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

Part B: Course Detail

Teaching Period: Term2 2021

Course Code: TCHE5916C

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

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4377 - Certificate IV in Training and Assessment

Course Contact: Mark Mossuto

Course Contact Phone: +61 3 9925 4929

Course Contact Email: mark.mossuto@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

CoVE Student Life Cycle

ve.studentlifecycle@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 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

Element:

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

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 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

Element:

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

Element:

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

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, 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

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 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

Within the Delivery/LLN cluster, all of the face to face learning activities you will undertake in 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 face to face 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 Participant Manual 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

The teaching schedule for the DEL/LLN cluster, consists of seven (7) full day face to face workshops:

 

DEL Day 1:

  • Welcome and introduction
  • program overview
  • Resources
  • Assessment

TAEDEL401 Plan, organise and deliver group-based learning

DELIVERING TRAINING

  • Adult learning
  • Training needs and objectives
  • Plan training sessions

 

DEL Day 2:

  • Principles of effective communication
  • Practice Activity 1: Plan, conduct and review a 10-minute skill-based training session for an individual. Another TAE participant will act as your learner.

 

Please note* DEL/LLN is delivered on Days 3 and 4 - see the LLN Course Guide for details

 

DEL Day 5:

BSBCMM401 Make a presentation

TAEDEL402 Plan, organise and facilitate learning in the workplace

  • Learning on the job
  • Plan organise and deliver group-based learning
  • Training review and record keeping

 

DEL Day 6:

TAEDEL402 Plan, organise and facilitate learning in the workplace

  • Learning on the job
  • Plan organise and deliver group-based learning
  • Training review and record keeping


Continue to develop/finalise your DEL/LLN Combined task in readiness for presentation to your peers in week 7

 

DEL Day 7:

Presentation to your peers for your DEL/LLN Combined task - conducted in class

Task One: Deliver a 30 min training session

 

DEL Day 8: (if required)

An additional day has been added for the presentation of Delivery task 2 - this is to facilitate those that do not have a workplace in which to deliver this assessment task.

 

Please note - This schedule is subject to change without notice.


Learning Resources

Prescribed Texts


References


Other Resources

Electronic resources can be found in the Delivery/LLN Canvas shell (LMS) 


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

There are four (4) individual tasks that you have to successfully complete in order to be deemed competent in the Delivery Cluster of units:

 

Assessment Task 1:

This task is designed for completion during your DEL face to face workshops under the guidance of your facilitator, this is combined with your LLN Task 3

You will be required to plan, organise, deliver and review one 30-minute training session to a group of eight (8) or more learners in the workplace or simulated workplace environment where:

  • Other TAE program participants or your workplace colleagues will be your learner group.
  • Your session must include activities, class discussions
  • it can be either a knowledge or skills based session
  • you will identify an LLN issue and address that issue in your presentation

 

Assessment Task 2:

This task is designed for completion in your workplace or in an simulated workplace environment:

You will be require to plan, organise, deliver and review two (2) consecutive 40-minute training sessions to a group of no less than eight (8) or more learners in your workplace or simulated workplace environment.

there are seven (7) steps to this process:

  • document the background information
  • prepare your session plans for both sessions
  • prepare your learning materials, activities. powerpoints as required
  • complete the training sessions
  • gather feedback from your candidates
  • document the session via video recording or your TAE qualified trainer observation checklist
  • complete your self reflection.

 

Assessment Task 3: 

This task is designed for completion in your workplace or in a simulated workplace environment:

You will be required to plan and organise workplace learning for two (2) different learners in your workplace or simulated environment, and facilitate learning with each individual on two (2) separate occasions (a total of four learning events – two for each individual). ·

The objectives of each learning event must be different · The learning plan for each of the two (2) individuals must include ‘on-the-job’ learning activities 

there are seven (7) steps to this process:

  • document the background information on each learner
  • analyse each learners needs for learning in the workplace
  • document an individualised workplace learning plan for each learner
  • prepare for and facilitate the workplace learning for each individual
  • gather feedback from your learners
  • document each learning event via video recording or your TAE qualified trainer observation checklist
  • complete your self reflection.

 

Assessment Task 4 - Delivery Short answer Knowledge Questions:

You are required to respond in your own words (150-200 words) to twelve (12) questions about Group and Individual learning facilitation. The topics cover key concepts in planning, organising and facilitating group based and individual workplace delivery, preparing for that delivery, WHS and techniques for engaging your group or individual learners.

 

Submission deadline: for DEL/LLN Combined task is midnight Sunday November 21 2021 

Submission deadline: all other Delivery assessment tasks need to be submitted by midnight Friday December 17 2021

It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the Delivery/LLN Canvas LMS portal.

 

For Assessment tasks 1 to 4, please submit each task as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet as multiple project files will not be accepted.

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

 

RMIT Electronic Submission of work for assessment:
In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: http://www.rmit.edu.au/students/assessment/declaration



Assessment Matrix

A detailed assessment matrix is provided in Canvas.

Other Information

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; for further information see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work.


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.

For further information about special consideration see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/special-consideration


Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For further information see https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity


Course Overview: Access Course Overview