DES Assessment Booklet
DES Task 4
Design and develop a competency-based
learning program
Scenario for DES Task 4
You work for the Work Skills Training Academy (RTO number 12345). It has been contracted by
Youth Employment Services to deliver some training.
The client, Youth Employment Services, is a community-based provider of employment services to
young unemployed people in the local area. It has been granted government funding to implement
an innovative youth training and employment program.
Some details:
 The contract is for the delivery of BSB20120 Certificate II in Workplace Skills qualification
 The training program aims to prepare unemployed youth for basic office work, performing
administration tasks
 Learners are early school leavers, typically with poor literacy skills, aged between 17 and 21
 The aim is to get 120 local unemployed youth into work
 Each group size is expected to be about 12 learners
 The total duration of the training program is 25 training days.
A recent survey of local businesses identified that most use Microsoft Office applications.
Training and assessment facilities
Training will take place at the Work Skills Training Academy facilities consisting of a training room
and an area that can be used to simulate an office workplace. The training room has tables and
chairs that can be set up in different layouts, computer with projection equipment, and whiteboard.
Training facilities
Simulated office area
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Extract from the Training and Assessment Strategy (TAS)
for BSB20120 Certificate II in Workplace Skills
Qualification description
This qualification reflects the role of individuals in a variety of entry-level Business Services job
roles.
This qualification also reflects the role of individuals who have not yet entered the workforce and
are developing the necessary skills in preparation for work.
These individuals carry out a range of basic procedural, clerical, administrative or operational
tasks that require self-management and technology skills. They perform a range of mainly routine
tasks using limited practical skills and fundamental operational knowledge in a defined context.
Individuals in these roles generally work under direct supervision.
Licensing/Regulatory information
No licensing, legislative or certification requirements apply to this qualification.
Entry requirements
Nil
Client needs
The client is a community-based youth employment service. They want a training program to
prepare unemployed youth for basic office administration work, with an emphasis on the
development of computer skills.
A recent survey of local businesses identified that most use Microsoft Office applications.
Learner characteristics
Learners are early school leavers, typically with poor literacy skills, aged between 17 and 21.
Outline of training and assessment
Training program structure
The training program has a structure covering four learning blocks:
Work safely
Work effectively
Work sustainably
Use technology
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Units of competency
The qualification shall be delivered with the following ten units of competency.
Learning blocks
(unit or cluster)
Unit of competency
Code
Title
Work safely
BSBWHS211
Contribute to the health and safety of self and others
Work effectively
BSBOPS201
Work effectively in business environments
BSBCMM211
Apply communication skills
BSBPEF202
Plan and apply time management
BSBCRT201
Develop and apply thinking and problem-solving skills
Work sustainably
BSBSUS211
Participate in sustainable work practices
Use technology
BSBTEC101
Operate digital devices
BSBTEC201
Use business software applications
BSBTEC202
Use digital technologies to communicate in a work environment
BSBOPS101
Use business resources
Training mode and duration
The training shall be group-based learning facilitated by a trainer. The group size may be up to 20
learners.
There is a total duration of 25 training days. Each day shall be consistent with ‘normal’ business
hours.
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9:00am start time
5:00pm finish time
The training program shall be delivered over a period of five weeks.
Workplace experience
The learners shall have three (3) days during the last week of the training program to experience
working in a real workplace.
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Training delivery schedule
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2
Work safely
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3
Work safely
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4
Work effectively (communication)
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5
Work effectively (communication)
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11
Work sustainably
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12
Work sustainably
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13
Use technology (Microsoft Word)
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14
Use technology (Microsoft Word)
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15
Use technology (business resources)
BSBOPS101
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BSBTEC202
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BSBTEC201
Program introduction
BSBTEC101
BSBCMM21
1
BSBPEF202
1
BSBSUS211
BSBOPS201
Training theme
BSBWHS211
Day
BSBCRT201
The following is the delivery schedule for the entire training program.
Week 1
Week 2
6
Work effectively (time management)
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7
Work effectively (time management)
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8
Work effectively (problem solving)
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9
Work effectively (problem solving)
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10
Work effectively (assessment)
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Week 3
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Week 4
16
Use technology (PowerPoint)
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17
Use technology (PowerPoint)
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18
Use technology (Microsoft Excel)
19
Use technology (Microsoft Outlook)
20
Use technology (assessment)
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Week 5
21
Workplace experience (assessment)
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22
Workplace experience (assessment)
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23
Workplace experience (assessment)
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24
(available for re-assessment)
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25
Program conclusion
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Assessment approach
Evidence of competency shall be gather using a range of assessment methods.
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Questioning (Q)
Observation of performance (OP)
Review of products (RP)
Task book consisting of portfolio of evidence and third-party reports (TB).
Refer to assessment tools for details.
The following is an overview of the assessment schedule.
Theme
Unit of competency
Assessment method
Code
Title
Q
OP
RP
TB
Work safely
BSBWHS211
Contribute to the health and
safety of self and others
Day 3
Day 3
Days 3
Days 21
to 23
Work
effectively
BSBOPS201
Work effectively in business
environments
Day 10
Day 10
Day 10
Days 21
to 23
BSBCMM211
Apply communication skills
Day 10
Day 10
Days 5
and 10
Days 21
to 23
BSBPEF202
Plan and apply time
management
Day 10
Day 10
Days 7
and 10
Days 21
to 23
BSBCRT201
Develop and apply thinking
and problem-solving skills
Day 10
Day 10
Days 9
and 10
Days 21
to 23
Work
sustainably
BSBSUS211
Participate in sustainable
work practices
Day 12
Day 12
Days 12
Days 21
to 23
Use
technology
BSBTEC101
Operate digital devices
Day 20
Day 20
Day 20
Days 21
to 23
BSBTEC201
Use business software
applications
Day 20
Day 20
Days 14
to 20
Days 21
to 23
BSBTEC202
Use digital technologies to
communicate in a work
environment
Day 20
Day 20
Day 20
Days 21
to 23
BSBOPS101
Use business resources
Day 20
Day 20
Day 20
Days 21
to 23
Note: Opportunities for re-assessment shall be arranged.
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During the training program, advisers from Youth Employment Service will be available to help the
participants with a range of targeted activities such as:
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Resume writing
Job search strategies
Job interview skills.
The work experience combines:
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Punctually attending three days of work
Attending and participating at meetings (planned and spontaneous)
Planning, organising, and completing daily work activities
Using a computer to produce and file simple documents
Using a range of business equipment and resources including printers, laminators, binding
machines, phone, and intercom systems, etc
Complying with safety procedures including conducting a workplace safety inspection.
End of Scenario for DES Task 4
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Instructions to the TAE Student
You, and some work colleagues, have been asked to design and develop two days of the training
program covering the BSBCMM211 Apply communication skills unit of competency. The RTO does
not currently own training and assessment resources for this unit.
This assessment task has thirteen (13) steps:
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Step 1 Confirm the design brief
Step 2 Analyse the unit and its assessment requirements
Step 3 Consider the dimensions of competence
Step 4 Design the learning program
Step 5 Develop a preliminary structure for the learning program
Step 6 Create a competency map
Step 7 Write learning outcomes for each session
Step 8 Develop activities and allocate time
