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Q1a. Australian Skills Quality Authority (ASQA)
Q1b. Council of Australian Governments (COAG)
Q1c. Industry Skills Councils (ISCs)
Q1d. Registered Training Organisations (RTOs)
Q1e. Australian Apprenticeship Centres (AACs)
Q1f. Australian Qualifications Framework (AQF)
Q1g. Training Packages

Q2. Go to the www.training.gov.au website and search for a unit of competency. Once you have done so, answer the questions below. For example, BSBCMM301 Process customer complaints.

Q2a. List your chosen unit below followed by the competency standards included in the unit.

Q2b. What other training specifications will need to be considered in the unit?

Q2c. List the key stakeholders in the design phase of a training program.

Q2d. Describe why it is important to involve these stakeholders in the design of the program.

Q2e. Who is the training package developer that sets the competency standards for this unit?

(Hint – download the training package document and the developer’s name is in the footer)

Q2f. Detail any possible work health and safety (WHS) or other legislative requirements that need to be considered or included in a training program.

Q3. List at least four (4) reasons why a client may wish to run a learning program.

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Q4. The purpose of a training program may impact on its structure and format. Provide three (3) examples that highlight this statement.

Q5a. Describe why it is important to confirm the competency standards to be achieved with the stakeholders in a training program.

Q5b. Describe how training packages can assist in setting a benchmark for training and assessment.

Q6. List and explain at least four (4) principles of adult learning.

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Q7a. What is a Training and Assessment Strategy (TAS)?

Q7b. How can a TAS support the development of different program structures such as online training and classroom training?

Q8. Describe a step-by-step process you would follow to develop specific program content.

Q9.List three (3) places where you would look for existing learning resources for a learning program.

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Q10. Explain why it is important to document your training program?

Q11a. Describe how you can keep up to date with Training Package updates or changes.

Q11b. When changes to Training Packages are identified and those changes impact on a training program you deliver, what are your obligations with regard to transitioning and documenting these changes? (Hint – refer to the Transition fact sheet)

Q12. Describe the purpose of a quality management system and explain why it is important for a registered training organisation to have one.

Q13. Why would it be necessary to ‘break’ down learning content?

Q14. Name the four (4) dimensions of competency and briefly explain their purpose.

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Q15a. What are the differences between accredited courses and training packages?

Q15b. Go to www.training.gov.au website and search for an accredited course. You will need to provide the course code, course name and details of the course structure.

(Hint - more details about the course structure can be found on the approved RTO’s website)

Q16a. Why is it important to analyse the assessment guidelines of the training package you are using?

Q17a. Explain how you would analyse a unit of competency for application to a client’s needs.

Q17b. Based on your explanation above, select a unit of competency from the www.training.gov.au website and explain how you would analyse this unit to meet a specific client need.

Q18. List three (3) distinct characteristics of each AQF qualification level. Refer to the AQF 2013 document located in your Supporting Resources folder.

For each AQF level students will need to refer to the “qualification type descriptor” table. It would be best to focus on the skills and application of knowledge and skills sections. Refer to the AQF 2013 document

a) AQF level 1

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b) AQF level 2

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c) AQF level 3

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d) AQF level 4

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e) AQF level 5

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f) AQF level 6

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g) AQF level 7

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h) AQF level 8

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i) AQF level 9

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j) AQF level 10

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Q19. Go to training.gov.au and research the Foundation Skills for BSBITU202 Create and use spreadsheets (release 1). Your task is to complete the table below.

Skill	Performance Criteria	Description
Reading
Writing
Oral Communication
Numeracy
Navigate the world of work
Interact with others
Get the work done

Q20. In your own words, provide a description for each rule of evidence below.

Validity
Sufficiency
Authenticity
Current

Q21. According to Clause 1.13 of the new Standards for Registered Training Organisations (RTOs) 2015, what are the requirements for individuals who are looking to trainer assess in a RTO?

Q22. You have been asked to research the content for the following training program - BSBCMM101 Apply basic communication skills (release 1). Answer the questions below.

a) List three (3) sources to find content for your training program.

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b) How can you ensure the content is relevant and appropriate to the target learners?

c) What are the assessment conditions for this unit of competency?

Cut and paste is acceptable

d) List two (2) resources and two (2) activities and describe the benefits of each example when training a group of learners for BSBCMM101 Apply basic communication skills (release 1)

(consider the PCs within the elements that need to be addressed)

Resources	Benefits


Activities	Benefits

e) Complete the table by suggesting two (2) assessment methods for the above unit. You must also clearly identify which performance criteria the assessment methods would cover.

Assessment method

Performance Criteria

Q23. Read the scenario below and answer the following questions.

You have now been asked to design the structure of a learning program on ‘Workplace Safety’ to a small manufacturing company with offices in Victoria (VIC), Queensland (QLD) and Western Australia (WA). The learning group comprises of 5 staff in VIC, 5 in QLD and 10 in WA. The related unit of competency is BSBWHS201 - Contribute to health and safety of self and others (Release 1).

Consider the following options as to which would be best suited for delivery of this program:

Delivery location may include;

Training to be conducted in each separate location
Training to be conducted in one central location with all staff in attendance

Delivery mode may include;

Distance delivery
Online learning
Blended training

Delivery method may include;

Delivering training via teleconference or videoconference

Other considerations may include;

Travel expenses (flights)
Local transportation costs (bus, train, taxi)
Travel Insurance costs
Accommodation fees
Loss of productivity (on site as well as yourself regarding your normal duties)
I.T. requirements

a) Suggest the most suitable delivery mode and location for the learning program and explain your selection. Remember to highlight any other considerations.

b) List five (5) training resources Sarah would need for the delivery option that you have chosen.

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c) What assessment methods and tools would you use for the chosen unit of competency?

Q24. Review the Sample TAS below and answer the questions below.

RTO name

123 Simple Learning

Course duration

January 2014 – December 2014

Code and title

BSB40212 Certificate IV in Business

Purpose of program

The purpose of this training program is to develop the learner’s verbal and written communication skills, WHS knowledge of the workplace, build team work skills, apply risk management techniques and learn about various marketing methods.

Packaging rules

Total number of units = 10

1 core unit plus 9 elective units , of which:

5 elective units must be selected from the elective units listed below
4 elective units may be selected from the elective units listed below, or any currently endorsed Training Package or accredited course at the same qualification level
if not listed below, 1 unit may be selected from either a Certificate III or Diploma qualification

Entry requirements

Nil

Pathways (if applicable)

None

Regulations, licensing and registration requirements

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Industry skills council

Innovation Business Skills Australia (IBSA)

Units of competency

Code

Title

Core/Elective

CHCCD412B

Work within a community development framework

Core

CHCCHILD401B

Identify and respond to children and young people at risk

Elective

CHCCOM403A

Use targeted communication skills to build relationships

Elective

CHCCS400C

Work within a relevant legal and ethical framework

Elective

CHCCS411C

Work effectively in the community sector

Elective

CHCCS412E

Deliver and develop client services

Elective

CHCCS422B

Respond holistically to client issues and refer appropriately

Elective

CHCORG405E

Maintain an effective work environment

Elective

HLTHIR403C

Work effectively with culturally diverse clients and co-workers

Elective

HLTWHS300A

Contribute to WHS processes

Elective

Target learners and their characteristics

Target learners include;

Accounts Clerk
Administrator
Customer Service Advisor
E-business Practitioner
Legal Receptionist
Medical Receptionist
Office Receptionist
Office Administration Assistant
Project Officer
Student Services Officer
Word Processing Operator
Unskilled workers entering the workforce

Their characteristics include;

age group between 18 – 30 years old
education status – have completed grade 12
some work experience with business sector
prefer learning style is classroom training
no formal training has been completed

Relevant stakeholders

learners
employer
managers
trainers
human resource department
employment agency

Required facilities and equipment

laptop, projector
internet access
extension cords
training materials such as textbooks, handouts, assessments

Support services available

Explaining concepts in clear terms over the telephone
Enlarge the font size of learning materials
Refer students to AUSLAN Signbank www.auslan.org.au
Allowing students to be orally assessed by Skype
Allowing students to be assessed in person at the office
Fortnightly webinars are schedules and offered to students
Weekly tutorial sessions (2 hour allocation where students can ask questions and receive responses from a qualified trainer/assessor)
Pre-recorded information sessions for each unit
Students have access to the online forum

