Course Title: Facilitate workplace-based learning
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: TCHE5960C
Course Title: Facilitate workplace-based learning
School: 525T Business & Enterprise
Campus: City Campus
Program: C4436 - Certificate IV in Training and Assessment
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 99251485
Course Contact Email: jeremy.glover@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
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
Nil
Course Description
This unit describes the skills and knowledge required to prepare for, plan and facilitate workplace-based learning for learners in the workplace. It includes customising and implementing existing learning plans and resources based on products that are nationally recognised or aligned with other recognised frameworks, and reviewing own practice.
The unit applies to entry-level vocational education and training (VET) teachers and trainers who use facilitation and technical skills to facilitate learning in the workplace based on products that are nationally recognised or aligned with other recognised frameworks.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEDEL412 Facilitate workplace-based learning |
Element: |
1. Prepare to facilitate workplace-based learning |
Performance Criteria: |
1.1 Clarify and confirm workplace-based learning objectives and scope 1.2 Analyse position descriptions and work routines to determine that learning objectives can safely be met in the workplace-based learning 1.3 Establish workplace environment for learning 1.4 Identify personnel to be involved in the workplace-based learning and their job roles and responsibilities. |
Element: |
2. Develop plan for workplace-based learning |
Performance Criteria: |
2.1 Arrange for integration and monitoring of workplace-based learning activities 2.2 Identify phases and duration for learners’ work-based learning 2.3 Identify need for support personnel within work-based learning 2.4 Draft plan for workplace-based learning that meets learning objectives, uses a range of learning opportunities, and outlines required safety arrangements 2.5 Obtain agreement from required personnel to finalise and implement the plan for workplace-based learning |
Element: |
3. Establish the learning relationship |
Performance Criteria: |
3.1 Conduct initial meeting with learner to commence work-based learning and explain learning objectives and processes 3.2 Discuss and agree planned learning opportunities and activities according to any regulatory requirements 3.3 Select techniques for facilitating learning in the workplace to meet learners’ needs and explain intended approach to learners 3.4 Discuss and organise required support for foundation skill and learning needs within scope of own job role; and access specialist support where required 3.5 Monitor supervisory arrangements appropriate to learners’ levels of knowledge, skill and experience, provide support and encouragement, and ensure learners’ health and safety |
Element: |
4. Implement workplace-based learning |
Performance Criteria: |
4.1 Prepare learning environment and check equipment prior to use 4.2 Monitor and address work health and safety (WHS) hazards and risks before and during training 4.3 Oversee learning activities in workplace following the sequence of the workplace-based learning plan 4.4 Implement techniques that facilitate learners’ application of skills and knowledge to workplace activities |
Element: |
5. Develop the learning relationship |
Performance Criteria: |
5.1 Observe learner cues and change approaches where necessary to engage learners and maintain momentum 5.2 Encourage learners to take responsibility for learning and to use self-reflection 5.3 Monitor effectiveness of learning relationship through regular interaction |
Element: |
6. Close and evaluate the workplace-based learning |
Performance Criteria: |
6.1 Use interpersonal and communication techniques to close the learning relationship 6.2 Seek feedback from learners and workplace stakeholders on outcomes achieved and value of the learning relationship 6.3 Evaluate effectiveness of workplace-based learning against objectives, and the processes and techniques used 6.4 Review and reflect on own facilitation of workplace-based learning and identify areas for improvement 6.5 Recommend improvements to own workplace-based learning practice based on review process |
Learning Outcomes
Details of Learning Activities
Learning activities activities include discussions, quizzes, peer presentations, small group work, online research tasks, simulations and creating workplace documents. These activities and the participant manual form a core component of the course and the relevant activities will need to be completed prior to the live session each week.
Teaching Schedule
| Week 10 | 23 - 29 September |
Module introduction, then: Topic 1: Adult learning and instructional design
Topic 2: Design and develop plans for vocational training In this topic, participants ‘learn by doing’ – TAE program leader guides participants through the process of designing and developing vocational training plans and session plans needed for DEL Task 02 (participants develop plans in DEL Task 02 then will likely deliver 3 sessions from the plans they develop, for DEL Task 03).
|
|
| Week 11 | 30 September - 6 October |
Topic 2, continued.
DEL Task 02: Design and develop plans for vocational training 1 Review and finalise the training plan
|
|
| Week 12 | 7 - 13 October |
Topic 3: Facilitate vocational training
Topic 4: Facilitate workplace-based learning training
– differences between group training and individual facilitative strategies – differences between training in a training room versus in the workplace. To complete on own time: part 1 of DEL Task 05: Facilitate workplace-based training (they develop a workplace-based training plan)
|
Assessment Task One Due Sunday 13 October 2024 at 11:59pm |
| Week 13 | 14 - 20 October |
Presentation in class to peers Task 3 |
|
| Week 14 | 21 - 27 October |
Presentation in class to peers Task 3 |
Assessment Task Two Due Sunday 27 October 2024 at 11:59pm |
| Week 15 | 28 October - 3 November |
Presentation in class to peers Task 3 |
Assessment Task Three Due Sunday 3 November 2024 at 11:59pm |
| Week 16 | 4 - 10 November |
Presentation in class to peers Task 5 |
Assessment Task Six Due Sunday 10 November 2024 at 11:59pm |
| Week 17 | 11 - 17 November |
Presentation in class to peers Task 5 |
Assessment Task Four & Five Due Sunday 17 November 2024 at 11:59pm |
| Week 18 | 18 - 24 november | Marking & resubmission ONLY |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- develop a workplace-based learning plan for at least 3 different learners, with each plan incorporating activities sequenced to ensure safe and effective learning that leads to the required standard of work performance
- facilitate workplace-based learning for at least 1 of the above learners using products that are nationally recognised or aligned with other recognised frameworks on at least 3 different occasions, where each occasion must:
- be of at least 30 minutes’ duration
- address a different performance outcome from the workplace-based learning plan.
In the course of the above, the individual must:
- demonstrate communication skills to build rapport with the learners
- liaise with required workplace personnel.
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- regulatory requirements relating to facilitating learning in the workplace
- organisational procedures relating to facilitating learning in the workplace
- systems for identifying skill development needs in the workplace
- key components of a workplace learning plan, including:
- learning activities and objectives
- required safety arrangements
- dimensions of competency and how they guide workplace-based learning practices
- strategies and processes for identifying and organising foundation skills support for learners, including language, literacy, numeracy, digital literacy and employability skills, , including use of current authorised Australian foundation skills frameworks
- facilitation techniques appropriate to facilitating learning in the workplace, and strategies for encouraging, including and engaging those who learn in different ways, including:
- demonstration
- instruction
- questioning
- coaching
- supervised practice
- strategies and techniques for engaging and liaising with other workplace stakeholders
- types of workplace constraints and distractions and how to manage them
- learning theories and adult learning principles and their application to facilitating learning in the workplace
- strategies and techniques for identifying and supporting workplace-based learners with additional learning needs, including:
- reasons that some learners may require additional support
- support strategies for different types of need
- evaluation, review and reflection techniques
- workplace training pathways, including apprenticeships and traineeships
- work health and safety (WHS) responsibilities relating to workplace-based learning, including supervision and support.
Feedback
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Assessment:
Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview