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ASSESSMENT 1 - TAEDES402A

Activity 1.1.1 & 1.2.1


Assessment Instrument Project
Think of a training program you are likely to put together.
1. Outline of a training :
- Confirming client needs
- Dealing with client constraints
- Applying the training package to the design process
2. ocational student
!. A training packages or an accredited course can "e used or adapted to satisfy a client#s
needs "asedon any of the following:
- An $ndi%idual learner looking for a career change
- &kill de%elopment or professional de%elopment for an indi%idual or groups of
learners
- 'or an apprenticeship or traineeship
- To deli%er A(' training or part of an A(' training
- To comply with regulation or legal re)uirements
- 'or assessment
- *+,-*CC
.. The training products-resources :
- /ork"ooks
- Training manuals
- ,,0 1,anguage2 ,iteracy and 0umeracy3 material
- Documents pro%ided "y the organisation
- 4andouts
- +olicies and procedures tht relate directly to the client
- $ndustry standards
- +rofessional de%elopment materials
- arious templates2 i.e 5o" role analysis
6. +lace to find these products-resources :
- The internet
- 78ternal consultants
- $ndustry speialists
- $ndustry "odies
- +u"lications
- Company record
- +ersonal li"raries
- +re%ious training
- Colleagues
- Training pro%iders
- 09Os
- Compny marketing material i.e "rochures2 annual report
- $ndustry literature
- Company records
:. Other options to find suita"le products-resources :
- DDs or audio tapes which sometimes ha%e handouts attached to them
- ;anuals and work"ooks
- Tool"o8es with or without handouts
- Online programs which include acti%ities and interacti%e sessions
- Distance deli%ery manual
Activity 2.1.1
Assessment Instrument - ese!rc"
1. *esearch a Training +ackage of your choice for a training program you will "e
deli%ering
a. MEM10105 Certificate I in Engineering
Packaging Rules
Total number of units = 10
4 core units
6 elective units must "e selected from units listed "elow.
The minimum re)uirements for achie%ement of the Certificate $ in 7ngineering are:
- Completion of all of the core units of competency listed "elow2 and
- Completion of electi%e units listed "elow to the %alue of at least 2.
points.
+oints associated with prere)uisites count towards the total 1refer to units and
prere)uisites listing in Appendi8 22 olume 13.
Appropriate electi%e units to the %alue of 6 points may "e chosen from other
endorsed Training +ackages and accredited courses where those units are a%aila"le
for inclusion at Certificate $. 0ote that the electi%e units listed "elow include all o
the units that are appro%ed for selection from the ;7; Training +ackage for use
)ualification. This meets the 0(C re)uirement that one si8th of the total units must
"e a"le to "e selected from other )ualifications in the same Training +ackage.
*egistered Training Organi<ations must seek a determination from ;anufacturing
&kills Australia in respect of the allocation of point#s %alues for units of competency
drawn from other Training +ackages or accredited courses.
7lecti%e units must "e rele%ant to the work outcome2 local industry re)uirements
and the )ualification le%el.
Core units
;7;1!=1.A Apply principles of occupational health and safety in the work
en%ironment
;7;1.==.A +lan to undertake a routine task
;7;16=2.A Apply )uality procedures
;7;1:==>A /ork with others in a manufacturing2 engineering or related
en%ironment
Elective units
;7;12=2!A +erform engineering measurement
;7;=>==!? +erform machine setting 1routine3
;7;1@==1C Ase hand tools
;7;=>=2B? +erform routine sharpening-maintenance of production tools and
cutters
;7;=>=!=C +erform metal spinning lathe operations 1"asic3
;7;=>=!2? Ase workshop machines for "asic operations ?&?/*T.=1A /rite
comple8 documents
b. The rele%ant units of competency :
;7;=B==2? $nterpret technical drawing
c. Core units : . units
7lecti%e units : : units
Activity 2.2.1
ssessment Instrument ! Researc"
;7;6=1=6 Diploma of 7ngineering - Ad%anced Trade
ctivit# $%&%1
ssessment Instrument ' ("ort ns)er
1. There are no pre-re)uisite for indi%idual unit competency
2. Ten )ualifications
!. 'our core and si8 electi%es
Activity 2.#.#
Assessment Instrument - $!se Stu%y
1. ,ist:
a. - &$*CCC&==1A 1Apply point-of-sale handling procedures3
- &$*CCC&==2A 1$nteract with customers3
- &$*CC,;==1A 1Organi<e and maintain work areas3
- &$*CCO;==1A 1Communicate in the workplace3
- &$*C$CT==1A 1Operate retail technology3
- &$*C$0D==1A 1/ork effecti%ely in a retail en%ironment3
- &$*C$0==1A 1+erform stock control procedures3
- &$*CO4&==1A 1Apply safe working practices3
- &$*C*&D==1A 1;inimi<e theft3
". - &$**;7*==!A 1+repare and display fast food items3
- &$***+D==2A 1Ad%ise on meat products3
- &$***+D==!A 1Ad%ise on fast food products3
- &$***+D==.A 1Ad%ise on "akery products3
- &$TCO4&==2A 1'ollow workplace hygiene procedures3
2. 0othing
!. 7%idence guide
Activity #.1.1
ssessment Instrument ! Case (tu*#
1. Document the training need identified.
- *CC2 *+,
- Training assessment
- ,earning session
2. &ource a Training +ackage-Anit of Competency
- &kill de%elopment or professional de%elopment for an indi%idual or groups of
learners
- *+,-*CC
!. ,ist the performance criteria that will address the client need.
Criteria E+EME,T PER-.RM,CE CRITERI
1. +repare for customer contact 1.1. O"tain and study product or ser%ice details
relating to customer contact
1.2. &tudy prepared call-contact guides or
scripts
1.3. ,ocate sources of information that may "e
re)uired to de%elop product or ser%ice
e8pertise
1.4. De%elop a clear understanding of enterprise
policies and procedures
1.5. De%elop proficiency with equipment and
systems to effecti%ely and efficiently
manage contact
1.6. Clarify any unclear details with rele%ant
manager
1.7. $dentify and use safe working methods
2. +ro%ide responsi%e and )uality
ser%ice in response to
customer )ueries
2.1. 9reet customer in accordance with
enterprise protocol
2.2. *espond in a manner to effecti%ely
encompass cultural di%ersity
2.!. 7ffecti%ely esta"lish and clarify customer
needs
2... &atisfy customer needs promptly2 efficiently
and effecti%ely to ma8imise customer
satisfaction2 and to minimise delays and
the need to refer customer elsewhere
2.6. *espond to customer concerns in a positi%e
manner and in line with enterprise policy
for complaint resolution
..
Activity #.2.1
ssessment Instrument ' ("ort ns)er
1. Anit descriptor
2. +erformance Criteria
!. *ange &tatement
.. 7mploya"ility skill
6. 7%idence guide
Activity #.#.1
Assessment Instrument S"ort Ans&er
1. 'eed"ack2 e%aluation
2. Consider of program :
- Training purpose
- +articipants
- Outcome
- ?udget
Activity #.4.1
Assessment Instrument - S"ort Ans&er
1. Outline in the *TO#s files :
- *CC2 *+,
- Training assessment
- ,earning session
2. An *TO will often "e audited 2 and it is likely that independent training companies
will also "e audited at some stage.
Activity 4.1.1
Assessment Instrument S"ort Ans&er
1. Conte8tuali<ation $s a way to determine and to link competency standard rele%ant to
indi%idual learners or employers
2. Consult when needed to conte8tuali<e on training materials :
- Client
- $ndustry &kills Council
- Training +ackage de%eloper
- $ndustry e8perts2 colleagues2 other trainers2 technical e8pertor *TO staff
!. Three 1!3 e8amples of conte8tualisation :
.. To ensure it is on the right track and what the clent has en%isioned for the program
and its deli%ery.
Activity 4.2.1
Activity '.1.1
Assessment Instrument S"ort Ans&er
1. Investigate the Assessment Guidelines for a Training Package
Opportunities for
integrated assessment and
deli%ery
4ow will the training program "e deli%eredE /ill it "e
integrated2 holistic or will "e competencies "e grouped or
clustered togetherE
$mported units Do these automatically transfer assessment re)uirements
with themE $t is important to in%estigate and re%iew the
Asssment 9uidelines from other units if they ha%e "een
imported to check for compati"iity and whether they are in
line with the program that is "eing de%eloped
*e%iew of program This is a critical step. The program should "e re%iewed with
the client to ensure the assessment is rele%ant and
appropriate to the target learner group. The program
should also "e re%iewed against the Assessment 9uidelines
of the Training +ackage and its re)uirements.
2. Assessment guideline:
- Created to confirm that a learner can perform the re)uired duties
- +ro%ide an o%er%iew of the o%erall framework and pro%ide details that relate to
the total training +ackage
7%idence guide: +ro%ides specific details a"out assessment only for the indi%idual
unit of competence to which it refers.
Performance Criteria Conte/tualisation
1.1 Components2 assem"lies or o"5ects are
recogni<ed as re)uired.
1. 7ti)uette engineering drawings
1.2 Dimensions are identified as appropriate to
field of employment.
2. The types of measures
1.! $nstructions are identified and followed as
re)uired.
!. Tolerances on engineering drawings
3. Change assessment plan follow special re)uirements for assessment
ASSESSMENT 2 - TAEDES401A
Activity 1.2.2
Assessment Instrument - $!se Stu%y
1. Three question
!ho is often absent"
!here the incident occurred"
!hat #revious solutions to solve it"
2. $%& training' (&)' I&$' and team*ork training.
3. The *a+s of develo#ing training
Identif+ education level
Pre#aring tool and equi#ment for training
Planning time and budget efficientl+
Activity 1.#.1
Assessment Instrument - $!se Stu%y
,emonstrations and grou# *ork 1 grou# 2 #eo#le. Partici#ants *ho could not use a com#uter and
cannot s#eak (nglish *ho could hel# each other-s
Activity 1.4.1
Assessment Instrument S"ort Ans&er
1. .acilit+ is not com#lete' the less com#etent instructors' students of different educational
background' lack of adequate facilities and infrastructure
2. Instructor' industr+ #ractitioners' #rofessionals and school teachers
3. Grou#ing
Activity 2.1.1
Assessment Instrument ese!rc"
1. ***. Training.gov.au
2. TA( training and assessment
3. Pages /0 of TA( 1earning guide or access to ***.dest.gov.au
2. Pages /0 of TA( 1earning guide
3. Pages /0 of TA( 1earning guide
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Activity 2.2.1
Assessment Instrument - ese!rc"
A##lication collect data
Activity 2.#.1
Assessment Instrument ese!rc"
1. 4esearch the $o%e o4 $on%uct and Po5icies !n% Proce%ures for an 4T$5 *ith #articular
em#hasis on the follo*ing
a. Pages 06 of TA( 1earning guide 7 fill out forms' gathering evidence' revie*ing the
*hole #rocess8
b. (valuation and questionnaire from client
c. 9#- Grading
d. Pages /3 of TA( 1earning guide' access to ***.ilo.org' ***.karir.com' and
***.:obsdb.com
Activity #.#.1
Assessment Instrument - $!se Stu%y
1. &$P' qualit+ manual' qualit+ #rocedures
2. &kill audit
3. ;hecklist observation' )uestion < Ans*er
Activity 4.1.1
Assessment Instrument S"ort Ans&er
1. In order to reschedule better +et' easil+ evaluated' in delivering s+stematic' easil+ understood
2.
Activity 4.1.2
Assessment Instrument - $!se Stu%y
(6tion
)!ctor
1 2 # 4 '
1. Time 7 7 - 7 7
2. $ost - 7 - 7 -
#. +oc!tion - 7 7 - 7
4. Tr!iner 7 7 - 7 7
'. Tr!inee 7 7 7 - -
=est of o#tion strateg+ is number 2
Activity 4.2.1
Assessment Instrument - $!se Stu%y
1. .orm ;hecklist simulation' :ob sheet' form ;hecklist $bservation
2. )uestion < ans*er
Activity 4.'.2
Assessment Instrument S"ort Ans&er
1. !hat are some of the things
- %ealth
- (nvironment
- .acilities and infrastructure
- $rgani>ers of training
2. =ecause the environments are conducive trigger learners can be more focused
3. 1ist all the ha>ards
1. (lectric current
2. .ire
3. &liding
2. $il on the floor
3. ,ust
6. Im#ro#er use of tools
0. &moke
/. (tc.
2. .or the three of the ha>ards listed' design a 4isk ;ontrol Plan to minimise the chance of something
going *rong.
M!jor Activity $ritic!5 Evi%ence
Assessment Instrument Project
%ad been include on assessment A and assessment =
ASSESSMENT # - TAEDE+401A
Activity 1.1.1
ssessment Instrument ' ("ort ns)er
1. ?ecause we can identify and access constraints and risks to deli%ery2 "eside that we
can confirm personal role and responsi"ilities in planning and deli%ering training with
rele%ant personnel
2. A workplace "ased training program2 a professional de%elopment program2 a
%ocational education training program
!. ;ethod to knowing the characteristics of your learners :
The "road o%er%iew of the program
/hat is co%ered "y each unit
/hat must "e achie%ed "y learners in order to o"tain )ualification
.. ,earning program documentation can often include :
An instructor guide with suggested answers for acti%ities
A learner guide
A learner work"ook
&upporting resources such as +ower+oint slides
,earning o"5ecti%es
6. ?ecause there may "e some sensiti%ity around the differences and di%ersity of the
learners that could re)uire management "y the trainer.
Activity 1.#.1
Assessment Instrument ese!rc"
1.
Activity 1.4.1
Assessment Instrument S"ort Ans&er
/e need to ensure that the rele%ant personnel are informed and consulted when putting
together the re)uirement for a training program
Activity 2.1.1
Assessment Instrument S"ort Ans&er
1. .ive 738 action *ords to use *hen *riting a learning ob:ective
&tandards e?#ected b+ the organi>ation that has requested the training
&tandards e?#ected from the training #ackage if @ationall+ 4ecogni>ed Training is being
conducted
Industrial standards and benchmarks that need to be met
&tandard e?#ected from the learners
Assessment requirement and activities
2. 1earning ob:ective
4ecogni>e the #rocedures and technical dra*ing s+mbols
Anal+>es engineering dra*ings correctl+
3. Assessment tools
2. Give a #re-test before starting deliver+ training
Activity 2.#.1
Assessment Instrument S"ort Ans&er
a. Aisual
Gra#hic re#resentations
Aideo or #o*er #oint #resentation
1ots of variet+ in sha#es and colours
b. Auditor+
)uestion and ans*er session
,ebate and s#eeches
Audio ;,-s
c. Binesthetic
,emonstrations
Team and grou#s activities
4ole #la+s
Activity #.#.1
Assessment Instrument S"ort Ans&er
78plain why it is important to consult the following people a"out the deli%ery arrangements
for a training program:
The learners themsel%es : ?ecause we can monitor how learners are in%ol%ed
;anagers and super%isors : ?ecause stakeholders could "e e8tent are in%ol%ed
enue staff : ?ecause we can choose where the training program
will "e deli%ered
Administrati%e staff : To determine how long the training will "e running
The trainer deli%ering the session : To determine learning o"5ecti%es
Other trainers : To determine how the learners will "e assessed
9uest speakers : To choose how the training program will "e deli%ered
O4& trainers or specialists : To ensure that facilitation of emergency procedures
followed
Activity 4.#.1
Assessment Instrument S"ort Ans&er
1. $nsight the material2 rich in opinion2 )uite a long time
2. Opinions accommodated2 catch easier2 the answers %aries2 need speciali<ed
instruments
!. &tudents more easily understand2 not monotone2 more efficient time
Activity '.1.1
Assessment Instrument - ese!rc"
7%aluation 1written test and demonstration3
Activity '.2.1
Assessment Instrument - $!se Stu%y
Continued training2 deli%ery techni)ue changed2 "ecome the ! groups "ut reduced the
num"er of people
Activity '.#.1
Assessment Instrument - $!se Stu%y
1. 9i%en a warning2 gi%en special attention2 gi%en the task
2. *emind each matters among friends
!. 0egati%e energy for other learners
.. ;ade a group acti%ities were com"ines good learners with disrupti%e learner
Activity '.4.1
Assessment Instrument - ese!rc"
1. D77/* that a *egistered Training Organi<ation maintains student records for period
of != years for any accredited training that is undertaken.
2. Fes. $t#s does
Ma0or ctivit#
ssessment Instrument ! .bservation
ASSESSMENT 4 TAEDE+402A
ctivit# 1%1%1
De%elopment O"5ecti%e Template
- De%elopment O"5ecti%e : super%ision skills2 communicate effecti%ely2 set priorities
- Answers the description2 performance re%iew for . months
ctivit# 1%$%1
Outline:
- Time for only ! hours - week for 6 weeks
- Daily routine tasks
- ?ackground work that has ne%er ser%ed as a super%isor
- 7n%ironment 5o"s
ctivit# 1%&%1
ssessment Instrument ' ("ort ns)er
1. Accounts Department ;anager
2. All staff on company
!. ;onitoring and Analysis
ctivit# $%1%1
ssessment Instrument ' ("ort ns)er
1. 0o. "ecause the manager of the gym still allow personal trainers to train clients
while in first aid and indemnity insurance has not "een updated
2. &ome strategies the gym manager:
- ,ogging accidents that may occur and ha%e occurred in the gym
- ;ake a checklist of safety e)uipment and first aid at the gym
- Create a 5o" role for all e8isting e)uipment in the gym
- 7nforce punishment for staff and personnel trainer who make mistakes
- +ro%ide O4& training for all employees2 especially personal trainer
!. 9et monthly monitoring and super%ision to all of staff on gym and made it on
performance report for e%ery month.