Reasonable adjustment options

allow the student to complete a practical exam instead of a written exam
allow the student to have a sign language interpreter in the lessons
allow the student to provide written answers due to a hearing impairment
allow the student to answer oral questions if they have writing difficulties
provide audio recordings of the lesson for those who are hearing impaired

Learning resources

All enrolled students have access to the following learning resources;
Learner Workbooks (contains the assessment tools)
Learner Guides (contains content about each unit of competency)
All supporting resource materials such as templates (available via the online learning system)
Pre-recorded information sessions (available via the online learning system)
Fortnightly webinars and chat logs
Weekly tutorial sessions and chat logs
Access to the online student forum

Delivery and assessment arrangements

Unit order

Unit code

Unit name

Time allocation

(e.g. days, hours, weeks, months)

CHCCD412B

Work within a community development framework

1 month

CHCCHILD401B

Identify and respond to children and young people at risk

1 month

CHCCOM403A

Use targeted communication skills to build relationships

1 month

CHCCS400C

Work within a relevant legal and ethical framework

1 month

CHCCS411C

Work effectively in the community sector

1 month

CHCCS412E

Deliver and develop client services

1 month

CHCCS422B

Respond holistically to client issues and refer appropriately

1 month

CHCORG405E

Maintain an effective work environment

1 month

HLTHIR403C

Work effectively with culturally diverse clients and co-workers

1 month

10.

HLTWHS300A

Contribute to WHS processes

1 month

Delivery mode

Classroom based

Delivery venue details

123 Simple Learning – 99 Smith Street, Brisbane QLD 4000

Assessment methods

Observation, Questioning, Structured activities

Assessment tools

Role play, presentations, written exam, oral questions, case study, simulation

Evidence gathering techniques

Key codes: A = presentation B = oral questions C = written test

D = simulation test E = role play F= case study

Unit code

Unit name

BSBWHS401

Implement and monitor WHS policies, procedures and programs to meet legislative requirements

BSBADM405

Organise meetings

BSBCUS401

Coordinate implementation of customer service strategies

BSBCUS402

Address customer needs

BSBCUS403

Implement customer service standards

BSBINN301

Promote innovation in a team environment

BSBITU402

Develop and use complex spreadsheets

BSBLED401

Develop teams and individuals

BSBMKG414

Undertake marketing activities

BSBRSK401

Identify risk and apply risk management processes

Delivery and assessment staff

(indicate with an X as to who will train and assess each unit)

Unit

Staff name

Train

Assess

BSBWHS401

Kenny Majore

BSBADM405

Kenny Majore

BSBCUS401

Kenny Majore

BSBCUS402

Kenny Majore

BSBCUS403

Kenny Majore

BSBINN301

Kenny Majore

BSBITU402

Kenny Majore

BSBLED401

Kenny Majore

BSBMKG414

Kenny Majore

BSBRSK401

Kenny Majore

Assessment Validation

Assessment validation is an on-going quality review process. Trainers and assessors from each qualification will meet once every six (6) months to check that the assessment tools used are producing valid, reliable, sufficient, current and authentic evidence. Validation is also concerned with continuous improvement of assessment practices and outcomes. The validation meetings will also check if the requirements of the Training Package have been met.

Assessment Validation Policy

Management and training staff are committed to the continuous improvement of its assessment process, tools and outcomes. Details of the validation policy are below;

All assessment strategies, processes and tools are validated every six (6) months.
The assessments are validated by trainers and assessors who were not involved in the training and assessment of the course (complies with Clause 1.11). Assessment validation will be conducted by a panel consisting of industry experts, trainers, assessors and management personnel who meet the requirements outlined in Clause 1.11.
All validation findings will be recorded in the Assessment Validation Review document, including any suggested changes.
All issues that arise from the validation process of assessment tools will be documented and tabled prior to the commencement of the next program to ensure further issues are prevented. This will take place at the bi-monthly management meeting.
The company will apply a process that is transparent, representative, confidential, educative, and equitable and accepts tolerable variation in interpretation of standards.
The company will comply with the guiding principles of assessment and rules of evidence

Transition requirements

A maximum of 6 months to transition to the new training product from the release date on traiing.gov.au

Manager’s name

Richard Jackson: Director

Date approved

01.01.2015

a) List two (2) major issues with the content in the sample TAS.

