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

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: TCHE5203C

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

School: 360T Education

Campus: City Campus

Program: C4277 - Certificate IV in Training and Assessment

Course Contact: Paschal Somers

Course Contact Phone: +61 3 9925 4911

Course Contact Email: paschal.somers@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Building 53 - level 1
18 Cardigan St Carlton 3053

Ph: 9925 4933
email: maria.dimitrakopoulos@rmit.edu.au

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

None

Course Description

This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace.

This unit typically applies to a person working as an entry level trainer, teacher or facilitator, team leader or workplace supervisor, or any employee responsible for guiding learning
through work.

This unit includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL402A Plan, organise and facilitate learning in the workplace

Element:

1/. Establish effective work environment for learning

Performance Criteria:

1.1. Establish and agree upon 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 OHS implications of using work as the basis for learning
 

Element:

2/. Develop a work-based learning pathway

Performance Criteria:

2.1. Address contractual requirements and responsibilities for learning at work
2.2. Arrange for 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
 

Element:

3/. Establish the learning-facilitation relationship

Performance Criteria:

3.1. Identify context for learning and individual's learning style
3.2. Select appropriate technique or process to facilitate learning and explain the basis of the technique to learner
3.3. Develop, document and discuss individualised learning plan with learner
3.4. Access, read and interpret documentation outlining the OHS 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
 

Element:

4/. Implement work-based learning pathway

Performance Criteria:

4.1. Sequence introduction of workplace tasks, activities and processes to reflect the agreed work-based learning pathway
4.2. Explain objectives of work-based learning and the processes involved to learner
4.3. Encourage learner to take responsibility for learning and to self-reflect
4.4. Develop techniques that facilitate learner's transfer of skills and knowledge
 

Element:

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 to maintain momentum
5.4. Practise ethical behaviour at all times
5.5. Monitor effectiveness of the learning/facilitation relationship through regular meetings between the parties
 

Element:

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 learner on the outcomes achieved and value of the relationship
6.3. Evaluate and document process, including impact, self evaluation and reflection, and file according to legal and organisational requirements
 

Element:

7/. Monitor and review the effectiveness of the work-based learning pathway

Performance Criteria:

7.1. Document work performance and learning achievement and keep records according to organisational requirements
7.2. Evaluate effectiveness of the work-based pathway against the objectives, processes and techniques used
7.3. 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:
• prepare and facilitate work-based learning
• develop work-based learning pathways,
• develop learning facilitation relationships with different individuals in the workplace


Details of Learning Activities

All learning acitivities 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 assesmsent 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

TAEDEL402A Delivery Matrix - This course is delivered and assessed with and TAEDEL401A and BSBCMM401A

Intensive prog session no Semester Long prog session no Content/Topic Element
5 9 and 10 • Training needs and objectives:
• Plan training sessions:
• Prepare for delivery:
• Principles of effective communication
• Practice Activity #1		 TAEDEL402A –
Elements 1,2 & 3
BSBCMM401A –
Elements 1 & 2
 
6 11 and 12 • Plan, organise and facilitate learning in the workplace
• Introduction to group-based learning
• Plan a knowledge-based session
• Deliver Session to a group.
• Reviewing and record keeping		 TAEDEL402A –
Elements 4,5,6 & 7
TAEDEL401A –
Elements 1,2,3,4 & 5
BSBCMM401A –
Elements 1 & 2
 


Learning Resources

Prescribed Texts

There is no prescribed text for the TAE40110 qualification, customised Learner manuals are used.


References

RMIT Learner Guide Delivering Training


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 ’TAEDEL402A Plan, organise and facilitate learning in the workplace’ is holistically assessed with ’PSPGEN035 Provide workplace mentoring’ within the TAE40110 qualification.  Both units are assessed in ’Workplace Project 3’.  


Assessment Tasks

Assessment for this course is made up of Short answer questions and the completion of project three (3) Plan, organise and faciltate learning in the workplace.  This unit is co-delivered with the other Delivery units, namely TAEDEL401A Plan, organise and deliver group-based learning and BSBCMM401A Make a presentation.

Short answer questions on Blackboard

Project 3 - You are to Plan, organise and facilitate workplace learning for an individual on two separate occasions. You must train two different learners towards two different learning objectives. Follow the checklist found in your Assessment booklet as to the evidence that will need to be submited for your project.

Assessment Tasks
For your Assessment Projects for the Cert IV TAA ’Delivery’ module – refer to your Learner Guide for details on the tasks and Blackboard for electronic copies and templates.


Assessment Matrix

TAEDEL402A Assessment Matrix

Name and summary of task TAEDEL402A
Short answer questions X
Project 3:
Plan, organise and facilitate workplace learning for an individual (on two separate occasions		 X

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.”

Attendance
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. 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