ctivit# $%$%$
ssessment Instrument ' ("ort ns)er
1. $mplementation of appropriate training to the field of employment
2. Fes. $t#s did
!. ?y implementing a +erformance ;anagement +lan2 which consists of performance
o"5ecti%es and de%elopment o"5ecti%es that can "e monitored "y managers and other
staff. +erformance o"5ecti%es are measured in the presence of key performance
indicators. /hen not achie%e the performance goals it must "e the impro%ement
stage. And when it has achie%ed its performance goals is a necessary de%elopment
o"5ecti%es with the appro%al of the manager to do ad%anced training through the
4*D.
ctivit# $%&%1
Accounts Department ;anager2 ?ookkeeping staff2 Trainer2 Trainee
ctivit# &%1%1 1 &%$%1
ssessment Instrument ' ("ort ns)ers
1. Accommodate learner :
Dinaesthetic : ;ore practical e8ercises2 demonstration on
training2 gi%e some case study
Acti%ist : ?y gi%ing the learning styles that they en5oy like
discussion2 de"ate2 presentation2 seminar2 workshop
isual : 9i%e graphic presentation2 more %ariety colour2
%ideo simulation
2. ?ecause Adult ha%e different syle of learning. The way they learn %aries so a trainer
should ensure they ha%e co%ere the learning styles that can "e aplica"le to the group
when lanning a session
!. They wouldn#t en5oy the training
ctivit# &%&%1
1. Outlining the acti%ities :
&uper%ision skills
Communicate effecti%ely
&et priorities
;onitoring
;anagement
2. ;entoring and coaching
ctivit# &%4%1
ssessment Instrument ! Case (tu*#
1. Template for an O4& Checklist :
Part ' Roles an* res2onsibilities
a. $ understand the purposes and approaches of O4& in the learning en%ironment: F-0
". $ understand my O4& responsi"ilities as a trainer-assessor: F-0
c. $ am familiar with rele%ant O4& standards and guidelines: F-0
d. $ understand the O4& legal responsi"ilities of %arious parties in the learning en%ironment:
F-0
e. $ ha%e read and understood the O4& policies and procedures relating to this training
en%ironment: F-0
2. 3a4ar* C"ecklist
Date of O4& inspection:
26 &eptem"er 2=11
,ocation of training -assessment en%ironment:
CADCA; Computer ,a"oratory
Trainer-Assessors 0ame:
Fendi Desuma Alam
Type of training to "e deli%ered:
Talk2 Discussion and +ractice
Date of proposed training session-s: 12 - =>-
2=11
3a4ar* Risk Priorit# 5 Risk control action
2lan
Person
res2onsible
Target
*ate for
com2letion
Com2lete*
67,
3 M +
(lectric
&hock
Intermitten
#ain
;heck all com#uter
com#onent and its
#eri#herals
Technical
&u##ort
2CDECD2E11 F
4adiation (+esore 9se human friendl+ tools
and equi#ments
Technical
&u##ort
2CDECD2E11 @
Tri# In:ur+ @eat and tid+ dangling
cables
Technical
&u##ort
2CDECD2E11 F
5Priorit#8
4 H must "e completed prior to learner placement
; H must "e completed "y agreed date
, H desira"le to "e completed
!. CME 9eaut# ca*em#
a. $ncident *eport 'orm
T#2es of "a4ar*s to look out for8 Trip2 slip2 fall2 cuts2 thermal2 radiation
Ins2ection 2ointers: ,ighting2 room set up2 work station2 furniture2 e)uipment2 electrical2 access2 fire and
e%acuation2 waste2 ++72 engineering modifications
/orksite:
AC;7 ?eauty Academy
Date of incident:
=1 &eptem"er 2=11
Time of incident: 1. +;
'amily name of in5ured person:
Ting Ting
Trainer7ssessor
&upplier
Administrati%e staff
&tudent-Client
isitor
Contractor
Other 1please
specify:
9i%en name-s:
*achelle
Telephone contact num"er:
=22-B2.22BBB
4ome address:
Il. 9atsu no. 1>=
&tate-Territory: /est Ia%a +ostcode: .=2>6
&e8 1circle correct gender3:
;A,7 '7;A,7
,ature of severest in0ur# (enter a number in the bo!:
=1. 'racture =6. ?urn-&cald =B. Dental in5ury 1!. &hock
=2. Dislocation =:. Crushing 1=. O%eruse-*&$ 1.. Concussion
=!. &train-&prain =>. Amputation 11. ?ite-&ting 16. 7ye in5ury
=.. ,aceration-Cut =@. ?ruising 12. +hysiological 1:. 4ead in5ury
OT47* (please specify!:
Part of bo*# most severel# in0ure* (enter a number in the bo!:
=1. 4ead =@. ?ack 16. 9enitals
=2. Throat =B. Collar"one-shoulder 1:. ?uttocks
=!. Teeth 1=. Trunk 1chest3 1>. ,eg 1hip2 thigh2 knee2 ankle3
=.. 0ose 11. A"domen 1@. 'oot 1toes3
=6. 7ars 12. Arm 1wrist-el"ow-forearm3 1B. +sychological system
=:. 7yes 1!. 4and 1fingers-thum"3 2=. oice
=>. 0eck 1.. +el%is 21. ;ultiple locations
OT47* (please specify!:
1!