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b) Based on the issues identified above, what adjustments will need to be made to the TAS?

c) List at least three (3) stakeholders who should be involved in the development of a TAS and explain why.

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d) Why is it important to include stakeholders in the design and review phase of a training and assessment strategy (TAS)?

Assessment Two – Case Study

You work for a Registered Training Organisation that has recently secured a contract with a large company that operates in numerous sites across Australia. The contract involves the development of a learning program for their yearly trainee intake of approximately fifty (50) staff. All trainees will be enrolled in the BSB30415 Certificate III in Business Administration.

While each trainee`s job may vary slightly based on the site they are employed in, they are all given the same role description (see below). You are required to develop a suitable course structure for this group by completing Task 1 - 4.

Business Administration Trainee – Position Description

Core duties include:

Answering phone calls
Booking appointments
Customer service and liaising with clients
Data entry relating to sales and client management
Processing sales
Ordering and restocking office equipment and stationary
Preparation of letters, memos and other documentation as required
Basic housekeeping

Desirable skills and characteristics include:

Must be able to work as a team and as an individual
Ability to use initiative and judgement
Positive attitude
Well organised and able to complete tasks in a timely manner
Follows directions and asks questions where clarification is required
Good writing and problem-solving skills
Ability to effectively communicate
Ability to operate basic office equipment such as computers, copiers, calculators, printers

Task 1

Explain how you will comply with the packaging rules of the BSB30415 qualification.

(Hint – refer to the packaging rules in the BSB30415 training package document).

Task 2

Are there any entry requirements?

Task 3

Based on your understanding of the packaging rules, list the course structure (core and elective units) for the BSB30415 Certificate III in Business Administration.

Task 4

Provide a reason why you selected each elective unit separately.

(Hint - apart from satisfying the job description, consider the skills and knowledge that will be learned in each unit).

Assessment Three – Practical Assessment

Project 1

Assessment Instructions

Design and develop one (1) learning program that is based on a full qualification. Please go to the www.training.gov.au website and search for your courses. The usage recommendation for your selected course must show as ‘current’ on the www.training.gov.au website.

To help you get started, you may choose your qualification from any of the following training packages;

BSB Business services
CHC Community services
CPC Construction, Plumbing and Services
HLT Health
CUV Arts and culture

You must complete Part 1 – 5 for this learning program.

Please choose your courses carefully as you will be asked to deliver the consecutive group-based training session on one of these learning programs in the TAEDEL401A, TAEDEL402A & BSBCMM401A clustered unit.

Part 1

Each program must target a group of different learners to demonstrate how the design reflects particular needs, contexts and timelines of the learner group. For this section, you must complete the following appendices;

Complete the template in Appendix 1 – Training and Assessment Strategy

Complete the template in Appendix 2 – Scheduling and Sequencing

Complete the template in Appendix 4 – Risk Control Plan

Part 2

Complete the table in Appendix 3.1 – Contextualisation table by analysing and contextualising one unit of competency from the Training and Assessment Strategy. To complete the table you will need to analyse the elements and performance criteria of the unit and identify which parts of the unit can be linked to the client’s operating environment (i.e. strategies, policies, procedures, projects, tasks).

You must also complete Appendix 3.2 – Foundation Skills by identifying all relevant foundation skills for the unit.

Part 3

You must research and develop a learning resource for each learning program. Your content must cover at least one full unit of competency. Content you could develop for this section may include:

PowerPoint presentation slides
Handouts/worksheets
Learning activities that you created

You must submit this learning resource with your assessment submission.

Part 4

Conduct a review of your learning resource which was created in Part 3 with the relevant stakeholders. For each learning program, provide a brief written report that addresses the following:

What did the stakeholders like about the content?
Were opportunities for further contextualisation or customisation identified?
Did the content address all competency standards within the unit being delivered?
Was the content suitable for the format, sequence and timeframes identified in the strategy?
What other issues were raised?
What adjustments will be made to the content as a result?

You may use hypothetical responses to complete this section.

Provide your response below.

International House, 12 Constance Street, London, United Kingdom,
E16 2DQ

Company # 11483120