Step 9 Address WHS requirements
Step 10 Complete the learning program plan
Step 11 Review the learning program.
Step 12: Finalising the learning program plan
Step 13: Questions about the learning program
Refer to the instructions for each step.
Documents should be typed, spell checked, and grammar checked. You will need to provide a wellwritten and complete response to all parts to be deemed satisfactory for this assessment.
Your TAE Trainer shall give you further instructions and guidance.
Step 1: Confirm the design brief
Confirm the design brief by completing the following template.
Refer to pages 95 and 96 of the DES Participant Manual for an example.
You will be designing and developing a learning program plan for one unit of competency. This unit
is one of ten units that make up an entire qualification. Please refer to the scenario for details.
Program aims
1
Why is this program needed?
What does it aim to achieve?
To prepare unemployed youth for basic office work, performing
administrative tasks.
2
What is the qualification?
(code, title)
BSB20120 Certificate II in Workplace Skills
3
What is the unit of
competency? (code, title)
BSBCMM211 Apply communication skills
Learner information
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4
Who are the target learners
and what are their key
characteristics?
Unemployed youth within a community identified as early school leavers
aged between 17-21 years. Likely to have low levels of literacy.
5
Training needs:
What existing skills and
knowledge do the learners
have that are relevant to the
unit of competency?
English language skills (written and verbal)
Access to digital / technology tool such as a mobile phone
Ability to travel to and from the learning facility, i.e. using public transport
Organisational skills to attend learning program, follow directions and
complete assigned tasks. Preparation of their lunch and snacks.
Self-motivation to attend sessions of the learning program.
Basic awareness of Microsoft Office application (training will be provided).
6
Learning needs:
How do learners prefer to
learn?
Group based learning facilitated by a trainer in-person is preferred method.
7
Support needs:
What support might they
need to successfully complete
the program?
Visual aids, materials and display to support learner with levels of low
literacy. Using basic and clear written communication. Verbal communication
to be clear, practical and paced.
Support to attend the training facility such as public transport card, map of
training location and meal vouchers.
Understanding of individual motivations, building excitement and purpose
throughout.
Other parameters
8
What other parameters,
expectations or constraints
should be considered when
designing the learning
program?
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Deadlines
Expected program
schedule or time frames
Expected delivery mode
Expected number of
learners per group
Availability of learning or
assessment materials
Availability of technology,
equipment, or other
resources
Budget
-
Program must be delivered within 25 days
Training schedule to reflect standard business hours and run from
Monday to Friday 9am to 5pm
Group size may be up to 20 learners.
Program to be delivered in-person only
Training rooms have whiteboards, computer with internet access,
data projector
Learners may require access and additional support for technology
usage and skills
Practical support such as public transport passes, meal vouchers,
phone credit, map and business attire.
Budget needs to factor participant documentation, facilitator costs
and licence for other purchased resources (if required).
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Step 2: Analyse the unit and its assessment requirements
Download a copy of the BSBCMM211 Apply communication skills unit of competency and its
assessment requirements from training.gov.au (2 documents). Mark up the competency standard by
writing your ideas and comments on the unit and its assessment requirements.
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Read and analyse the unit and its assessment requirements
Check the range statement of any superseded units of competency for content points
Contextualise the unit by considering how the unit is performed in a typical workplace
Consider ideas for ‘chunking and sequencing’ content and potential assessment methods.
Hardcopy templates – e.g. how to take leave using a basic form. Give them scenario and completed
scenario, roll-play a similar scenario.
Refer to pages 95 and 96 of the DES Participant Manual for an example.
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Step 3: Consider the dimensions of competence [can apply our skills competently in any circumstances]
Consider the dimensions of competence by answering the questions.
Dimensions
Question to consider application of the
knowledge and skills in a typical workplace
Your thoughts
Task skills
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Perform the task skills relevant to the job, in accordance with
the organisational operating procedures, processes and
policies of that workplace and be competent at it.
What organisational procedures might cover
how the task should be performed in the
workplace?
Organisational documents may include relevant policies or
procedures and/or Code of Conduct.
Task
management
skills
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Contingency
management
skills
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How efficiently or quickly must the task be
performed?
What other tasks must learners complete and
manage in conjunction with the task?
What deadlines exist for completing this task?
Performing workplace tasks as expected in a timely manner
and with competence, under any circumstances that may
occur.
What challenges will commonly arise when
performing the task?
Recognise and appropriately respond to wide range of people,
working in a dynamic workplace environment.
Workplace procedures confirm expectations for
communicating in timely manner, such as emailing notification
of phone message as soon as received.
Maintaining required level of competence even if situation
unexpectedly changes (e.g., meeting is suddenly cancelled)
Example may be running late for work, identifying appropriate
process to inform manager by sending text message.
Job/Role
environment
skills
Transfer
skills
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What workplace procedures must be followed
when performing the tasks?
Who must learners work with or report to
when performing the task?
Task performed in alignment with identified job description
and relevant organisational procedures, checking with
manager if unsure and ask for feedback on performance.
What is the range of ways learners may need
to perform the tasks being trained? For
example, if training how to bake a cake, what
different types of cakes will they need to
bake?
Competently and consistently apply appropriate
communication skills while performing role
Example: Filing of administrative documents electronically and
physically following correct classification process
Example, communicating on Microsoft Email compared to
communicating on Microsoft Teams (when to use, for what
purpose and how)
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Step 4: Design the learning program
Design the ‘shape’ of your learning program by completing the table below.
Hardcopy templates – e.g. how to take leave using a basic form. Give them scenario and completed
scenario, roll-play a similar scenario. E.g. running late for work, running late for a meeting, attending
a doctors appt, applying for leave. Correct process and stakeholder.
Delivery mode
Options to consider
Delivery mode selected and rationale
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Face-to-face delivery is the chosen mode, this is because:
Face-to-face
Self-paced
Online learning
On-the-job learning
Blended learning
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It supports engagement and motivation of targeted learners
Familiarise learners coming into similar workplace setting
Helps develop practical skills such as travelling to workplace, preparing lunch
Supports learning environment for low literacy and computer skills
Support skills in communicating with others in person
Assessment approach
Options to consider
Options selected and rationale
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Learners to be assessed during training using formative and summative
assessments, learners to also be assessed during their three-day placement in the
workplace. Learners to have a pre-commencement phone-based questionnaire to
help form baseline and build individual understanding.
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When and where should learners be
assessed:
o during training
o after training, in the workplace
How should learners be assessed:
o Project or practical task
o Verbal or written questions
o Third party report
o Log book
o Other
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Questioning (quiz, pre-commencement questionnaire)
Observation of performance (role play, group discussion)
Verbal communication (asking & answering questions, group reflections)
Written communication (practical tasks)
Third party report (work experience placement)
Learning materials
Options to consider
Options selected and rationale
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To support different learning styles and individual needs, a combination of
learning materials will be required and will be customised to suit target group:
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What materials are needed?
o Manuals, workbooks or handouts
o PowerPoints
o Videos
o On-line learning materials
o Other
Can we purchase or obtain them or
must we develop them?
If purchased, will they need to be
customised? If so, how?
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Learning Participant Manual in hardcopy [purchase]
Learning workbook [purchase]
Hardcopy templates, forms, scenarios contained within workbook and on-line
PowerPoint presentation [develop]
Video [copyright/licence certified short video]
Microsoft Office software [accessed in simulated workplace]
Purchasing of licensed product and make modifications. Insert RTO logo and
copyright.
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Venue and equipment
Options to consider
Options selected and rationale
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The training will take at Work Skills Training Academy and includes a classroom
facility and simulated office space, to help support engagement and motivation for
learning and familiarisation with workplace settings and expectations. In the final
week, learners will undertake work placement with an employer in the local
community.
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Where will training take place?
o In a training room
o In the workplace (on-the-job or
off-the-job)
o At home (self-paced or online
What equipment is needed?
o Computer, projection equipment
and speakers
o Computers
o Internet access
o Whiteboard
o Flip chart stand and paper
o Specialised equipment
o Other
WHS implications of venue and
equipment selected
Learners will use Microsoft applications on a desktop computer that has internet
access. The trainer requires a computer and projector, whiteboard, flipchart,
coloured whiteboard markers, Blue Tak, A3 paper, small speaker (for music).
Learners will also require lanyards identifying them as program participant.
During enrolment and pre-commencement questionnaire, any accessibility
requirements may be identified and planned for. For example, barriers to physical
access, modified or specialised equipment required and/or provision of additional
breaks.
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Step 5: Develop a preliminary structure for the learning program
Organise content into sessions (‘chunks’ of topics), sequence the sessions and estimate session time.
Time
9:00
9:45
Day 4
Session 4-1 Introduction
Day 5
Session 5-1 Introduction
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Trainer self-introduction (3mins)
Acknowledgement of Country (2mins)
Overview of unit of competency, learning outcomes,
session outcomes (5mins)
 Warm-up activity (All) (15mins)
o Self-introduction [name only]
o Share favourite food and movie of all time
 Group discussion [whiteboard] (10mins)
o What is communication?
[in a workplace? Methods? People? Situation?]
 Expectation setting for learning program (10mins)
o Invite contribution and questions for poster
[e.g. punctuality, business attire]
Identify Stakeholders (1.3) (45mins)
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Read a workplace scenario (first individually in manual
then trainer to group)
Brainstorm activity to identify number and role of
stakeholders described in the scenario
Discuss as group why stakeholders are important. Discuss
potential consequences if stakeholders not identified.
What might be other stakeholders?
Recap on learning topic
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10:30
10:45
11:30
Welcome back
Warm-up activity
Reflections from Day 4 [quiz feedback]
Recap learning outcomes
Overview of Day 5 learning agenda
Reminder of program expectations [poster]
Q&A
Use Non-verbal behaviour (2.3)
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Break
Session 5-2
Identify Comms Channels in workplace (1.2) (45mins)
 Watch a video featuring workplace interactions
 Learners individually record in workbook different
communication methods observed in video
 Group discussion, identify how many methods used?
Their purpose? Facilitator to capture on whiteboard.
 Group discussion: why have so many methods of
communication? Pros and cons of them
 Recap on Identifying Communication Channels topic
Use verbal communication to communicate with
stakeholders (2.2)
Identify format for written information (3.1) (45mins)
 Reflect on written comms observed in earlier video
 Introduce Organisational Procedures/Policies, version in
workbook and demonstrate how to use for two scenarios
 PowerPoint presentation of written formats, discuss how
and when they are used, demonstrate completion.
Plan verbal communication (2.1)
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9:45
Play video of a workplace interaction
Ask what learners observed, inferences drawn
about non-verbal communication
PowerPoint presentation on non-verbal
Play video again and discuss any new
observations from new information
In newly assigned pairs, de-code pictures of non
verbal behaviour in workbook and discuss what
it portrays
Role play (positive based) scenario using nonverbal behaviours identified in workbook
Seek constructive feedback from partner
Break
Session 4-2
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Time
9:00
10:30
10:45
Facilitate group discussion about importance of
verbal communication in workplace,
consequences when not done well
PowerPoint presentation on effective skills
Play video demonstrating verbal comms
Working in pairs, role play one question from
workbook (workplace simulation), in alignment
with the organisational procedures.
Why plan for verbal communication? Group
discussion
PowerPoint presentation on steps
Demonstrate preparation of plan (on-line)
Workbook activity preparing for verbal
communication online.
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12:15
Learners complete 1x template workbook & 1 electronic
comm (e.g. email), aligned to organisational procedures.
 Group discussion, experiences of format? Questions?
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Recap on Identifying different written formats
Lunch
Lunch
12:15
1:15
Session 4-3
Session 5-3
Summative assessment
1:15
Identify work task (1.1) (45mins)
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2:00
Seek advice from Supervisor (1.4) (45mins)
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2:45
3:00
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Learners to communicate task using verbal and
non-verbal skills in alignment to the
organisational procedures.
Continue preparation of plan using computer
and be ready to share with the group.
Draws on scenario describing typical workplace
Foster a psychologically safe and positive
environment that encourages positive and
constructive feedback from other learners.
[extended session to accommodate individual
communication and support required]
Seek and respond to feedback (2.4)
Draft written information and submit to supervisor
(3.2)
Energiser activity
PowerPoint presentation on benefits of feedback
Group discussion on what it is and what it isn’t (WB)
Brainstorm how to respond to feedback constructively
Re-joining as pairs, role play seeking and receiving
feedback ( 1 x verbal, 1 x written) using scenario
Ask pairs to share back with group to provide positive,
constructive feedback
Formative Assessment
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2:00
Trainer/Group to reflect on previous activity
Discuss ranging preferences for communicating and why
important to confirm preferences with manager.
As a group, discuss scenario in workbook
Role play in pairs (one trainee and one supervisor) how to
ask advice (1 x verbally and 1 x written), reverse roles
Return to group to discuss experiences and reflections
Recap of Seek Advice from Supervisor
Break
Session 5-4
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4:30
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Break
Session 4-4
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3:45
Re-energiser activity
Introduce workplace case study for an Administrative
Assistant at ABC organisation
As a group, identify work tasks accountable to role
Working in pairs, identify potential communication
method(s) corresponding to each work task.
Workplace simulation: each pair uses verbal
communication to answer questions in workbook aligned
to organisational procedures and share back with group.
Group provide positive, constructive feedback.
Recap of Identify Work Task
Prepare to communicate plan with group.
Introduce quiz.
Record responses in workbook on-line
Recap on Day 4 session and reinforce learning outcomes
Discuss what is planned on Day 5, Q&A
Day 4 conclusion
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Recap different methods of communicating
previously identified, why proofread?
PowerPoint presentation
Demonstrate written information, proofreading
and how to submit (manually and electronically)
Working individually, prepare written
communication via email to submit to
supervisor based on workbook scenario and in
alignment with organisational procedures.
Seek and respond to feedback on written
communication (3.3)
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2:45
3:00
3:45
Brainstorm how to seek/respond to feedback
Group activity; case study response
Working in pairs, discuss scenarios in workbook
Day 5 conclusion
Recap and wrap up of session. Q&A
Celebration of completion of UOC
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Step 6: Create competency map to check that all requirements are covered
Create a competency map for your learning program.
Refer to pages 132 to 135 of the DES Participant Manual for an example.
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Have you missed anything?
Have you over-covered anything?
Do you have to adjust your learning program content?
Competency standard
Training sessions
BSBCMM211 Apply communication
skills
Day 4
Day 5
4-1
4-2
4-3
4-4
5-1
5-2
5-3
5-4
Assessment
(insert
day/s when
assessment
occurs)
Elements and performance
criteria
1
Identify communication
requirements
1.1
Identify work task
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☐

☐
☐
☐
☐
☐
1.2
Identify communication
channels in the organisation

☐
☐
☐
☐
☐
☐
☐
1.3
Identify relevant stakeholders
☐

☐
☐
☐
☐
☐
☐
1.4
Seek advice from supervisor
on communication methods
☐
☐

☐
☐
☐
☐
☐
2
Communicate using verbal
and non-verbal
communication skills
2.1
Plan verbal communication
☐
☐
☐
☐
☐

☐
☐
2.2
Use verbal communication to
communicate with
stakeholders
☐
☐
☐
☐
☐


☐
2.3
Use non-verbal behaviour to
communicate with
stakeholders
☐
☐
☐
☐

☐

☐
2.4
Seek and respond to feedback
on communication
☐
☐
☐

☐
☐
☐
☐
3
Draft written communications
3.1
Identify formats for written
information according to
organisational policies and
procedures
☐

☐
☐
☐
☐
☐
☐
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Competency standard
Training sessions
BSBCMM211 Apply communication
skills
Day 4
Day 5
4-1
4-2
4-3
4-4
5-1
5-2
5-3
5-4
3.2
Draft written information and
submit to supervisor for
approval
☐
☐
☐
☐
☐
☐
☐

3.3
Seek and respond to feedback
on written communication

☐
☐
☐
☐
☐
☐

☐
☐



☐

☐
☐


☐
☐


☐
Assessment
(insert
day/s when
assessment
occurs)
Foundation skills
Learning
●
Develops skills required to
carry out own role by seeking
and acting on feedback
Reading
●
Reviews textual information to
identify communication
requirements and
organisational procedures
Writing
●
Drafts simple texts using
appropriate grammar, spelling
and punctuation in accordance
with organisational standards
☐


☐
☐
☐


●
Proofreads own texts for
accuracy and compliance with
organisational requirements
☐
☐
☐
☐
☐
☐
☐

☐
☐




☐
☐
Teamwork
●
Seeks to cooperate with
others to achieve results in
immediate work context
Self-management
●
Follows clearly defined
instructions, seeking
assistance when necessary
☐


☐



☐
●
Follows organisational policies
and procedures and practices
relevant to own role
☐


☐
☐


☐
☐

☐

☐




☐
☐


☐
☐

Technology
●
Uses digital tools to complete
tasks
Initiative and enterprise
●
Asks questions and listens to
gain information and confirm
understanding
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Competency standard
Training sessions
BSBCMM211 Apply communication
skills
Day 4
Day 5
4-1
4-2
4-3
4-4
5-1
5-2
5-3
5-4
Assessment
(insert
day/s when
assessment
occurs)
Performance evidence
●
use verbal and non-verbal
skills to seek and convey
information in face-to-face
situations on at least three
occasions
☐
☐


☐
☐

☐
●
draft written documents and
confirm that the documents
meet organisational
requirements on at least three
occasions
☐


☐
☐
☐


Knowledge evidence
●
organisational policies and
procedures related to
workplace communication
☐


☐
☐


☐
●
communication styles








●
questioning, listening and
speaking skills








●
standards of written
information applicable to own
role
☐

☐
☐
☐
☐
☐

●
presentation styles, format
and detail relevant to own role
☐

☐
☐
☐
☐

☐
Assessment conditions
●
Skills in this unit must be
demonstrated in a workplace
or simulated environment
where the conditions are
typical of those in a working
environment in this industry.
This includes access to
workplace policies and
procedures relating to
communication.
Refer to assessment tool for details (no further details required)
●
Assessors of this unit must
satisfy the requirements for
assessors in applicable
vocational education and
training legislation,
frameworks and/or standards
Refer to assessment tool for details (no further details required)
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Step 7: Write learning outcome for each session
Write the learning outcomes for each session of your learning program.
Refer to page 137 of the DES Participant Manual for an example.
Session
Learning outcomes
By the end of the session, learners should be able to:
Day 4
4-1
Identifying Stakeholders (1.3)



4-2
Identify stakeholders at work relevant to role being performed
Discuss implications of not knowing or engaging stakeholders at work
Use strategies for communicating effectively with stakeholders at work
Identify communication channels in the workplace (1.2)



Identify diverse communication channels that exist in workplaces
Evaluate pros and cons of each channel and their suitability based on the situation
Explain individual and organisational preferences for communication channels and why
differences may exist.
Identify format for written information (3.1)



