WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
ASESSMENT OVERVIEW
The assessments tasks detailed below have been grouped together to provide evidence of competence
against 3 units of competence:
TAEDEL301A: Provide training through instruction and demonstration of work skills
TAADEL402A: Plan, organise and facilitate learning in the workplace
You will need to complete 2 assessment tasks consisting of:

1 Questionnaire to demonstrate underpinning knowledge and skill of facilitating training within a
work place

1 Portfolio of evidence involving the training of two individuals in a work place environment.
All required information is further explained in the individual tasks.
You need to correctly respond to all tasks and questions listed. Connect Training Group will provide you
with feedback on your submitted assessments within 72 hours of receiving your responses.
You will be provided with 3 attempts for each task and/or question. If you do not agree with any
assessment decision you have the right to appeal. Please refer to the Students handbook.
Verification of Authenticity
By completing and submitting these assessments you have agreed to the terms and conditions of
enrolment as stated in the Student Handbook (Student Standards).
‘Students are required to ensure all work they submit for assessment is their own work. Students confirm
the authenticity of work submitted as being their own as part of the terms and conditions of enrolment’.
Please contact Connect Training Group if you have any questions relating to these assessment
tasks.
PHONE: 07 4055 2904 or 1300 737 434
Connect Training Group: Version 1: June 2010
EMAIL: trainer@connect.edu.au
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
QUESTIONNAIRES:
Select the most appropriate answer from the list for the questions listed below.
You need to correctly answer all questions listed.
You will be provided with 3 attempts for each question.
QUESTIONNAIRE 1:
Select the most appropriate response to each questions listed.
1. When developing training programs within a workplace, the first important consideration is:
a.
b.
c.
d.
e.
f.
g.
Organisational requirements and individuals needs
The type of paper the training material will be printed on
Parking availability for candidates and trainers
The Business plan of the participating training organisation
The financial status of the candidates
All of the above
None of the above
2. If you are not sure how to implement strategies to assist with identified learning needs or
characteristics of a learner, you should:
a.
b.
c.
d.
e.
f.
g.
Persuade the learner not to attend the training session
Have another trainer handle all communication, you only need to do the training
Seek assistance from someone who has knowledge in that area
Continue with your normal learning strategies
Ignore their needs and ensure they integrate with the other learners
All of the above
None of the above
3. Training in the workplace needs to meet:
a. strategic planning of the organisation
b. laws and legislation including organisational requirements
c. individual’s goals and needs
d. Managed strategies, ensuring other personnel are not affected by the learning program
e. Any contractual requirements, such as under funded programs,
apprenticeships/traineeships, etc.
f. All of the above
4. In accordance with legal and organisational requirements learners records need to be:
a. Given to the learner so they can file away in their staff lockers or take home
b. Accessed by all staff so they can compare how they all went
c. Shredded after the training has occurred to cover any confidentiality requirements
d. Maintained in accordance with legal/organisation requirements
e. All of the above
f. None of the above
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
5. If training is conducted informally in a workplace environment, training records:
a. Do not have to be documented and can be shredded
b. Should be maintained as per legal and/or organisational requirements
c. Need to be maintained purely for a tax and banking purposes
d. Do not have to be maintained
e. All of the above
f. None of the above
6. At what stage would you discuss and document the delivery strategies and learning outcomes with
the learner(s), including any organisational or legal requirements?
a.
b.
c.
d.
e.
f.
This is confidential information and should not be discussed
After the training is completed
At the development stage
It has nothing to do with the learners’, the trainer makes these decisions
After they have failed the assessment relating to the training
Within 24 hours of the training taking place
7. At the commencement of the learning relationship it is important to ensure the learner(s):
a. Understands what the training involves
b. Understands the assessment process, if applicable
c. Agrees upon the boundaries and expectations of the learning relationship
d. All of the above
e. None of the above
8. To effectively nurture a trainer / learner relationship you need to develop:
a.
b.
c.
d.
e.