1=
J
Cause of inci*ent 1enter a number in the bo3
,.TE8 for deli"erate acts of assault2 use num"er 1: not num"er 1.
=1. 4it-in5ured "y another person =B. +ower tool 1>. Thermal e8posure
=2. 4it-in5ured "y o"5ect 1=. $nsect-animal 1@. O%eruse-*&$
=!. 4it o"5ect 11. 78plosion e8posure 1B. +hysical harassment
=.. ,ifting-mo%ing o"5ect 12. 7lectric shock 2=. +hysical a"use
=6. ,ifting-mo%ing 1person3 1!. 'ire 21. er"al harassment
=:. *eaching-&tretching-?ending 1.. Collapse of structure 22. er"al a"use
=>. &lip-fall 16. 78posure to noise 2!. /ork pressure-s
=@. 4and tool 1:. 78posure to chemical-su"stance 2.. +sychological
OT47* (please specify!:
Treatment of in0ur# (enter a number in the bo!
=1. 'irst Aid 1returned to work3 =6. &ent to hospital
=2. 'irst Aid 1sent home3 =:. Am"ulance called
=!. ;edical treatment 1sent to doctor3 =>. 'atal in5ury
=.. Dental treatment 1sent to dentist3
OT47* (please specify!:
12
=!
12
;etails of t"e inci*ent8
"f insufficient space here# please attach additional sheet$s. %lease be as detailed and specific as possible#
and state the facts eactly as you sa& them.
13 /hat was the acti%ity at the time the incident occurredE
'achelle &as demonstrating ho& operate a &a machine# &hen she recei(ed an
electric shoc) from the de(ice.
23 /hat happenedE
*hilst no (isible in+ury is e(ident# 'achelle complains of intermittent chest pain.
!3 /hat factors2 if any2 contri"uted to the incidentE
-
ction7s taken for in0ure* 2erson8
If insufficient s2ace "ere< 2lease attac" a**itional s"eet7s% Please be as *etaile* an* s2ecific as
2ossible%
1= ttention given7action taken8
,i(e her first aid
$= 9# )"om )as it given>
-ther trainer
ction7s taken to 2revent recurrence of inci*ent8
.o be completed by /anager.
Attention gi%en-action taken:
Device is checked
This incident re#ort *as com#leted b+
A+u Ting Ting (Your signature)
on
!ednesda+
10 Aug 2E11
1E A.G 7Time8
b% .31( information 2rovi*e to a grou2 at t"e start of training 8
- Duty of care responsi"ilities
- +otential and actual ha<ards that ha%e "een identified in the learning
en%ironment
- The ha<ard e%aluation of pro"a"ility and seriousness
- *isk control measures that ha%e "een and will "e undertaken 2 for
e8ampleK emergency e8it and assem"ly point
- /hat they need to do to comply with the risk control measures
- Appropriate and ianppropriate "eha%iour
- The location of first aid e)uipment and fire e8tinguishers
- /hat to do if the trainer is a"sent or incapacitated
c% .3( information given to t"e can*i*ates 8
This information needs to "e gi%en in the most appropriate method. ;uch
will depend upon the le%el of ha<ard in the learning en%ironment and the
learners# familiarity with the learning en%ironment.
