Part 1 DEVELOPING AND FACILITATING A LEARNING PROGRAM FOR THE GROUP This is a group activity 1.1. Group Learning Plan In groups of 3 or 4, role-play as the group that involves the facilitator and the employees. Collaboratively develop and agree on a learning plan that meets the training and development needs of your group using the template provided. Distribute to all participants so that everyone has it. Learning Plan for Officeworkz Checkout Operators to Logistics Team Name of Company Facilitator Name in full Learning Goals What skills and knowledge does my group require to achieve competence? 1 2 3 4 Current Status What level of skills and knowledge does my group have now? Learning Goals What is the focus of the learning that needs to be undertaken? Required Resources What resources will be needed to achieve this learning goal? Assessment How will evidence be gathered to ensure that the learning have been achieved? Week 1 Week 2 Week 3 Week 4 Risk associated with this training Consider OHS Risks
Complete the following template after thoroughly researching, including investigating: TAE USB Material\Assessment 2 useful information Note: Answers must be in your own Do not copy and paste answers from the internet or your resource material. UNDERSTANDING THE VET FRAMEWORK Question Answer 1. What is an RTO? 2. What is the AQF and what is its purpose? AQF Purpose 3. What is the difference between a Certificate II qualification and a Certificate III qualification? Make reference to three characteristics and features of learning outcomes for each qualification. For help, see TAE USB Material\assessment 2 useful information\VET sector\VET quality framework\AQF\AQF.pdf Certificate II 1 2 3 Certificate III 1 2 3 4. What is a training package? 5. Who develops training packages? 1 2 6. Where can you access online information on training packages? 7. What are benefits of using training packages? 1 2 3 8. Using www.training.gov.au, provide an example of a training package (code and name) Code Name
WHS Risks e.g. fire, ergonomics, lighting/ventilation, tripping hazards etc Organisational risks e.g. only 1 trainer, no backup etc With the risks that you have identified on the left hand column, what actions have you taken to minimize those risks/hazards? 1 1 2 2 3 3 4 4 Legal Considerations associated with this training/assessing 1 2 3 4 5 Please note, ALL elements/performance criteria in the Unit of Competency must be included and planned for below. Element Performance Criteria (PC) Training Activities Assessment Method/s (per element) Assessment Instrument/s (per element) Time for Learning (training and assessment)
Part 5 ASSESS A CANDIDATE FOR RPL This is an individual activity Sacha Cohen is a candidate who wants his existing skills recognised in BSBCMM301 Process customer complaints. You have a conversation with Sacha and you request that he submits a portfolio that provides evidence of required skills and knowledge for the unit in relation to the critical aspects of evidence. Portfolio, third party reports and the audio from the conversation with Sacha TAE USB material\Assessment 4 useful information folder\Part 5 – RPL 5.1 Based on the portfolio and the conversation you have had with Sacha, you are required to assess him for RPL. Use the document below to show your judgement of the evidence of your assessment of Sacha. You need to address all fields shaded in blue. Please mark either a “Y” or an “N” in every cell. N.B. If Sacha provides evidence of competency in at least one of the three categories of evidence (i.e. portfolio, third party report or competency conversation) for each aspect of the RPL, he can be deemed as competent. RPL Assessment Portfolio Third Party Reports Competency Conv’n Name of Assessor: Name of Candidate seeking RPL: Date of Assessment: BSBCMM301 Process customer complaints Please mark either a “Y” or an “N” in every cell. Elements 1. Respond to complaints 1.1 Process customer complaints using effective communication according to organisational procedures established under organisational policies, legislation or codes of practice legislation, organisational policies and codes 1.2 Obtain, document and review reports relating to customer complaints 1.3 Make decisions customer complaints, taking into account applicable 1.4 Negotiate resolution of the complaint and obtain agreement where possible 1.5 Maintain a register of complaints/disputes 1.6 Inform customer of the outcome of the investigation 2. Refer complaints 2.1 Identify complaints that require referral to other personnel or external bodies
Please note, ALL elements/performance criteria in the Unit of Competency must be included and planned for below. Element Performance Criteria (PC) Training Activities Assessment Method/s (per element) Assessment Instrument/s (per element) Time for Learning (training and assessment) These are the ways the trainer conveys information to the learners and engages the learners. E.g. through Ppt presentation, group discussions, role plays, handouts, examples of effective and ineffective, questioning etc. Refer to the Evidence Guide or Assessment Conditions when deciding on assessment methods For help see TAE USB Material\Assessment 4 useful information\Part 1 – Plan\ files\Assessment methods and corresponding assessment instruments How long will you allocate to train and assess the Element? Paste the Performance Criteria of Element 1 here. 1 1 2 2 (3) (3)
Required Skills Or Performance Evidence 2 2 3 3 Required Knowledge Or Knowledge Evidence Paste the Required Knowledge or Knowledge Evidence from your Unit of Competency here. 1 1 2 2 3 3 Critical aspects of assessment and evidence Or Paste the Critical aspects of assessment and evidence or the Assessment Conditions from your Unit of Competency here. 1 1 2 2 3 3
Numeracy Learning Q3. Identifying support requirements (ACSF level of training vs ACSF level of learner) Using the information above, complete the following table to identify if your learner requires support during your training session. Core skills Estimate of ACSF of the training specification/workplace performance See 1.3b Estimate of ACSF of the learner See 1.3c Q2 Does the learner require support? Yes or No Reading Writing Oral communication Numeracy Learning INCORPORATING LLN NEEDS INTO TRAINING Planning your training session Select two resources and two training strategies that will support the learner with LLN needs during your Day 6 training session delivery.