Course Title: Plan, organise and facilitate learning in the workplace
Part B: Course Detail
Teaching Period: Term1 2023
Course Code: TCHE5916C
Course Title: Plan, organise and facilitate learning in the workplace
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
School: 525T Business & Enterprise
Campus: City Campus
Program: C4377 - Certificate IV in Training and Assessment
Course Contact: Steven Hansen
Course Contact Phone: +61 3 9925 5705
Course Contact Email: steven.hansen@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Additional Staff Contact Details Komal Tyagi
Email: komal.tyagi@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
This unit within the Certificate IV in Training and Assessment requires you to plan, organise and facilitate learning for individuals in a workplace, using real work activities as the basis for learning. Throughout the session times; there will be an opportunity to participate and collaborate as a group; You will participate in learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, developing lesson strategies group discussions and working in groups. Other activities will include: online research, and 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
This unit is co-delivered with TAELLN411, TAEDEL401, TAEDEL402, and BSBCMM411. Please refer to your timetable for class times and room allocation. It is expected that you attend all classes to get the best learning experience, and be assessed as competent for the unit. Please notify your teacher of an expected absence.
Schedule
Week |
Topics |
Assessment |
7 (20-26 March) |
Welcome to LLN and Delivery Cluster
What is Language Literacy and Numeracy (LLN) What is the relationship between VET and LLN:
|
|
8 (27 March - 2 April) |
Language Literacy and Numeracy (LLN)
Practical activities to put LLN strategies into practice. You will do tasks 1 to 5 in class and then finalise your responses and documentation for submission post class.
|
|
9 (3-9 April) |
Delivery Cluster
|
LLN KQ Assessment Task 1 Due
|
Mid-Semester Break (7th - 14th of April) | ||
10 (17-23 April) |
Delivery Cluster
|
LLN Assessment Task 2 Due
|
11(24-30 April) |
Presentation in class to peers In class delivery Task 1: |
Delivery Assessment Task 1 (30min) and LLN Assessment Task 3 Due.
|
12 (1-7 May) |
Presentation in class to peers In class delivery Task 2: |
|
13 (8-14 May) |
Presentation in class to peers In class delivery Task 2: |
|
14 (15-21 May) |
Presentation in class to peers In class delivery Task 2: |
|
15 (22-28 May) |
Presentation in class to peers In class delivery Task 2:
|
Delivery Assessment Task 2 (2x 40min for 8 Students) Due
|
16 (29 May - 4 June) |
Presentation in class to peers In class delivery Task 3:
Presentation in class to peers In class delivery Task 4: |
Delivery Assessment Task 3 (20min for 1 Student) Due
Delivery Assessment Task 4 (20min for 1 Student) Due Delivery KQ Assessment Task 5 Due
|
17 (5-11 June) |
No classes resubmissions only |
|
18 (12-18 June) |
No classes resubmissions only |
|
Learning Resources
Prescribed Texts
References
Other Resources
Electronic resources can be found in the Delivery and LLN Canvas 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
A comprehensive assessment document with all requirements will be provided at the commencement of classes and uploaded to the Canvas shell. This section will just provide a high-level summary of the assessment tasks. This unit is delivered as a clustered unit with TAELLN411,TAEDEL401, TAEDEL402, and BSBCMM411.
LLNAssessments
| Assessment Task 1: Knowledge Questions | This assessment task provides you with an opportunity to demonstrate your knowledge of the unit by answering open-book knowledge questions. The knowledge questions address your understanding to identify language, literacy and numeracy (LLN) requirements of training and the work environment. There are four sections of the questionnaire for you to complete. |
| Assessment Task 2: Case Studies | The case study assessment consists of five tasks, each identifying learners with LLN needs that you must be addressed. You will need to identify LLN needs and select the appropriate instructional and assessment strategies that address the identified LLN needs. You will work with an LLN specialist to customise learning resources and delivery. |
| Assessment Task 3: Address LLN in Vocational training delivery | This task aims to help you consolidate and apply what you have learned in this program to your training and assessment practice. Therefore, you will select a vocational training topic relevant to your industry or area of expertise and provide evidence of delivering one or more training sessions to a learner group in which you select and use strategies that address identified needs in one or two core skills—Learning, Reading, Writing, Oral Communication, Numeracy and/or Digital Literacy. |
Delivery Assessments
| Assessment Task 1: | This task requires you to plan, organise, deliver and review one 30-minute training session to a group of eight (8) or more learners. |
| Assessment Task 2: | This task requires you to plan, organise, deliver and review two (2) consecutive sessions from a learning program to a group of eight (8) or more learners. |
| Assessment Task 3: | This task requires you to plan, organise, facilitate and review learning in the workplace for one learner |
| Assessment Task 4: | This task requires you to plan, organise, facilitate and review learning in the workplace for one learner |
| Assessment Task 5: | This task requires you to demonstrate your knowledge of the unit by answering open-book knowledge questions. The knowledge questions address your understanding of the unit. |
Comprehensive student instructions about each of these assessments can be found in the Assignment Section of Canvas which you will be provided with at the commencement of classes.
It is a requirement of the Certificate IV Training and Assessment (TAE40116) program that all assessment tasks are to be submitted electronically through the LLN and Delivery Cluster Canvas LMS. *Please add your name and student number into the footer of your file submitted. *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 can be found in the Canvas shell, and provided on request.
Other Information
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy.
Attendance
Your course involves participating in either face-to-face or online 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
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/assess
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
RMIT Sustainability Commitment
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.
Course Overview: Access Course Overview