·         I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

·         I am aware that there is a limit to the number of submissions that I can make for each assessment, and I am submitting all documents required to complete this Assessment Workbook.

·         I have organised and named the files I am submitting according to the instructions provided, and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

·         This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

·         I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

This workbook contains the Knowledge Assessment. The Part A workbook focuses on the essential knowledge required for the unit included in this subject.

This workbook is Project 1 of this subject’s Practical Assessment.

The Part B workbook contains assessment tasks about completing Work Role LLN Evaluation, Training Needs Analysis and learning programs for your clients.

This workbook is Project 2 of this subject’s Practical Assessment.

The Part C workbook contains assessment tasks about preparing a training needs analysis for a marketing officer and developing a learning program for group-based delivery that meets your client’s needs as described in the project scenario.

A.   Level 1 – Certificate I

B.   Level 3 – Certificate III

C.   Level 4 – Certificate IV

D.   Level 7 – Bachelor’s Degree

A.   Council of Australian Governments (COAG)

B.   Australian Skills Quality Authority (ASQA)

C.   Australian Industry Skills Committee (AISC)

D.   Skills Services Organisations (SSOs)

E.   Industry Reference Committees (IRCs)

A.   Task Skills

B.   Task Management Skills

C.   Contingency Management Skills

D.   Job/Role Environment skills

Use the link as a reference, and you may also refer to the box below for a list of choices for answers.

If units have been developed for inclusion in the course, provide copyright details.

Training package units

If units of competency have been imported from training packages, the following text must be included:

The following unit (s) of competency:

·         [code and title]

·         [code and title]

·         [code and title]

·         [code and title]

are from the [title] Training Package administered by the Commonwealth of Australia.

© Commonwealth of Australia

Units from other accredited courses

If units of competency have been imported from another accredited course, provide copyright details.

If this course may be used under license or franchise, include contact information for parties seeking information about a license/franchise arrangement.

Example:

[Course owner] will establish licensing or franchising arrangements with interested parties and reserves the right to levy a licensing or franchising fee. Information on such arrangements can be obtained from [name and contact details].

If not license or franchise requirements apply, include the following statements:

There are currently no licensing or franchising arrangements in place for this course.

Note: For renewal applications, the accreditation commencement date will be the day after the current course expires.

1. The assessment requirement is composed of a code, title, prerequisite, and elements.

1. Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.

1. Each unit of competency must be uniquely identified by the combination of its code and title.

1. The unit of competency contains the qualification code, qualification title, and qualification description.

1. Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.

A.   Accredited course

B.   Accredited unit

C.   Competency standards

D.   Foundation skills

E.   Assessment strategy

1. A structured sequence of vocational education and training accredited by a state or territory course accrediting body leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment.

1. Define the requirements for effective workplace performance in a discrete area of work, work function, activity or process.

1. A single component of a qualification, or a stand-alone unit, that has been accredited by the same process as for a whole AQF qualification, also referred to as “module.”

1. The combination of English language, literacy and numeracy skills and employability skills required for participation in work, the community and education and training.

1. Describes how it effectively judges participants’ achievement of the outcomes.

1. Units of competency

1. Performance criteria

1. Competency outcomes

1. Entry requirements

1. Assessment conditions

A.   Qualifications

B.   Units of competency

C.   Assessment requirements

D.   Credit arrangements

1. They specify the standards of performance required in the workplace and describe the work outcomes and skills required by the industry.

1. They specify the arrangements that exist between training package qualifications and higher education qualifications.

1. They specify the core and elective units of competency that are combined into meaningful groups to meet workplace roles and align to vocational qualification levels identified in the Australian Qualifications Framework (AQF).

1. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.

A.   Qualifications

B.   Units of competency

C.   Assessment requirements

1. To provide a benchmark for the skills and knowledge a person must be able to demonstrate to meet competency.

1. To provide a standard level of knowledge and skills required in the industry for each AQF level.

1. To provide guidance on the industry’s preferred approach to the assessment of required knowledge and skills relevant to the unit.

1. Standard 4 of the Standards for Training Packages state that units of competency specify the standards of performance required in the workplace.

1. The purpose of the Standards for Training Packages is to ensure that Training Packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.

1. Quality assured companion volumes are components of training packages, as per Standard 1 of Standards for Training Packages.

1. According to the standards, training packages must have ten (10) components.

1. Standard 12 of the Standards for Training Packages states that training packages are composed of components endorsed by the Australian Skills Quality Authority (ASQA).

1. training.gov.au

1. Skills Services Organisations (SSOs)

1. myskills.gov.au

1. Job portals and advertisements

1. National Skills Standards Council (NSSC)

1. Skillsets

1. Companion volumes

1. User guides

1. Units of competency

1. Assessment requirements

Write T if the statement is True and F if the statement is False.

1. Learning programs are used to develop vocational competencies or skills.

1. Learning programs are used to meet industry standards, legislation, licensing, or registration requirements, or the requirements of a funding body.

1. Learning program is used to determine the knowledge and skills of the trainer delivering the program.

1. Learning programs are used to address gaps between a learner’s knowledge and skills and competency standards.

1. Professional development

1. Workplace-based learning

1. Trainer feedback

1. Vocational learning

1. Prioritise selecting appropriate learning materials and contents that can be practically delivered.

1. Make sure that the contents suit the agreed outcomes of the program and the learning styles of the target group.

1. Focus only on third-party reports from learner’s nominated observers.

1. Structure your learning program to meet any delivery and time constraints.

1. All assessment activities should require supervision.

1. Type:

1. Source:

1. Methodology for developing new learning activities:

1. Methodology for developing related learning materials:

1. Methodology for documenting learning activities and related learning materials:

1. Modes of delivery:

1. Methods of delivery:

Write T if the statement is True and F if the statement is False.

1. Collaborating and communicating with others to identify and manage potential hazards of the learning program.

1. Assessing risks posed by potential hazards of the learning program.

1. Deciding on controls that will be implemented to reduce or eliminate the likelihood of an incident once training begins.

1. Ensuring that at least one of the training participants is certified to administer first aid.

28.1.    Describe the WHS risks associated with working in this industry and work role.

28.2.    Discuss WHS considerations that you will need to incorporate if you will be assigned to design a learning program for this work role and industry.

Guidance: Sample responses have been provided for your reference.

Details

1. Cultural Sensitivities

1. Social Sensitivities