Reference no: EM132527395

TAEDEL402 Plan organise and facilitate learning in the workplace - Plenty Training

ASSESSMENT TASK 1
1 Give two examples of the types of situations and contexts where work based learning could take place.

2 Name two parties you would approach to obtain agreement or approval for implementing a work-based learning pathway.

3 The following questions relate to the Queensland government contract extract located in Appendix 1.
A. What is the purpose of this training contract?
B. By what date must the training contract be signed?
C. What is the first action an employer must take if they intend to employ a school-based trainee or apprentice?
D. By what date must a training provider negotiate a training plan with the employer and trainee/apprentice?
E. Who facilitates the registration and signing of the training contract?
F. When should on-job training commence?
G. In what instances might a training contract not be registered?
Describe the following Workplace Health and Safety (WHS) considerations when using work environments for learning and training purposes.
A. Describe two hazards relating to your industry or specific workplace.

B. How do you (or should you) report safety hazards?
C. How do you (or should you) report safety incidents?
D. What is a ‘near-miss' and what are the applicable reporting requirements?
E. Give an example of a specific procedure for a work task which must be followed for safety purposes.
F. Give an example of how safety concerns may arise if the safe use of relevant equipment is not ensured.
G. Give an example of how safety concerns may arise if the maintenance of relevant equipment is not ensured.
H. Describe at least two emergency procedures applicable in your workplace.

I. Describe at least two sources of WHS information

Outline two common contractual obligations that would relate to a formal work-based learning pathway such as a traineeship or apprenticeship

6 Provide two examples of ways that could integrate external learning activities (classroom or off-site training) into work-based learning activities

7 Outline training strategies you could apply to accommodate the following learning styles. Give two examples for each style).
Visual

Auditory

Kinaesthetic

Theoretical

8 Discuss two benefits of maintaining an ongoing mentee/mentor relationship

9 Define a gap analysis or training needs analysis

ASSESSMENT TASK 2 - DEVELOP WORKPLACE LEARNING ACTIVITIES

In this assessment task you must develop two different coaching plans that document the coaching of two separate work-based topics using the session-planning templates provided in sections 3.2 and 3.3.
Each coaching session must relate to a workplace practice or work activity and be between 10 and 20 minutes in duration.
Each training/coaching plan must include a:
1. Session title.
2. Summary of the learning objective/s and scope.
3. Summary of the learner characteristics including:
o Learning style. (Use the VAK learning style questionnaire in Appendix 2.)
o An analysis of the learner's work practices and routines and how these relate to the learning objectives.
o Identify how you could integrate and monitor external learning activities with the work-based learning pathway.
4. Summarise how the coaching session will build the required skills and knowledge.
5. Location (where the coaching session will take place).
6. Date (when the coaching session will take place).
7. Summary of the assessment strategy/ strategies.
8. Summary of all workplace health and safety (WHS) implications of using work as the basis for learning.
9. List of resources needed to deliver the session.
10. Summary of the content of the coaching session, including a clear:
a) Introduction,
b) Body,
c) Conclusion,
d) Activities, and
e) Timing.
11. Summarise any other contractual requirement related to the training.
12. You must then meet with your stakeholders and decide:
o what regular meetings shall occur between the parties to monitor effectiveness of the learning/facilitation, and
o obtain agreement from relevant personnel to implement the work-based learning pathway.