A liking for the person on a social basis outside the workplace
Good cooking skills to help bridge any personality gaps
Effective coaching, communication and interpersonal skills
A way to deflect criticism and avoid confrontation
Ability to read body language
9. When you identify that your learners are no longer at the learning stage they should be, you should:
a. Change the plan as necessary to meet the needs of the learners
b. Ask them to come back and do the session again later
c. Follow the session plan at all times
d. Make an example of their inadequacies for the class to learn from
e. All of the above
f. None of the above
10. The best way to prepare your training delivery to ensure it meets the needs of your learners is to:
a. Ask them at the end of the training session if they were comfortable with their
surrounds
b. Ask if any one has any problems after the first coffee break during the training
session
c. Meet with them individually, before training is conducted, to identify any
learning needs
d. All of the above
e. None of the above
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
11. You should encourage your learners to:
a. Express their learning needs
b. Openly express their ideas, experiences and opinions
c. Negotiate the learning process
d. All of the above
e. None of the above
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
QUESTIONNAIRE 2
1. Any Improvements and/or changes to work-based practices that have been identified in the training
process should be:
a. Documented on the feedback forms, which can then be filed away, no follow up
required
b. Referred to relevant stakeholders for action and follow up
c. Deferred till there is more time or resources available
d. Be ignored, as this training has been in operation now for years
e. All of the above
f. None of the above
2. What method can you use to ensure the learner is ready to take on the new tasks and responsibilities
as addressed in the learning program?
a.
b.
c.
d.
e.
Provide mentoring and coaching for a period of time after training is completed
Monitor their progress for a period of time
Communicate with the learner to determine how competent they feel
Liaise with their supervisor
All of the above
3. The following statement is referring to addressing one of the five ‘dimensions of competency’.
“Role plays and scenarios allow learners to apply knowledge and skills in different contexts”. This is
a great way of addressing:
a.
b.
c.
d.
e.
Transfer Skills
Job-Role/environment skills
Task Management
Task Management skill
Contingency Management skill
4. If you have a kinaesthetic learner in your group, the best learning method to engage them would be:
a.
b.
c.
d.
e.
Watching a video
Reading through training content
Activities using ‘hands on’ approach
Group discussions
None of the above
5. Two of your staff members need to undertake MYOB training at an external training organisation.
What steps will you follow to monitor and review this training to ensure it covers the training requirements
of the workplace?
Contact the training organisation and discuss the outcomes, review process, activities and ensure
it meets the requirements of the workplace for the staff to integrate this skill.
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
PORTFOLIO:
This assessment covers three units of competency:


TAEDEL301A: Provide work skill instruction
TAEDEL402A: Plan, organise and facilitate learning in the workplace
This is a significant assessment task that requires you to analyse training needs in your practice
environment or actual workplace and provide training on 2 separate individuals or groups, through
instruction and demonstration of work skills.
In this assessment task you will base your training on workplace standards required to perform your job
role.
You will NOT be required to use competency standards obtained through the N.T.I.S web site
For the basis of this assessment, you can either provide evidence of two (2) separate occasions where
you have already planned and facilitated work based training OR you can complete the 8 tasks below.
THIS PORTFOLIO HAS 8 PARTS, REQUIRING THE FOLLOWING TO BE COMPLETED
1.
2.
3.
4.
5.
6.
7.
8.
Information on your two different groups/individuals
Two (2) Training needs analysis (one for each group/individual)
Two (2) Learning programs
Three (3) Session Plans
Video 1 hour of one of your session plans for your group (min of 3)
Diary/Log entries of planned session and outcomes
Minimum of two (2) Feedback forms
Answering questions relating to your review of the training programs
ASSESSMENT OUTLINE
One way of addressing the training requirements for this portfolio is to assume you will be away from
your work position for a period of time.
This will mean that you will need to train two different groups (min of 3 people) or one group and one
individual in separate occasions, in one or more different aspects (tasks) of your job role, e.g. Record
keeping; filing; distributing minutes from meetings; customer service; sales; stock control; etc. All required
information in further explained in each individual part.
This training needs to take into consideration, the different skills and learning requirements for each
individual/group, across different training sessions.
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
PORTFOLIO PART 1:
For the first part of this assessment task you will need to identify the 2 individuals as well as the skills you
will be training them in. Take into consideration the expected learning outcomes and remember you will
need to spread 3 skills between the 2 candidates.
