This workbook is divided into two parts:
1) Knowledge Assessment
- This consists of written questions that will assess your competence relevant to the knowledge requirements of the units included in this subject
2) Practical Skills Assessment
- This consists of 5 projects that you will be completing through 3 case studies. The case studies will provide you scenarios that will allow you to demonstrate your knowledge and skills relevant to the requirements of the units included in this subject.

- Case Study 1: Catering Assistant Training
o Project 1: Conduct training needs analysis 1
o Project 2: Design and develop learning plan 1
o Project 3: Evaluate Learning Program

- Case Study 2: Housekeeping Assistant Training
o Project 4: Conduct training needs analysis 2

- Case Study 3: Cascade Peak Performance Training Institute
o Project 5: Design and develop learning plan 2

1. From the list below, select four (4) statements that are true about Australian Qualifications Framework (AQF) guidelines.

1. Below are four (4) AQF qualification types:
a. Certificate III
b. Diploma
c. Bachelor Degree
d. Master's Degree
Match them to their correct descriptions listed in the table below.

3. Match the following AQF levels to their correct characteristics/overview.

a. Level 1
b. Level 3
c. Level 4
d. Level 7

4. Complete the table below.
List at least one (1) role, function, and responsibility for each key VET organisation listed below.

5. From the statements below, select three (3) statements that accurately describe the responsibilities of the Victorian Registration and Qualifications Authority (VRQA).

i. Investigating complaints against VRQA registered providers.
ii. Accrediting vocational education and training (VET) courses.
iii. Regulating apprenticeships and traineeships in their state.
iv. Auditing of RTOs to ensure they comply with the conditions and standards for registration.
v. Registering training organisations.

6. Match the following dimensions of competency to their correct definitions:

a. Task Skills
b. Task Management Skills
c. Contingency Management Skills
d. Job/Role Environment skills

Definitions

i. Involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.

ii. Managing multiple tasks at the same time to complete a whole work activity.

iii. Completing an individual task, to an expected standard within the workplace.

iv. Responding to problems or issues that arise in the workplace or while completing a task.

7. Below is an excerpt from the Accredited Course Template from ASQA.

Complete the information required. The first item has been done for you.

Section A:

1. Person in respect of whom the course is being accredited Provide the name of the legal entity or individual who is the Copyright Holder of the course being submitted for accreditation.
2. Choose an item.

3. Choose an item. Initial accredited/ Renewal of accreditation
4. Choose an item.
Training package units
If units of competency have been imported from training packages, the following text must be included:
The following unit (s) of competency:
• [code and title]
• [code and title]
• [code and title]
• [code and title]
are from the [title] Training Package administered by the Commonwealth of Australia.
Commonwealth of Australia

5. Choose an item.

Example:
[Course owner] will establish licensing or franchising arrangements with interested parties and reserves the right to levy a licensing or franchising fee. Information on such arrangements can be obtained from [name and contact details].

6. Choose an item. The Australian Skills Quality Authority (ASQA)

7. Choose an item.

Insert code and description

National Course Code For ASQA use only - do not enter data in this field.

8. Choose an item.
For ASQA use only - do not enter date in this field.
Note: For renewal applications, the accreditation commencement date will be the day after the current course expires.

1. From the statements below, select four (4) statements that correctly describe the format and structure of the unit of competency and assessment requirements.

i. The assessment requirement is composed of a code, title, prerequisite, and elements.

ii. Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.

iii. Each unit of competency must be uniquely identified by the combination of its code and title.

iv. TAEDES401 Design and develop learning programs is an example of a unit of competency.

v. The unit of competency contains the qualification code, qualification title, and qualification description.

vi. Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.

9. Match the following sections to their correct descriptions, then tick the boxes on the right to identify whether the information provided are found in the unit of competency in the assessment requirements.

a. Performance Criteria
b. Elements
c. Foundation Skills
d. Assessment Conditions
e. Knowledge Evidence

i. Describe any mandatory conditions for assessment, and specifies the conditions under which evidence for assessment must be gathered.
ii. Describe the performance needed to demonstrate achievement of the element.
iii. Describes language, literacy, numeracy and employment skills that are essential to performance.
iv. Describe the essential outcomes.
v. Describe what the individual must know in order to safely and effectively perform the work task described in the unit of competency.

10. Consider the assessment requirements for the unit of competency: SITHFAB004 - Prepare and serve non-alcoholic beverages.

Determine if the statements below are knowledge evidence, performance evidence, or assessment conditions.

