Course Title: Plan, organise and facilitate learning in the workplace

Part B: Course Detail

Teaching Period: VE 2018

Class Number: 2704

Class Section: MAR1

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: TCHE5916C

Course Title: Plan, organise and facilitate learning in the workplace

School: 360T Education

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Paschal Somers

Course Contact Phone: +61 3 9925 4911

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Workforce Development
Building 51 - Level 2
80 - 92 Victoria St 3053

Ph: 9925 4933

Nominal Hours: 25

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course (unit of competency) covers skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace, using real work activities as the basis for learning. Typically it applies to a person working as an entry-level trainer, teacher or facilitator or an employee, team leader or workplace supervisor responsible for guiding learning through work.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL402 Plan, organise and facilitate learning in the workplace


1. Establish effective work environment for learning

Performance Criteria:

1.1 Establish, and agree upon, the objectives and scope of the work-based learning 1.2 Analyse work practices and routines to determine their effectiveness in meeting established learning objectives 1.3 Identify, and address any workplace health and safety (WHS) implications of using work as the basis for learning



2. Develop a work-based learning pathway

Performance Criteria:

2.1 Address contractual requirements and responsibilities for learning at work 2.2 Arrange for the integration and monitoring of external learning activities with the work-based learning pathway 2.3 Obtain agreement from relevant personnel to implement the work-based learning pathway



3. Establish the learning-facilitation relationship

Performance Criteria:

3.1 Identify the context for learning and the individual’s learning style 3.2 Select an appropriate technique or process to facilitate learning, and explain the basis of the technique to the learner 3.3 Develop, document and discuss an individualised learning plan with the learner 3.4 Access, read and interpret documentation outlining the WHS responsibilities of the various parties in the learning environment 3.5 Monitor supervisory arrangements appropriate to learner’s levels of knowledge, skill and experience to provide support and encouragement and ensure learner's health and safety



4. Implement the work-based learning pathway

Performance Criteria:

4.1 Explain the objectives of work-based learning, and the processes involved, to the learner

4.2 Sequence the introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway

4.3 Encourage learner to take responsibility for learning and to self-reflect

4.4 Develop techniques that facilitate the learner’s transfer of skills and knowledge


5. Maintain and develop the learning-facilitation relationship

Performance Criteria:

5.1 Prepare for each session 5.2 Structure learning activities to support and reinforce new learning, build on strengths, and identify areas for further development 5.3 Observe learner cues, and change approaches where necessary, in order to maintain momentum 5.4 Practise ethical behaviour at all times 5.5 Monitor the effectiveness of the learning/facilitation relationship through regular meetings between the parties



6. Close and evaluate the learning-facilitation relationship

Performance Criteria:

6.1 Carry out the closure smoothly, using appropriate interpersonal and communication skills 6.2 Seek feedback from the learner on the outcomes achieved, and the value of the relationship 6.3 Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used 6.4 Recommend improvements to work-based practice in light of the review process


Learning Outcomes

The learning outcomes for this course will enable the learner to: 

  • Establish effective work environment for learning
  • Develop a work-based learning pathway
  • Establish the learning-facilitation relationship
  • Implement the work-based learning pathway
  • Maintain and develop the learning-facilitation relationship
  • Close and evaluate the learning-facilitation relationship

Details of Learning Activities

All learning activities you will undertake within the Cert IV in Training and Assessment program are designed to provide you with the skills, knowledge and attitudes required to perform training and assessment to the standard expected in the workplace.

For each course in this program you will receive a result of ’competent’ or ’not yet competent’ as your final mark, no graded assessment is used.

You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, delivering learning programs, group discussions and working in pairs. Other activities will include: reading and discussing the perscribed text, online research, and the reading articles provided by your trainer.

At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:

• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.

Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

All mapping documents related to the course are kept on the School of Education I-drive

Delivery Module Assessment Matrix

Delivery for this unit are as follows:

Program: Days 5-8

A detailed delivery schedule is located on the RMIT LMS Canvas.

Learning Resources

Prescribed Texts

There is no prescribed text for the TAE40110 qualification, but several texts are recommended as reading for the program.


Knowles, M. Holton, E. & Swanson, R. (2005). The Adult learner (6th Ed). Elsevier  Butterworth, Heinemann Publishers.
Brookfield, S. (1986). Understanding the Adult Learner. Jossey-Bass
Rogers, A. & Horrocks, N. (2010). Teaching Adults. Open University Press
Biggs, J. & Tang, C. (2003) Teaching for Quality Learning at University. Open University Press.
Hill, Hill and Perlitz. (2013) Vocational Training and Assessment. McGraw Hill Education        

Other Resources

Electronic resources are located on Blackboard. Handouts pertaining to in class activities will be handed to you as required during class.

Overview of Assessment

The unit TAEDEL402 Plan, organise and facilitate learning in the workplace is holistically assessed with TAEDEL401 Plan, organise and deliver group-based learning and BSBCMM401 Make a presentation. Assessment will consist of

  • a set of knowledge questions
  • a project where you plan, organise and deliver one 30-min session to a group of eight (8) or more learners (during training)
  • a project where you plan, organise and deliver two consecutive, 40-minute sessions to a group of eight (8) or more learners (in your workplace)
  • a project where you plan, organise and facilitate workplace learning for an individual (on two separate occasions)


Assessment Tasks

Comprehensive project briefing documents will be provided at the commencement of classes.

  • Knowledge questions: complete a set of knowledge questions to the requires standard
  • Project 3 - your task is to plan, organise and facilitate learning in the workplace for two (2) different individuals, against two (2) different learning objectives, the learning objectives must come from two (2) different units of competencies, you must also plan, develop and support a mentoring plan for these two (2) individuals.

It is a requirement of the Certificate IV Training and Assessment (TAE40116) program, that all assessment projects are to be submitted electronically through the RMIT LMS,  Canvas . 

You must include a signed RMIT Cover Sheet with all assessment submissions.

 *Please add your name and student no: into the footer of your project document.
 *Please note, that no ‘Hard Copy’ portfolios will be accepted.


Assessment Matrix

TAEDEL402 Assessment Matrix

A detailed assessment matrix in located on the School of Education I-drive

Other Information

In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”

Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview