Reference no: EM132527374

TAEDEL401 Plan, organise and deliver group-based learning - Plenty Training

ASSESSMENT TASK 1 Malcolm Knowles suggested that the four principles listed below be applied to adult learning. Explain how each of Knowles' principles can be incorporated into a training program. Provide one example for each principle.
A. Adults need to be involved in the planning and evaluation of their instruction.
B. Experience (including mistakes) provides the basis for the learning activities.
C. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
D. Adult learning is problem-centred rather than content-oriented.
2A Outline training strategies including resources that you would apply to accommodate the following learning styles, providing at least one example for each style.
Visual
Auditory
Kinaesthetic
2B Summarise and describe the features of each of the following four types of learning preference in the PART learning model and, for each, give an example of how you can use this learning preference and/or consideration during training delivery.
Type
Pragmatists
Activists
Reflectors
Theorists
3 Provide a brief description (in one to two paragraphs in length) of the following learning theories and, for each, give an example of how you would apply the theory in your training delivery
Theory
Behaviourist learning theory
Cognitive learning theory
Information processing learning theory
Instructional scaffolding
Maslow's Hierarchy of needs
Bloom's Taxonomy
ADDIE
4 Provide key advantages and disadvantages of each of these delivery methods or techniques that are appropriate for face-to-face group training delivery.
Delivery method or technique
Facilitation
Lecture
Brainstorming
Group discussion
5 Provide three examples of learner behaviour that may indicate learner difficulties and, for each, describe one or more methods used to address these difficulties

6 Briefly summarise the purpose and use of the following examples of organisational record management and reporting requirements for face-to-face training
Example
Class attendance sheets
Candidate assessment records
Completed student feedback forms
Stock and resource usage logs
7 List three examples of techniques that can be used to evaluate the effectiveness of training

8 Provide three examples of resources and equipment that could be used with people with special needs

9 Provide three examples of support services that could be used with people with special needs

10 Answer the following questions relating to requirements and obligations in delivering VET sector training.
A. Describe the three categories of competency, skill and knowledge that a trainer must possess to deliver VET training. (Hint: Refer to the Standards for RTOs 2015 clause 1.13.)
Competency area
Vocational competencies
Current industry skills
Vocational training and learning
B. What three sets of qualifications may a trainer possess to deliver VET training from April 2019? (Hint: Refer to the Standards for RTOs 2015 clause 1.14.)
Qualification type
Current qualification
Superseded qualification plus units
Diploma
C. What guidance is provided by the training package author when selecting suitable elective units for BSB10115 Certificate I in Business?
(Hint: Refer to the unit packaging rules.)
D. What are the four broad obligations of PCBUs in relation to first aid as specified in Safe Work Australia's Code of Practice "First Aid in the Workplace" (25 May 2018 edition).
Hint
Provision
Access
Facilities
Number of workers
E. What are the six broad duties in relation to the provision of work environment and facilities as specified in Safe Work Australia's Code of Practice "Managing the Work Environment and Facilities" (25 May 2018 edition).
Hint
Facilities
Work environments
Safe use, handling and storage
Toilets, drinking water, etc
Information, training, instruction or supervision
Monitoring
Give an example of the trainer / facilitator's responsibility in relation to the following areas of Workplace Health and Safety.
A. Risk assessment and risk control measures
B. Reporting requirements for hazards
C. Safe use and maintenance of relevant equipment
D. Emergency procedures
E. Name two sources of WHS information

F. Identify and describe the role of your organisation's key workplace WHS persons
Describe how you would manage each of the following examples of inappropriate and disruptive behaviour that students may exhibit during a training session.
A. Speaking over the top of others
B. Aggressive behaviour to the trainer or other students
C. Non-participation in group activities

13 For any of the three facilitation sessions you delivered in Task 4, describe how you addressed at least two specific characteristics and needs of the group.

14 Describe the adjustments you made to the delivery sessions to reflect specific needs and circumstances.
15 Describe how you used simple assessment tools or techniques to monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met.
16 Imagine the sessions you have run in Task 4 had students with the special needs listed below. What adjustment would you make to your sessions (e.g., to learning objectives, materials and/or techniques) to accommodate these learners? Provide two examples for each.
Language, literacy or numeracy difficulty

Vision impairment

17 After analysing the assessment results of each of the learners in Task 4, to what extent do you believe the participants achieved the learning objectives? Justify your answer.
18 Reflecting on the three training sessions as a whole, identify two specific changes you would make to if you were to run the session again.

ASSESSMENT TASK 2 - PREPARE SESSION PLANS

In this task you must prepare three session plans for presentations that you will conduct on topics relevant to your industry area and subject matter expertise. Each presentation must be to group of at least eight learners, and two of these sessions must be delivered consecutively, be of at least 40 minutes duration and delivered to the same group.
You must access, read and interpret suitable learning program documentation to determine the delivery requirements. You must then create three session plans which must each include:
1. Session title,
2. Summary of the learner profile and characteristics, including at least one individual learner need,
3. Summary of the learning objectives / goals, consistent with your learning program requirements and any specific needs of individual learners,
4. Summary of the assessment strategies,
5. Summary of Workplace Health and Safety (WHS) considerations to be made,
6. List of resources needed to deliver the session,
7. Summary of the constraints and risks to the delivery of the training session,
8. Outline key personnel and their roles in the training program. (Note that you must list your assessor as a support person who will provide feedback to you.)
9. How you will manage your session delivery, based upon your knowledge of learning principles and theories.
10. Summary of the content of the training session, including a clear:
o Introduction,
o Body,
o Conclusion,
o Learning activities,
o Timing.

ASSESSMENT TASK 3 - DEVELOP LEARNING AND ASSESSMENT RESOURCES

4.1 Instructions
This assessment task requires you to develop learning and assessment resources for the three session plans that you designed in Assessment Task 2. Specifically, you must:
1. Prepare one or more learning resources for each of the sessions. At least one of these resources must be a presentation resource such as a Microsoft PowerPoint presentation, a flip chart, etc.
2. Prepare one or more simple assessment tools for use in each of the sessions. For example, you might ask your students to complete a short questionnaire.
3. Ensure each learning and assessment resource is contextualised to meet the needs of the learner group outlined in the session plans.
4. Document the steps you will take to ensure that the training facility, technology and necessary equipment will be ready for the delivery at each of the three training sessions.
5. Confirm overall delivery arrangements with relevant stakeholders.
4.1.1 Decision making rules
To achieve a satisfactory result, you must meet all the criteria outlined in the assessment instructions
4.1.2 Context of assessment
This assessment can be completed in a classroom, workplace or independent learning environment.

ASSESSMENT TASK 4 - DELIVER AND FACILITATE TRAINING

In this task you must deliver the training sessions outlined in your session plans from Assessment Task 2. Each training session must be to a group of at least eight learners. Two of the sessions must be delivered consecutively, be of at least 40 minutes duration and must be presented to the same group of eight students.
During each of the training sessions you must:
1. Explain the outcomes and objectives of the presentation to the audience.
2. Use presentation equipment and/or resources effectively (such as projectors, Microsoft PowerPoint, flip chart, etc.)
3. Use appropriate vocal tone, pitch and language.
4. Encourage questions from participants and manage questioning and responses effectively.
5. Encourage individual and group participation and discussion.
6. Manage and maintain group dynamics and cohesion.
7. Manage or address disruptive behaviour appropriately.
8. Identify and address critical issues and concerns.
9. Attempt to change participant behaviour or perspectives (e.g., inappropriate behaviour) respectfully.
10. Motivate learners to apply the skills and knowledge learned - such as by:
o Creating a positive work environment: Motivate by offering an upbeat, positive work environment. Encourage teamwork and idea-sharing, and make sure staffers have the tools and knowledge to perform well.
o Setting goals: Help them become self-motivated by helping establish professional goals and objectives.
o Providing incentive: Increase motivation by providing incentives to work toward. You can create individual incentives for employees or team incentives to motivate employees as a group.
o Recognising achievements.
o Soliciting input: Regularly survey their satisfaction.
o Providing professional enrichment.
11. Engage with the participants while maintaining appropriate relationships.
12. Monitor individual and group progress.
13. Demonstrate a sound knowledge in the subject matter being presented.
14. Conduct the training session according to the session plan but modifying it where necessary to meet any unique learner needs.
15. Use simple assessment tasks as a way of monitoring and documenting the learner's progress in relation to the learning objectives.
16. Use a variety of delivery methods to maximise learning.
17. Use different perspectives and/or diversity of your learner group as a learning resource.
5.1.1 Decision-making rules
To achieve a satisfactory result, you must meet all of the criteria outlined in the instructions section of this assessment task, in both presentations. Your assessor will also be looking to see that:
1. You use communication techniques to build rapport and explore requirements.
2. You facilitate training in an appropriate style for both individuals and groups
3. You can cooperate and collaborate with others to achieve team results, and to confirm that outcomes meet requirements
4. You can demonstrate your knowledge in a relevant industry area and subject matter.

Attachment:- organise and deliver group-based learning.rar