Write KE if it is a Knowledge Evidence
PE if it is a Performance Evidence, and
AC if it is an Assessment Condition.

i. Prepare and present non-alcoholic beverages to meet different customer requests, over a minimum of three different service periods, including at least one peak service period.
ii. Skills must be demonstrated in an operational food and beverage outlet. This can be: an industry workplace or a simulated industry environment.
iii. Major types and characteristics of non-espresso coffees, teas and other non-alcoholic beverages specified in performance evidence.
iv. Range of options to meet specific customer preferences relating to: brand, garnishes, glassware, ice, mixers, strength, and temperature.
v. Assessment must ensure access to fixtures and large equipment.
vi. Prepare above non-alcoholic beverages within commercial timeframes and with consistent quality, volume and appearance and in line with organisational procedures.

11. Below are terms used in Accredited Courses:
a. Qualification level
b. Recognition given to the course
c. Assessor competencies
d. Pathways and articulation
e. Purpose of the Course

i. Provides details of potential pathways for course participants following course completion into other vocational education and training (VET) courses, and provides details and confirmatory evidence of any formalised articulation arrangements.

ii. Provides details and confirmatory evidence of any recognition given to the course by professional or industry bodies where course completion may result in membership of a professional body being granted.

iii. Where the intended vocational, community or general education outcomes of the course are listed.

iv. It also provides details of and justify any specialist vocational competency requirements for assessors above the requirements in the Standards for Registered Training Organisations (if applicable).

v. Describes how the intended course outcomes are consistent with the AQF Qualification Type Descriptor for the AQF level of the course.

12. From the list below, select three (3) performance standards and criteria, other than training packages, which can also be used as thebasis of learning programs.

i. Accredited courses

ii. Industry standards

iii. Standards for Registered Training (RTOs) 2015

iv. ACSF guidelines

13. From the statements below, select three (3) statements that accurately describe the functions oftraining packages and accredited courses as benchmarks in a competency-based VET training and assessment system.

i. Training packages set out the competencies but do not prescribe how the training should be delivered

ii. Training packages and accredited courses outline competency standard benchmarks for training and assessment.

iii. Training packages and accredited courses detail the requirements for assessors in competency based assessment.

iv. Training packages and accredited courses provide RTO's with assessment instruments (e.g. projects, exams) for training and assessment.

14. From the list below, select four (4) processes that are followed inanalysing and using competency standards for a range of applications and purposes in meeting the needs of a diverse range of VET clients.

i. Conducting a training needs analysis (TNA) to identify learning gaps.

ii. Gathering information from client regarding desired learning outcomes.

iii. Gathering information from employee records such as curriculum vitae and position descriptions.

iv. Source and use any generic resources found online to meet different client needs.

v. Examining the dimensions of competency (tasks skills, task management skills, contingency management skills, and job or role environment skills)

15. The following are terminologies used in training packages and accredited courses. Match each terminology to their correct definitions.

a. Accredited course
b. Accredited unit
c. Competency standards
d. Foundation skills
e. Assessment strategy

Definitions
i. A structured sequence of vocational education and training that has been accredited by a state or territory course accrediting body and leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment.
ii. Define the requirements for effective workplace performance in a discrete area of work, work function, activity or process.
iii. A single component of a qualification, or a stand-alone unit, that has been accredited by the same process as for a whole AQF qualification, also referred to as "module"
iv. The combination of English language, literacy and numeracy skills and employability skills required for participation in work, the community and education and training.
v. Describes how it effectively judges participants' achievement of the outcomes.

16. Write Y if the part of the training package is listed below can be contextualised, and N if it cannotbe contextualised.

17. Match the following endorsed components of training packages to their corresponding roles.

a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangements

18. Match the following endorsed components of training packages to their corresponding purpose.

a. Qualifications
b. Units of competency
c. Assessment requirements
d. Credit arrangement

19. From the statements below, select three (3) statements that are true about the Standards for Training Packages.
i. Standard 4 of the Standards for Training Packages state that units of competency specify the standards of performance required in the workplace.
ii. The purpose of the Standards for Training Packages is to ensure that Training Packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.
iii. Quality assured companion volumes are components of training packages, as per Standard 1 of Standards for Training Packages.
iv. According to the standards, training packages must have ten (10) components.
v. Standard 12 of the Standards for Training Packages state that training packages are composed of components as endorsed by the Australian Skills Quality Authority (ASQA).

20. From the list below, select three (3) relevant sources of information about training packages.
21. From the list below, select the three (3) non-endorsed components of training packages.
22. The following are statements about the differences and relationships between separate training package and accredited courses, and learning strategies and learning programs.

Write T if the statement is True and F if the statement is False.