1. Identify the first group (min of 3 people) and describe:
a. The aspects/tasks that you will be training them in
b. Their learning style and specific needs (e.g. LLN requirements)
c.
How you will measure/evaluate they are competent with the relevant technical/generic skills
and knowledge required?
d. Who you did/would confirm with to ensure you have meet all organisational requirements to
conduct this training e.g. OHS, IR implications, specific work practices and roles and
responsibilities of stakeholders?
Ensure all points are covered in response
2. Identify the 2nd group/individual and
a. Describe a different aspect/task that you will be training them in
b. Their particular learning style and specific needs (e.g. LLN requirements etc)
c.
How you will record the outcomes of the training
d. List the stakeholders you will need to discuss and confirm this training with
Ensure all points are covered in response
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
PORTFOLIO PART 2: TNA
Now conduct training needs analysis (TNA) for both groups, to ascertain:
 Their current skills
 Skills they will need for the tasks you have identified
This is a total of 2 TNAs, one for each different training group. Don’t forget to also identify/describe their
learning styles and characteristics.
Use the Training Needs Analysis provided in your documentation
Ensure learners’ characteristics are listed as well as the skill gaps as per the identified skill
shortages in their response to Q1
PORTFOLIO PART 3: LEARNING PROGRAM
In this part you will need to create a structured or semi structured learning program for both individuals.
You can use the proforma supplied or you can create your own.
Ensure you discuss the delivery strategies with the individuals to ensure they can contribute to
their learning plan and they understand the learning objectives and outcomes.
If you are using your own learning program please ensure you detail:









The program name and purpose
Learners Names / characteristics / special needs
Benchmark information – skills required and how you will map this to the learning program
Content information
Resources – existing and required, include details on any customisation that may have been
needed or any additional support, if required
Delivery activities and assessment strategies
Overview of the sessions and learning outcomes
Costing, if applicable
Appropriate personal, as required, to sign off the learning program
Ensure your programs include training through instruction and demonstration of the work skills
and that you provide lots of practice opportunities for your learners.
Please note that the learning plan provided can be modified to suit your workplace-learning program. You
only need to complete the sections that relate to your training requirements, i.e. where the form asks for:
’AQF qualification level and name’ you would cross this out and detail the ‘Department’ it relates to, etc.
PLEASE USE THE LEARNING PROGRAM TEMPLATE PROVIDED IN YOUR DOCUMENTATION
2 Learning programs are required here. Ensure all areas are completed and it covers the
information provided in the previous 2 parts. Delivery plan should be clear and easy to follow.
Ensure it provides a good mix of activities, demonstration, instruction and practice opportunities
for the candidates.
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
PORTFOLIO PART 4: Session Plans
Now you will need to develop a minimum of 3 training sessions for the 2 different groups as based on
your learning programs. Each of these sessions must address a different learning outcome or task.
You can use the session plan template provided, or use your own training session documentation if you
prefer.
Ensure you sequence the workplace tasks, activities and processes to reflect the work based learning
pathway.
PLEASE USE THE SESSION PLAN TEMPLATE PROVIDED IN YOUR DOCUMENTATION
If you have already completed 3 different training sessions within your workplace and you have feedback
or proof of these, please contact Connect training group as you may be able to RPL this assessment
task.
3 Session plans are required here, ensure they reflect the learning programs for the individual
learners as well as what is on the delivery plan. There should be 2 session plans for 1 candidate
and 1 session for the other one. Ensure formative and summative questions are listed as well as
benchmark responses. Look for activities and instruction, demonstration and practice
opportunities. Check timings?
PORTFOLIO PART 5: Conduct training and video 1 of your sessions.
Arrange to video your facilitation of one (1) of your sessions (from task 4), for your group of learners (min
3 adults).
This session should be a minimum of 60 minutes duration. You will be assessed on your ability to present
effective training including instructions and demonstration of work skills.
We will be reviewing your video presentation to observe:











The learning environment and required resources are as detailed on your delivery plan and have
been arranged in time for your delivery.