4-3
Locate and use organisational procedures and policies
Identify required format required for written information
Prepare information formats and templates to submit to supervisor
Identify work tasks (1.1)



Use a role description to identify responsibilities and work tasks
Use organisational procedures to identify communication methods and expectations
Propose communication method(s) most suited to individual work tasks
Seek and responds to feedback on communication (2.4)




4-4
Describe benefits of seeking and responding to feedback for individual and organisation
Describe multiple approaches to seeking feedback on communication
Explain how to constructively respond to feedback received
Seek advice from supervisor (1.4)



Explain importance of seeking advice from supervisor on communication methods
Provide examples of circumstances or situations requiring advice from the supervisor
Identify approaches to seeking advice from supervisor about communication methods
Day 5
5-1
Use non-verbal behaviour to communicate with stakeholders (2.3)


Provide examples of positively received and negatively received non-verbal
communication
Describe importance of non-verbal communication in workplace and its potential
impacts on stakeholders
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Session
Learning outcomes
By the end of the session, learners should be able to:

5-2
Demonstrate non-verbal behaviours to communicate in a workplace
Use verbal communication to communicate with stakeholders (2.2)



Describe importance of effective verbal communication in workplace
Explain and provide examples of impact of verbal communication on stakeholders
Demonstrate verbal communication with stakeholders in a workplace
Plan verbal communication (2.1)
5-3
5-4



Explain benefits and importance of using a plan to prepare verbal communication
Describe the potential impacts from unplanned communications in a workplace
Write a plan in preparation for verbal communication with stakeholder(s)

[summative assessment]
Draft written information and submit to supervisor (3.2)



Describe workplace expectations for drafting of written information to supervisor
Identify situations when drafting written information for supervisor is required
Draft written information for workplace task such as a phone message.
Seek and respond to feedback on written communication (1.4)


Identify strategies to seek feedback on written communication
Use feedback to identify ways to improve written communication
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Step 8: Develop activities and allocate time
The content and sequence have been structured in Step 5. In this step you will develop activities and
allocate time for each activity and each session.
This is a continuation from Step 5
Refer to pages 140 and 141 of the DES Participant Manual for an example.
Session
Content and activities (and timings)
Total time
Day 4
4-1
Introduction
 Unit overview
 Warm-up activity
45mins
Identify Stakeholders (1.3) (45mins)

What are stakeholders
-

4-2
Discussion: Define stakeholders in context of work (5mins)
Activity: Workplace scenario, identify who is and is not a stakeholder and why (15mins)
Role of stakeholders
Discussion: Why stakeholders important? Potential impacts if not identified? (15mins)
Recap: Summarise key concepts from topic and open Q&A (5mins)
Identify Comms Channels in workplace (1.2) (45mins)
What are communication channels?
-
Activity: Brainstorm comms channels (work or personal) used in last week (5mins)
Video: Workplace communication interactions and channels (5mins)
Activity: record in workbook different communication methods observed in video (10ms)
45mins
5min
(buffer)
45mins
5min
(buffer)
Communication channels and work tasks
-
Discussion: share channels identified, identify pros and cons of each and work situations
or task- that is best suited to using this best channel (15mins)
Recap: Summaries key concepts from topic and open Q&A (5mins)
Identify format for written information (3.1) (45mins)
4-3
Demonstration: Locating and using organisational procedures (10mins)
Discussion: written formats, how and when they are used and for what purpose(5mins)
Activity: in alignment with organisational procedures, complete templates (20mins)
Discussion: experience and reflections using format, questions or concerns? (5mins)
45mins
5min
(buffer)
Identify work task (1.1) (45mins)

What are work tasks?

Case study : Evaluation of workplace example (10mins)
Discussion: Identify work task accountable to role described in case study (10mins)
Relationship between work tasks and communication
45mins
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Session
Content and activities (and timings)
-
Total time
Activity: Working in pairs, identify communication method corresponding to work task
(15mins).
Discussion: provide examples of communication methods for specific work tasks (10mins)
Seek advice from Supervisor on communication methods (1.4) (45mins)

4-4
Differences in communication methods
Discussion: individual and organisational preferences, strategies to seek advice (10mins)
Role play activity: in pairs practice seeking advice taking turn to be supervisor or
trainee.(20mins)
Discussion: experiences and reflections, each pair to share one example (15mins)
45mins
Seek and respond to feedback (2.4)

What is feedback?
Discussion: definition and benefits of feedback (5mins)
Brainstorm activity: how to respond to feedback constructively (10mins)
Role play activity: in pairs seek and respond to feedback using scenario (20mins)
Discussion: share back experiences and reflections with group (10mins)
45mins
Formative Assessment
-
45mins
Quiz on Day 4 Topics
Recap Day 4, plan for Day 5, Q&A
Day 5
5-1
Introduction
 Unit overview
 Warm-up activity
Use non-verbal behaviour to communicate to stakeholders