23. The following are statements about the differences and relationships between learning strategies and learning programs.

Write T if the statement is True and F if the statement is False.

24. From the list below, select three (3) statements that are accurate about the purpose of learning programs.
25. From the list below, selectthree (3) options that are included in the focus of learning programs.
26. From the list below, select three (3) statements which are correct about principles of instructional design, according to M. David Merrill.
27. From the list below, select the instructional design principle that can be best applied to an e-learning type of program.
28. From the list below, select the two (2) instructional design principles that are best applied to a face-to-face type of learning program.
29. Identify two (2) possible sources of learning and assessment materials.
30. Identify two (2) examples and two (2) sources of pre-developed activities which you can use in designing and developing learning programs.
31. Outline the methodology followed in developing the following:

i. New learning activities
ii. Related learning materials

32. Outline the methodology followed in documenting learning activities and related learning materials.
33. List three (3) modes and three (3) methods of delivering learning programs.
34. Listed in the table below are policies, legal requirements, codes of practice and national standards that impact training and assessment in the VET sector. Identify whether these are a policy, legal requirement, code of practice or national standard by writing:

P if it is a policy,
L if it is a legal requirement,
C if it is a code of practice, and
N if it is a national standard.

35. The following statements are about policies, legal requirements, commonwealth legislation, codes of practice and national standards that impact training and assessment in the VET sector.

Write T if the statement is True and F if the statement is False.
36. The following are statements about commonwealth and state/territory legislation.

Write T if the statement is True and F if the statement is False.

37. From the options below, select the three (3) options that are part of your duty of care relating to work health and safety as relevant to your role in designing learning programs.

38. Consider an industry or a workplace setting and a work role you are familiar with.
a. Describe the WHS risks associated with working in this industry and work role.
b. Discuss WHS considerations that you will need to incorporate if you will be assigned to design learning program for this work role and industry.

Guidance: Sample responses have been provided for your reference.

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 1
 Project 2 - Design and develop learning plan 1
 Project 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.

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:
1. Matilda Jeffries - Works well independently and with others. Matilda completed a Senior Secondary Certificate last year but to date has no work history.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.

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)

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)

1. Identify and source the training package, qualification and/or accredited course that will satisfy your client's needs.

2. Read and interpret the qualification framework and packaging rules of the qualification.

3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client's needs and job roles

4. 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.

5. Read and interpret the assessment information of the chosen training package or accredited course.

Task 3
Seek and use advice from specialist LLN practitioners
1. Source 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.

2. Draft your letter in the space provided below. It must be addressed to one (1) of the LLN specialists you listed above.

3. For the purposes of this assessment, this is the advice given to you by the LLN specialists you accessed.

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

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:

1. 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.

2. 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.

3. 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.

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.
1. 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
a)

b)

2. 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.

3. 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.

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:

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.

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:

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.

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.

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:

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:
1. 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.

2. 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.

3. 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.

4. 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.

5. Eunji Park
Eunji is born and raised in Korea but is attending her 3rd 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.

6. 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.

7. 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.

8. Betty Christopher
Betty Christopher is a catering assistant and would like to expand her skills by completing the housekeeping assistant training too.

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.

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.

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.

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

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.

1. Identify and source the training package, qualification and/or accredited course that will satisfy your client's needs.

2. Read and interpret the qualification framework and packaging rules of the qualification.

3. Determine and review the following:
 licensing requirements
 prerequisites applicable to the training
 suitable electives that meet your client's needs and job roles

4. 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.

5. Read and interpret the assessment information of the chosen training package or accredited course.

6. Once complete, save your TNA Draft.

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 presentation
 Demonstration
- Standard presentation formats used at work:
 PowerPoint
 Storyboards
- Preferred visual aids by clients:
 Diagrams, charts and posters
 Whiteboard

You must also consult the contextualisation guidelines for the BSB Training Package, which you can access here:

BSB Implementation Guidelines

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

4. Jerry Hiva
- Sales Supervisor in AEM's contact centre for 1 year and would like to develop within the organisation to become the contact centre manager.
5. Tom Crockett
- Worked 2 years at AEM and has been in sales for 2 months.
- Works well independently and enjoys working with new clients.
6. Abigail Ciscar
- Recently promoted as an operations manager in the contact centre.
7. Minh Liu
- A visiting intern from Vietnam and is on her second of a three-year internship program
- English is her second language.
8. Sam Yang
- A visiting intern from Vietnam and is on her second of a three-year internship program
- English is his second language.

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:

1. 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.
2. 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.

3. 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.

Attachment:- Certificate IV in Training and Assessment.rar