The higher the le%el of ha<ard the more thorough the information session
need to "e. &imilarly2 the less familiar the learners are with the
en%ironment2 the more detailed the "riefing should "e
ctivit# &%5%1
ssessment Instrument ' ("ort ns)er
- Accounts Department ;anager
- ?ookkeeping staff
ctivit# 4 %1%1< 4%$%1 1 4%&%1
ssessment Instrument ! Case (tu*#
Coaching2 mentoring
ctivit# 4%4%1
ssessment Instrument ' ("ort ns)er
- Case study
- Coaching
- +erformance re%iew
ctivit# 5%1%1 1 5%$%1
ssessment Instrument ' ("ort ns)er
Case study in the workplace Da%id. +ro"lem sol%ing for case study
ctivit# 5%&%1
ssessment Instrument ' ("ort ns)er
- Discuss class
- &haring class
ctivit# 5%4%1
ssessment Instrument ' ("ort ns)er
- Communication skills 1essential skills of listening2 pro%iding constructi%e feed"ack and
support and pro%ide a choice of clear2 concrete and suggestions3
- +ersonal Capa"ility 1show sympathy and attention2 an acti%e two-way interaction2
capa"le of using good language in a different culture2 using humor if necessary3
?ecause the training students will follow the e8ample of attitudes conducted "y the
instructor and the opportunity to apply his work en%ironment.
ctivit# 5%5%1
ssessment Instrument ' ("ort ns)er
- /ritten test
- ( G A-oral
- (uestionnaires
- ,earner report
ctivit# 6 1 ?
ssessment Instrument ' Case (tu*#
1. 4ow carry out the closure smoothly :
&kills perception
0on-%er"al communication 1"ody language - gestures2 %oice2 eye contact2 facial
e8pression2 dress2 posture3
The a"ility to hear the good
A"ility to "uild good relationships 1honoring the participants2 open ;anner3
2. 4ow to e%aluate the training :
- Direct O"ser%ation
- )uestionnaires
- Third party report
- Through the re%iew performance reports
- er"al (uestions
!. The documents :
- 0ote the results of assessment
- &ession Outlines
- Training plan
- &heet feed"ack
Ma0or activit#
((E((ME,T 5 ' TE;E+&01
ctivit# 1%1%1
ssessment Instrument ! Case (tu*#
1. ,ess effecti%e
2. Allowing new employee tracking and appro%al of its own without e8planation and
demonstration of ?eth
!. &imulation and case study among fellow new employees who super%ised "y ?eth
ctivit# 1%$%1
ssessment Instrument ' ("ort ns)er
&ituation no.1
;ake sure a place to learn safe from dust2 oil2 electricity is dangerous so as to
pro%ide comfort in learning. ?ecause the learning en%ironment security is a shared
responsi"ility to achie%e a safe learning en%ironment
ctivit# 1%&%1
ssessment Instrument ' ("ort ns)er
ctivit# 1%4< 1%5 an* 1%6
1. Conducted an e%aluation of resource and training materials2 if disco%ered shortages
the necessary re%ised
2. Create a form checklist of what e)uipment has "een used in such systems are
compati"le with the training that has "een gi%en pre%iously2 reorder form customer
in%oices and purchase orders "ased on customer transaction data
ctivit# $%1%1
ssessment Instrument ' ("ort ns)ers
1. 9ood communication2 a"ility to show empathy2 good record keeping skills2
understand and respect learner
2. +u"lic speaking
!. The training of pu"lic speaking2 increase teaching time in front of different learner
"ackgrounds
ctivit# $%&%1
ssessment Instrument ' Researc"
+ro%ide appropriate O4G& re)uirement:
- Duty of care responsi"ilities
- +otential and actual ha<ards that ha%e "een identified
- The ha<ard e%aluation
- *isk control measures
- The organi<ationLs O4G& policies and procedure
- Appropriate an inappropriate "eha%ior
- The location of first aid e)uipment and fire e8tinguishers
During the training:
- gi%e feed"ack on issues or concerns they ha%e
- participate in emergency e8ercises
- help identifying new ha<ard
- help to design emergency posters
- suggest "etter ways of operating
ctivit# $%5%1
ssessment Instrument ' ("ort ns)ers
- Applying techni)ues of case studies2 create discussion groups and discuss it in
class forums on the su"5ect of each group to trigger the a"ility of the opinion
of each mem"er of the group
- Asing a demonstration at the workshop
ctivit# $%@%1
ssessment Instrument ' ("ort ns)ers
+ro%ide practice )uestions that more refer to case studies that happier place in
the company2 gi%e )uestioners
ctivit# &%&%1
ssessment Instrument ' ("ort ns)er
1. Can lead to %iolations of ethical "eha%ior "ecause of the gap "etween students of
the other students. so do not worry a"out learning goals will "e achie%ed and is
not a"le to apply learning outcomes in the workplace 1to do with pri%ate
communications2 put it into a learning group3
2. 0ot cause %iolations of ethical "eha%ior as a trainer must "e professional in doing
the teaching2 so that pro"lems related to personal pro"lems of other trainers are
not mi8ed with learning materials. &teps to "e taken still think the same of all
learners regardless of personal issues that are a"le to interfere with them e8cept
the learning process in class
!.
ctivit# 4%1%11 4%$%1
ssessment Instrument ! Pro0ect
1.