5-2
What is non-verbal behaviour
Video: workplace interaction for observation (5mins)
Discussion: observations, inferences about non-verbal communication (10mins)
Role play activity: observe posters, identify non-verbal behaviours in workplace (15mins)
Discussion: share back experiences and reflections with group (10mins)
45mins
5min
(buffer)
Use verbal communication to communication with stakeholders (2.2)
-
Discussion: importance and effectiveness of verbal communication in workplace (10mins)
Video: showcasing verbal communications in workplace (5mins)
Workplace simulation: in pairs role play activity identified in workbook (20mins)
Discussion: share back experiences and reflections with group (10mins)
45mins
Plan verbal communication (2.1)
-
Discussion: importance of planning, benefits and impacts of not planning (10mins)
Demonstration: steps to plan with live example (15mins)
Activity: complete communication plan using template and scenario in workbook
(20mins)
MSA Training and Professional Development, Version 5.4
Page 22
45mins
DES Assessment Booklet
Session
Content and activities (and timings)
5-3
Summative Assessment
-
5-4
Total time
Activity: preparation and demonstration of verbal communication (45mins)
45mins
Draft written information and submit to supervisor (3.2)
-
Discussion: plan for written communication, proof reading and submission(15mins)
Demonstration: steps to plan, draft and submit using two examples (10mins)
Simulation activity: plan, draft and submit written information to supervisor based on
workbook case-study (20mins)
45mins
Seek and respond to feedback on written communication (3.3)
-
Brainstorm activity: ways to seek feedback and benefits of doing so
Brainstorm activity: how to respond to feedback constructively (10mins)
Role play activity: in pairs seek and respond to feedback using scenario (20mins)
Discussion: share back experiences and reflections with group (5 mins)
Celebration for end of topic on Communication (5mins)
MSA Training and Professional Development, Version 5.4
Page 23
45mins
DES Assessment Booklet
Step 9: Address WHS requirements (refer to learning outcomes in Step 7 and 8)
Identify WHS hazards and risks posed by this training. And develop a WHS risk control plan for your learning program.
Refer to page 154 of the DES Participant Manual for an example.
Unit of competency
<BSBCMM211 Apply Communication Skills
Delivery mode
Face to Face
Training environment
Training room and Business Simulation
Hazard
Assess risk and consult
Control and consult
Monitor and consult
Trip on electric cord
Risk assessment: low
Apply adhesive tape to affix to ground
Check secure at end of day
Trainer runs through emergency evacuation
procedures at the beginning of training and
affixes map on wall
Trainer checks emergency evacuation map on
wall and checks in with any learns that missed
introduction
Cord from projector and laptop
Learners don’t know
emergency evac
Risk assessment: medium
MSA Training and Professional Development, Version 5.4
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Step 10: Complete the learning program plan
Use the template below to document your learning program plan (2 parts).
Refer to pages 158 to 164 of the DES Participant Manual for an example.
Learning program plan, part 1: General program information
General information
RTO
Work Skills Training Academy, RTO 12345
Client
Youth Employment Services
Program aim
Prepare unemployed youth for employment
Qualification
(code and title)
BSB20120 Certificate II in Workplace Skills
Competency standard
(code and title)
<BSBCMM211 Apply communication skills
Learning program
outcomes
Develop the skills and knowledge required to apply basic communication skills
in the workplace, covering the following elements:
1.
2.
3.
Identify communication requirements
Communicate using verbal and non-verbal communication skills
Draft written communications
Delivery and assessment information
Prerequisites
No licensing, legislative or certification requirements apply
Delivery mode
Face-to-face in training room and business simulation environment
Learning program
duration (total)
Two days
Assessment
During training
Task 1. Day One Quiz
In the workplace
Task 2 Use verbal and non-verbal skills to seek and
convey information (three times)
Task 3. Draft written documents that meet organisational
requirements (three times)
Learner and assessment information
Number of learners
(group size)
12 learners
Target learner group
(profile)
Early school leavers aged between 17 and 21 years
Special needs
Support for literacy skills and support for organisational skills.
Typically poor literacy skills
Other needs may be identified through induction process.
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Safety and other logistics
Venue and equipment
required





Learning materials and
other resources required
Coursework book (hardcopy and digital)
Pre-program information
or pre-work
Pre-enrolment LLN test (we are assuming students have sufficient LLN test
result)
Learning program
administration
Work Skills Training Academy to arrange:
People to be informed
Stakeholders:
Work Skills Training Academy [Training facility and business simulation]
Computer with internet and data projector
Whiteboard with markers
Pens, chart paper, posters
Lanyards (to simulate work environment)
Handbook (hardcopy and digital)






Safety issues
Attendance records
Post program email seeking feedback and hardcopy form on
completion of day 5.
Learners
Program manager at Youth employment Services
Manager at Works Skills Academy
Key contact at host placement organisation
Before training:
● Induct trainer to venue if needed
● Ensure emergency evacuation procedures are posted in the training room
● Send learners information on how to safely travel to the training venue
WHS information for learners at venue:
● Emergency evacuation procedures
● Where to go if first aid needed (reception)
● General room safety (e.g. store bags safely under desks) See attached Risk
Control Plan for details.
Other logistics
● Send learning materials to printer 2 weeks before training—one copy of
each material per learner plus one for trainer
● ABC Training House to send reminder email or call learners 3 days before
training begins.
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Learning program plan, part 2: Program outline
Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
Introduction
45mins
Introduction to Day 4
4-1
45mins
Identify Stakeholders (1.3) (45mins)
Content and activities
Resources

Flip chart
Whiteboard
Handbook
Day 4
 Identify stakeholders at work relevant to role
being performed
 Discuss implications of not knowing or
engaging stakeholders at work
 Use strategies for communicating effectively
with stakeholders at work
4-2
45mins
Identify communication channels in the
workplace (1.2)



Identify different communication channels
that exist in workplaces
Evaluate pros and cons of each and
suitability for individual work situations
Discuss preferences for communication
channels and why differences may exist
between organisations or individuals.
What are stakeholders
-

Discussion: Define stakeholders in context of work (5mins)
Brainstorm Activity: Workplace scenario, identify who is and is not a stakeholder
and why (15mins)
Role of stakeholders
Discussion: Why stakeholders important? Potential impacts if not identified?
(15mins)
Recap: Summarise key concepts from topic and open Q&A (5mins)

What are communication channels?
-

Activity: Brainstorm comms channels (work or personal) used in last week (5mins)
Video: Workplace communication interactions and channels (5mins)
Activity: record in workbook different communication methods observed in video
(10ms)
Flip chart
Whiteboard
Handbook
Computer
Communication channels and work tasks
-
Discussion: share channels identified, identify pros and cons of each and work
situations or task- that is best suited to using this best channel (15mins)
Recap: Summaries key concepts from topic and open Q&A (5mins)
Break
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
4-2
45mins
Identify format for written information (3.1)



4-3
45mins
Resources

Flip chart
Whiteboard
Locate and use organisational procedures
and policies to inform format
Identify required format required for written
information and in what situations
Prepare information formats (templates) to
submit to supervisor
Identify work task (1.1)



45mins
Content and activities
Use a role description to identify
responsibilities and work tasks
Use organisational procedures to
identify communication methods and
expectations
Propose communication method(s)
most suited to individual work tasks
Seek advice from Supervisor (1.4) (45mins)



Describe benefits of seeking and
responding to feedback for individual
and organisation
Describe multiple approaches to seeking
feedback on communication
Explain how to constructively respond to
feedback received

How can we identify best format for written information?
Demonstration: Using organisational procedures to identify formats (10mins)
Discussion: written formats, how and when used and purpose(5mins)
Activity: in alignment with organisational procedures, complete templates (20mins)
Discussion: experience and reflections using format, questions or concerns? (5mins)
What are work tasks?
-

Computer
Flip chart
Whiteboard
Handbook
What is the relationship between work tasks and communication?
-

Case study: Evaluation of workplace example (10mins)
Discussion: Identify work task accountable to role described in case study (10mins)
Handbook
Activity: Working in pairs, identify communication method corresponding to work
task (15mins).
Discussion: provide examples of communication methods for specific work tasks
(10mins)
What are differences in communication methods?
Discussion: individual and organisational preferences, strategies to seek advice
(10mins)
Role play activity: in pairs practice seeking advice taking turn to be supervisor or
trainee.(20mins)
Discussion: experiences and reflections, each pair to share one example (15mins)
MSA Training and Professional Development, Version 5.4
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DES Assessment Booklet
Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
Content and activities
Resources
45mins
Seek and respond to feedback (2.4)

What is feedback?
Group Discussion: definition and benefits of feedback (5mins)
Brainstorm activity: how to respond to feedback constructively (10mins)
Role play activity: in pairs seek and respond to feedback using scenario (20mins)
Group Discussion: share back experiences and reflections with group (10mins)
Flip chart
Whiteboard
-
Flip chart
Whiteboard
Lunch
4-4



Describe benefits of seeking and responding
to feedback for individual and organisation
Describe multiple approaches to seeking
feedback on communication
Explain how to constructively respond to
feedback received
Handbook
Break
4-4
45mins
Formative Assessment
Quiz on Day 4 Topics
Recap Day 4, plan for Day 5, Q&A
Handbook
Computer
Conclusion to Day 4
Day 5
45mins
Introduction to Day 5
-
Welcome back
Warm-up activity
Reflections from yesterday
Recap yesterday session outcomes
Introduction to Day 5 agenda
Q&A
[provide general group feedback on Day 4 quiz)
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DES Assessment Booklet
Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
Content and activities
Resources
5-1
45mins
Use non-verbal behaviour to communicate to
stakeholders

What is non-verbal behaviour
Video: workplace interaction for observation (5mins)
Discussion: observations, inferences about non-verbal communication (10mins)
Role play activity: observe posters, identify non-verbal behaviours in workplace
(15mins)
Group Discussion: share back experiences and reflections with group (10mins)
Flip chart
Whiteboard

-
What is verbal communication?
Discussion: importance and effectiveness of verbal communication in workplace
(10mins)
Video: showcasing verbal communications in workplace (5mins)
Workplace simulation: in pairs role play activity identified in workbook (20mins)
Discussion: share back experiences and reflections with group (10mins)
Flip chart
Whiteboard
How do we plan for effective verbal communication?
Discussion: importance of planning, benefits and impacts of not planning (10mins)
Demonstration: steps to plan with typical workplace example (15mins)
Activity: complete communication plan using template and scenario in workbook
(20mins)
Flip chart
Whiteboard



Provide examples of positively received and
negatively received non-verbal
communication
Describe importance of non-verbal
communication in workplace and its
potential impacts on stakeholders
Demonstrate non-verbal behaviours to
communicate in a workplace
Handbook
Break
5-2
45mins
Use verbal communication to communication
with stakeholders (2.2)



5-2
45mins
Describe importance of effective verbal
communication in workplace
Explain and provide examples of impact of
verbal communication on stakeholders
Demonstrate verbal communication with
stakeholders in a workplace
Plan verbal communication (2.1)



Explain benefits and importance of using a
plan to prepare verbal communication
Describe the potential impacts from
unplanned communications in a workplace
Write a plan in preparation for verbal
communication with stakeholder(s)
-

-
Handbook
Handbook
Computer
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Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
45mins
Summative Assessment
Content and activities
Resources
Lunch
5-3

-
How might we apply verbal and non-verbal communication in a workplace?
Learners to communicate using verbal and non-verbal skills of workplace task, in
alignment to the organisational procedures.
Continue preparation of plan on-line and be ready to communicate this with the group.
Draws on scenario describing typical workplace
Foster a psychologically safe and positive environment that encourages positive and
constructive feedback from other learners.
Flip chart
Whiteboard
Handbook
Computer
[extended session to accommodate individual communication and support required]
Break
5-4
45mins
Draft written information and submit to
supervisor (3.2)



5-4
45mins
Describe workplace expectations for drafting
of written information to supervisor
Identify situations when drafting written
information for supervisor is required
Draft written information for workplace task
such as a phone message.
Seek and respond to feedback on written
communication (3.3)



Identify strategies to seek feedback on
written communication
Use feedback to identify ways to improve
written communication
Conclusion to Day 5

What is effective written communication?
Flip chart
Whiteboard
-
Handbook
Recap different methods of communicating and importance of proofreading.
PowerPoint presentation on introduction to effective written communication?
Group discussion on what is effective and what is not effective communication.
Demonstrate written information, proofreading and how to submit on-line
Working individually, prepare written communication on-line to submit to
supervisor based on workbook scenario and in alignment with organisational
procedures.
Computer
How do we seek and respond to feedback on written communication?
Flip chart
Whiteboard
-
Handbook
Brainstorm how to seek and respond to feedback
Group activity; case study response
Working in pairs, discuss scenarios in workbook
Celebrate for end of Communication Topic
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Session
Time
Learning outcomes – By the end of the session,
learners should be able to:
Content and activities
Resources
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Step 11: Review the learning program plan
Work with others to review your learning program.


Complete the following Learning program review checklist.
o Learning program plan (2 parts)
o Competency map (matrix)
o Risk control plan
Use the suggested improvements to finalise your competency map (see Step 6), WHS risk
control plan (see Step 9), and learning program plan (see Step 10).
Learning program review checklist
Date of review
<insert your response>
Role
Name
Program developer
Sophie Halse
Reviewer
<insert your response>
Reviewer
<insert your response>
Reviewer
<insert your response>
Is or does the documented learning program:
Yes
No
NA

☐
☐
Comments
1
Style and format
1.1
Typed, professionally formatted and easy to
interpret
2
Clearly identify:
2.1
unit of competency
☐
☐
☐
<insert your response>
2.2
specific and measurable learning outcomes that
are relevant to the benchmarks
☐
☐
☐
<insert your response>
2.3
information about the target learner/s, including
any key skills, knowledge or attributes that
influenced the program design
☐
☐
☐
<insert your response>
[where is it written?]
2.4
a delivery mode that is suitable for the content
and the target learners
☐
☐
☐
<insert your response>
2.5
a valid overview of the learning program’s
assessment requirements
☐
☐
☐
<insert your response>
2.6
suitable program resources—including venue,
equipment, learning materials and assessment
tools needed to deliver the program
☐
☐
☐
<insert your response>
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Is or does the documented learning program:
Yes
No
NA
Comments
3
include content and activities that:
3.1
cover the entire benchmark (e.g. the entire unit
and its assessment requirements)—some
requirements may be covered as pre-requisites,
provided they are clearly identified as such
☐
☐
☐
<insert your response>
3.2
cover the dimensions of competence—i.e.
activities prepare learners for realistic working
conditions, including troubleshooting as
appropriate
☐
☐
☐
<insert your response>
3.3
meet principles of adult learning and instructional
design—i.e. organise and sequence learning
content and activities for effective learning that
builds towards competence
☐
☐
☐
<insert your response>
3.4
show realistic time frames for each session (topic)
☐
☐
☐
<insert your response>
3.5
address and build LLN and other foundation skills
needed to achieve program outcomes and meet
assessment requirements
☐
☐
☐
<insert your response>
3.6
show a physically and emotionally safe learning
progression
☐
☐
☐
<insert your response>
4
Risk assessment
4.1
include a simple risk control plan that lists the risks
associated with delivery of the learning program
and documents strategies to control these risks
☐
☐
☐
<insert your response>
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Step 12: Finalising the learning program plan
Finalise the learning program plan and risk control plan based on the feedback received during the
review process. Explain reasons for change or not changing part of their learning program plan.
- Submit a finalised learning plan based on the feedback that was given to you by your peers
through the review process
- Explain your reasons for changing or not changing part of your plan based on this feedback
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Step 13: Questions about the learning program
Complete the below questions
Questions about the learning program
1.
a) Who did you consult with prior to planning to
identify the program parameters?
List the parameters identified in dot points.
b) List what steps you took when you were
designing the learning program for your client.
c) What did you include in (how did you
contextualise) the learning program content based
on the parameters identified from Step 13, 1a.?
d) What method/s did you use to review the
learning program?
e) What changes have you made to the learning
program based on the feedback and your review
from 1d.?
A ) A summary of the consultation with Youth
Employment Services on required training needs and
parameters was provided and used as the basis for
this proposal. The parameters identified are:
-
-
Program must be delivered within 25 days
Training must be scheduled Monday to
Friday 9am to 5pm
Group size is expected to be 12 learners
Program to be delivered in person only
Training rooms have whiteboards, computer
with internet access, data projector
Recommended software is Microsoft Office
applications.
Training room that reflects simulated work
environment
Work placement supervisor to provider
report
Practical support such as public transport
passes, meals (e.g. breakfast and lunch), map
of campus.
Budget needs to factor participant
documentation, facilitator costs and licence
for other purchased resources (if required).
B ) Consultation with client sought clarity on:
-
Learning outcomes
Purpose and aim
Target audience (target learners)
Training needs
Learning needs
Support needs
Other parameters (or requirements)
C) Contextualisation was supported by reflecting on
current workplaces, research on policies and
protocols, talking with managers likely to hire trainees
and relative expectations.
D ) Self-review, peer review, reviewing videos of
learning sessions, researching other programs,
drawing upon knowledge of prior experience
E) TO BE COMPLETED
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2.
a) What learning materials have you used in the
learning program? List the source of the material
OR reference the source of the material in the
learning program.
b) How did you choose the learning materials?
(OR; How did you determine the appropriateness
of the learning materials)
c) Was the choice of learning material based on the
cohort’s ability, or based on the alignment with the
AQF for the chosen unit of competence?
2 A )To support different learning styles and individual
needs, a combination of varied learning materials will
be required and will be customised to suit target
group and achieve the learning outcomes:






Learning handbook in hardcopy form [purchase
licensed product]
Learning workbook [develop]
Hardcopy templates, forms, scenarios contained
within workbook and on-line [develop]
PowerPoint presentation [develop]
Video [copyright/licence certified short video]
Microsoft Office software [accessed in simulated
workplace]
B ) Materials were chosen based on information
provided in the consultation with client and identified
parameters and contextualisation. It was important to
consider materials and environment that would best
support the different needs of the learners, e.g. low
levels literacy and/or computer skills as two
examples.
C ) Per above, materials were chosen based on
cohort’s ability and context
3.
a) How did you address the needs of the target
learners?
b) How did you ensure safety in the learning
environment where the learning program will be
delivered?
c) Explain how did you covered dimensions of
competency?
d) List a minimum of three (3) principles of adult
learning you have applied to the development of
the program.
e) List a minimum of two (2) learning design
models/documents you have developed while
designing the learning program.
3 A ) In consideration of the learning needs and
desired learning outcomes (as identified above and
earlier in booklet), the program was designed to have
regular breaks and incorporate learning reflection.
This was within individual and small group work to
support confidence in safe, comfortable setting that
encouraged sharing and self and group reflection. The
program was sequenced to start with broader
knowledge and build on learner’s existing knowledge,
before progressing into specific skills and tasks to
progress learning gradually. There were foundational
introductions to using technology tools or equipment
including training in a simulated work environment.
The facilitator and small group supported one
another.
B ) A Risk Assessment was performed that identified
potential and hazardous risks.
C) Incorporated examples of dimensions of
competency into the learning program activities,
reflections and assessment, e.g. posing a typical
workplace scenario (such as being late for work) for
learners to problem solve together, before working
on another individually or in small groups.
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D ) 1. Experiential learning, activities that require
learners to ‘do’ in individual and small group settings
2. Ensure psychological safety by structuring learning
in pairs, sharing back with group in positively framed
setting.
3.Time allowed for brief introduction at the beginning
of each session and recap at conclusion, also a pause
for any reflections or questions learners would like or
feel comfortable to share.
E ) Chunking learning content into relative small
components and Sequencing learning. Documents
include Participant Manual and Assessment
Questionnaire.
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List of DES Task 4 evidence
To the TAE Student: Before you submit your assessment, ensure you have ticked all of the required
items below
Number
of items
Assessment item
1
Completed Confirm the design brief template used to describe
the background information about the learning program
2
TAE Trainer to complete shaded areas
Student to
check off
once
completed
Result
S
NYS
☐
☐
☐
☐
☐
☐
Analyse the unit and its assessment requirements .
Copy of the unit and its assessment requirements marked with
added comments to show how you analysed and contextualised
the unit
<insert your marked-up unit of competency and assessment
requirements>
3
Completed Consider the dimensions of competence
☐
☐
☐
4
Completed Design the learning program
☐
☐
☐
5
Completed Develop a preliminary structure for the learning
program
☐
☐
☐
Completed Create competency map to check that all
requirements are covered
☐
☐
☐
7
Completed Write learning outcome for each session
☐
☐
☐
8
Completed Develop activities and allocate time
☐
☐
☐
9
Completed Address WHS requirements
☐
☐
☐
10
Completed Complete the learning program plan (2 parts)
☐
☐
☐
11
Completed Review the Learning program plan
☐
☐
☐
12
Completed Finalising the learning program plan
☐
☐
☐
☐
☐
☐
6
Questions about the learning program:
13
Completed Step 13 (questions 1a-e, 2a-c, 3a-e)
End of DES Task 4
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End of DES Task 5
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