Your presentation and explanation of the learning outcomes and expectations
Any OH&S requirements to ensure a safe and healthy learning environment
Explanation of the assessment process to ensure the program is successful
Effective communication skills to encourage learner participation
The use of different strategies, based on the application of learning principles, to ensure a range
of learning styles are catered for
Inclusion of practice opportunities to support skills being instructed
The use of technology to enhance the learning process (e.g. video, TV, PPP etc.)
Monitoring & managing group dynamics and cohesion and the use of the group as a learning
resource
Facilitating discussion and group interaction
Closure of your session
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
For those who are utilising friends as their learners for this task, perhaps you could get them to take on
different roles within the session to show case your group training skills!
Please put your name on the actual video/DVD as well as the name of the session plan and send this to:
Connect training group
PO Box 401N
North Cairns QLD 4870
Video checklist must be completed and all points covered when viewing video presentation
PORTFOLIO PART 6: Diary log
Diarise your planned sessions with your candidates using the diary sheet attached.
a. Detail the outcomes of each session, as well as coaching and communications with each
individual, to ensure all learning objectives were covered.
b. Provide information on any changes you needed to make to your session plans, to ensure the
candidate achieved the required skill level for the task.
c.
Detail if all went to plan, the outcomes of any practice sessions, or if you had to change any
sessions to suit the needs of the candidate, or overcome any constraints or risks, i.e. LLN,
additional support, OH&S, learning styles etc.
d. Include your suggestions to the candidates as well as their responses on how they felt they were
progressing.
e. Detail the results of training as well as the final record keeping to identify the skills the candidates’
have/have not obtained and any follow up actions.
PLEASE USE THE DIARY LOG TEMPLATE PROVIDED IN YOUR DOCUMENTATION
Diary log should reflect each session as well as comments on how the sessions went including
any feedback or observations of the learner’s ability, outcomes and results
PORTFOLIO PART 7: Participate Feedback
For this section you will need to obtain feedback from your learners on the training you have provided to
them.
PLEASE USE THE EVALUATION FORM TEMPLATE PROVIDED IN YOUR DOCUMENTATION
A minimum of 1 completed from each group. This is a minimum of 2 overall
Review comments and ensure the self-reflection takes into consideration any constructive feedback from
the learners as well.
Connect Training Group: Version 1: June 2010
WORKPLACE INSTRUCTION – ASSESSMENT ANSWERS
PORTFOLIO PART 8: Self Evaluation
In your own words provide responses to the questions listed below reflecting on your training
performance.
Q1: What methods did you use to ensure you maintained a positive relationship with the candidates
during this work place training?
Support, open communication, took time, responded to questions, identified areas for improvement, etc.
Q2. How did you obtain feedback from the learners during your facilitation/training sessions to ensure
your methods were supportive to their learning requirements?
Open communication, formative questioning. etc
Q3. What do you feel you did well during these training sessions?
Honest self-reflection
Q4. How did you ensure there was enough provision for coaching, review and practice within the
sessions?
Reviewed how the learner was progressing and made changes where required, etc.
Q5. How did you take into consideration the learning environment: e.g. health and safety; available
resources etc.
Reviewed the area, ensured any OHS was considered, ergonomics, lighting, heating, etc.
Q6. How did you ensure the learning objectives/outcomes were met and to the level required?
Rely on benchmarks set, specific standard required, etc.
Q7. What do you feel you could improve on or do differently next time?
Honest self-reflection
Q8. Who could you notify about any change to workplace processes or practices that may have resulted
from your training?
Supervisor, etc
Q9. Explain why you feel your training was effective and supportive to the candidates?
Support method, communication, etc.
Q10. How did the learning relationship finish? At what stage did all stakeholders determine the training
was complete and to the level required?
Confirmation with leaner’s that they felt competent, observation of their skills, correct responses to
formative and summative questions, etc
Q11. How do you intend to follow up from the training to see if any additional mentoring or training may
be required?
Liaise with supervisor; arrange mentoring, support, coaching, review to see if they are performing to the
required standards. Performance appraisal, etc.
Connect Training Group: Version 1: June 2010