2.
Ma0or ctivit#
ssessment Instrument ! .bservation
((E((ME,T 6 ! TE((401
ctivit# 1%1%1
ssessment Instrument ' ("ort ns)er
1. ?ecause "enchmarking can determine the outcome of an assessment in
accordance with the standards used. $t also can tell the difference of each
indi%idual "eing assessed
2. Demonstration2 (uestion G Answer
!. 7%idence guide pro%ing influential to the e8tent of the competence of assesse
to complete the assessment in accordance with the standards a
predetermined
.. ?enefit of *+,: 0o wasting times for repeat learning2 allow
employments for careers de%elopments2 ena"les skill gap to "e
identified
*TO o"ligation: *TO must ensure that they do not disad%antage or unfairly
ad%antage staff2 *TO must pro%ide a safe working
en%ironment for staff and students2 *TO should ensure a
work and learning en%ironment free from "ullying and
harassment2 pri%acy must "e maintained with respect to the
collection2 use and distri"ution of personal details for student
and staff
ctivit# 1%1%$
ssessment Instrument ' ("ort ns)er
1. Competency "ased assessment is types of assessment which ha%e skills and
knowledge are assessed against specific criteria as set out in competency
standards.
Criterion referenced for learners are not assessed against each other2 "ut
against standard criteria
2. ?ecause it is important to consult widely to identify the purpose and conte8t
of the assessment to "e de%eloped and conducted
!.
ctivit# $%1%1
ssessment Instrument ' ("ort ns)er
1. Rules of evi*ence8
alid - e%idence of competence must co%er the "road range of knowledge
and skills re)uired to demonstrate competence
Authentic - the e%idence supplied must "e the learnerLs own work. $f they
ha%e cited information from a we"site2 "ook or other resource2
they should note that down.
Current - Does the e%idence demonstrate recent performanceE They
e%idence should "e current depending on how )uickly the
industry changes.
Tec"nical Princi2les8
alidity - A %alid assessment assesses what it claims to assess. 7%idence
collected is rele%ant to the acti%ity and demonstrates that the
performance criteria ha%e "een met
*elia"ility - *elia"ility refers to consistency or reproducti%e a"ility of the
assessment. A relia"le assessment shows consistent results
from one assessment e%ent to the ne8t
'le8i"ility - 'le8i"le assessments are appropriate to the needs of the
situation2 the candidate2 and the task to "e performed.
'airness - A fair assessment will not disad%antage any person and will
take into account the characteristics of the person "eing
assessed
2. The main types of e%idence:
- Direct e%idence
- $ndirect e%idence
- Current and historical e%idence
- olunteer e8perience reports
- &upplementary e%idence such as portfolios
ctivit# $%$%1 1 $%&%1
ssessment Instrument ' Case (tu*#
0ssessment %lan .emplate had been include in 0ssessment 0 and 0ssessment 1
ctivit# &%1%1
ssessment Instrument ! Case (tu*#
1. 7nsure you highlight the following as part of the de%elopment
The instrument should "e conte8tualised to the learners or their learning
en%ironment H Assessment plan
The en%ironment in which the assessment will take place H /orkshop
mechanical Technology
/hy the assessment is taking place H ?ecause of implementation in the
workshop will make it easier to analy<e assessment results
/ho the target group of learners are H ocational student
$nstructions for learners and assessors a"out the use of the instrument.
- $nstructions for learners H Assessment tools
- $nstructions for assessors H Assessment guide
ctivit# &%$%1
ssessment Instrument ! Case (tu*#
ctivit# &%&%1
ssessment Instrument ! Case (tu*#
ctivit# &%5%1
ssessment Instrument ! Case (tu*#
1. Trainer only su"5ecti%ely assessed
Trainer cannot accept other peopleLs opinions
2. *etraining staff at the factory "efore following the re-assessment. $mplement
a system to help staff work group studying the plant case study
!. Trainer should follow the upgrading to change the way make assessmentsK
the trainer followed the re-assessment as a trainer. ;onitoring conducted in a
sustaina"le "y the master trainers
((E((ME,T ? ' TE((&01