ASSESSMENT TASK 3 - DELIVER WORK-BASED COACHING
1. Establish the learning-facilitation relationship by explaining and discussing with the learner:
o The suitability of the topic.
o The context for learning and the individual's learning style.
o The proposed learning plan and learning approach. (Be sure to explain the basis of the technique to learner.)
o Ensure the learner understands all WHS responsibilities of the various parties in the learning environment, as documented in your learning plan.
o Learning objectives of the session.
2. Encourage the learner to take responsibility for their own learning by encouraging them to problem-solve and self-reflect.
3. Use techniques that assist with the transfer of skills and knowledge, such as activities and practice, as identified in your training plan.
4. Plan for and undertake the coaching sessions.
5. Monitor the learner's progress and make adjustments to your delivery based on the learner's level of skill, knowledge and experience in a way that keeps them engaged. You must use any two of the following engagement and motivation techniques:
A. Understanding: Explain how the learner's work fits into the company's structure, mission, goals and achievements.
B. Improvement: Explain how the training subject matter can improve work quality and outcomes.
C. Career Development: Explain how the new skill can help the learner realise their job / personal goals.
D. Message: Convey the message that the organisation values the learner's progress.
6. Structure the learning activities in a way that builds on the learner's existing strengths and reinforces new learning relating to the learner's workplace tasks.
7. Take note of the learner's cues and change the learning approach accordingly.
8. Act ethically at all times, including:
A. Respect the dignity, rights and opinions of others.
B. Demonstrate high standards of professional practice.
C. Protect students from harm.
D. Discourage or prevent any form of discrimination or harassment in the workplace.
9. Close the learning session/s smoothly by seeking feedback from your learner on the outcomes achieved and the value of the relationship, and by using appropriate communication skills such as the seven C's:
o Completeness - The communication must be complete. It should convey all facts required by the audience.
o Conciseness - Conciseness means wordiness, i.e., communicating what you want to convey in least possible words without forgoing the other C's of communication.
o Consideration - Consideration implies "stepping into the shoes of others". Effective communication must take the audience into consideration, i.e., the audience's viewpoints, background, mind-set, education level, etc.
o Clarity - Clarity implies emphasising on a specific message or goal at a time, rather than trying to achieve too much at once.
o Concreteness - Concrete communication implies being particular and clear rather than fuzzy and general. Concreteness strengthens the confidence.
o Courtesy - Courtesy in message implies the message should show the sender's expression as well as should respect the receiver.
o Correctness - There are no grammatical errors in communication.
10. Provide feedback to the learners where appropriate and identify areas for further development, giving clear direction and advice where needed.
11. Use industry terminology while maintaining language, literacy and numeracy at a level appropriate to the learner's ability.
12. Use appropriate nonverbal communication - including all of the following:
A. Use clear and concise language and vocabulary.
B. Demonstrate active listening by asking open questions and seeking feedback from the learner.
C. Tone and pitch is consistent with the learner characteristics such as age and position of authority.
D. Use a non-monotone delivery.
E. Pace / speed maintain interest and effective interactions.
F. Body posture and facial expressions are consistent with the verbally delivered message.
4.1.1 Decision-making rules
To achieve a satisfactory result you must meet all of the criteria outlined on the observation checklists to receive a satisfactory result. Your assessor will also be looking for your ability to:
• Use oral communication techniques to identify needs, build rapport, agree on learning plans, facilitate effective learning and monitor practice.
• Select appropriate vocabulary, adjusting language, tone and pace to maintain effective interactions, and to build and maintain engagement with individuals or groups.
• Ask questions to clarify understanding, and seek feedback and further information.
• Cooperate and collaborate with others as part of routine activities to achieve team results, and to confirm outcomes meet requirements.
4.1.2 Context of assessment
The coaching/training session can take place in a real or simulated environment. If you have trouble organising a session, contact your trainer or assessor for other suitable options.

ASSESSMENT TASK 4 - EVALUATE WORK BASED COACHING

5.1 Instructions
In this assessment task you must evaluate and identify improvements to the two coaching sessions you delivered as part of Assessment Task 3.
Specifically, you must evaluate the coaching session in two ways:
1. Gather feedback from the two people to whom you delivered the training/coaching sessions and record this feedback in section 5.2.
2. Reflect and self-evaluate the impact of the coaching, and record this in section 5.3.
5.1.1 Decision-making rules
To achieve a satisfactory result you must:
• Submit two learner feedback forms that outline comments and feedback relating to each of the coaching sessions.
• Each of the feedback forms must clearly identify the session title, date and your name.
• Submit a completed self-evaluation form with comments about the coaching plan and at least one improvement identified.
• You must meet each of checklist items to receive a satisfactory result.

Attachment:- Plan organise and facilitate learning in the workplace.rar