Training Packages and Packaging Units - Assignment Example

Cerr IV - TAEDES402A Response to questions. Section one. Activity 3. Learning products that trainers, facilitators and assessors might use include: handouts, instructions, learning activities, facilitator and trainer manuals, assessment tools and activities, and instruments that collects evidence. Other learning products that could be used despite the fact that they may come under scrutiny include: assessment methods, learning resources that are given out by the RTO, and training plans, which went through the RTO development. These products need to be used in line with the RTO’s quality assurance, control or management procedures. Fast, this will show out that learning resources, assessment activities, and learning activities are aligned properly with the expected outcome of learning and the criteria of performance for a specific unit of study. This will also ensure an appropriate alignment according to the qualification level, therefore, giving an accurate mapping of the products. Secondly, this is so because it will enable the stakeholders and employees to work towards the practices and intentions of an organization. In this regard, these products shall ensure administration of finance within the organization, workplace safety and health, training delivery, development of assessment tools and training materials, employee’s career development and training, continuous improvement and productivity in the organization. This means that all the business procedures shall be managed thus leading to the satisfaction of the customer and supplier (Feldstein, 2005). In this regard, quality control systems shall be devised to carry out tasks that affect services or products directly thus leading to a quality, continuous, and constant products or services. Section three. Activity 8. The range statements might assist in identifying linkages between the two units that go to make up a qualification by identifying the relationship of the two training units. In TAEDS402A, the performance requirement is geared towards the provision of a non- recognized assessment and training service to the clients, provision of assessment and training services that are recognized by RTO. In TAEDS401, the performance requirement is directed towards the development of specifications in the curriculum, specification in the product, specification in training needs and work requirements organization, specification in the induction needs, specifications in literacy, numeracy, and language development. The last performance requirement for this unit is to give out training specification in the licensing, and regulatory requirements. In TAEDS402, the outcomes would be achieved through identification of equipments and tools that are required for the competency; identification of organizational procedures, processes, forums, and policies that are necessary for the competency; linking of the terminologies of the organization towards competency, and finding out the particular persons who have relevancy to the complete. For TAEDS401, achievement of the outcomes shall be done through focusing on delivering in terms of type and the size of the group, having a delivery context like the workplace, community setting, and training room, establishment of the mode of delivery including online, face to face and blended mode of delivery, and establishment of methods of delivery like participative, collaborative, and interactive methods. In this regard,TAEDS401, offers an introductory course on vocational skills, where as TAEDS402, gives out an assessment of whatever has been learnt by the candidates. Section four. Activity 4. By ensuring that they do not remove any of the performance and element criteria contents; ensuring that they do not distort the outcomes of the competencies and reduce its use; ensuring that they do not diminish the competency application breadth and limits its portability; ensuring that they do not tamper with the integrity of the industrial requirement skill like legislative, other regulatory requirements, and licensing. Section five. Activity 2. In assessment, the scenarios where adjustments might be made include: When the assessment candidates have a physical disability which may involve vision, hearing, mobility or voice loss; when the assessment candidates have medical conditions like epilepsy, arthritis, asthma, and diabetes which may not be obvious but lead to assessment, and when the assessment candidates have a difference in their progress of learning. In these scenarios, the candidates would not be able to cope with the normal assessment procedures due to their disability, illness or a low progress in learning. These candidates might have lost their vision, therefore, finding it hard to read assessment procedures written in print. Those candidates who have lost their hearing cannot make any sense of the procedures. Some candidates with physical disability may have lost their arms, therefore, finding hard to write out their assessment ideas. Candidates who are ill, for example, having epilepsy or asthma may require medication during the assessment process. In this case, an adjustment procedure would be necessary to ensure that these candidates benefit from the assessment just like the other relatively ‘normal’ candidates. An assessment adjustment in this case will help to realize the full potential of these candidates that could otherwise not be identified. There are a number of reasons for making adjustment during assessment. These include: the equity and access issues, organizational or industry requirements, and the candidates specific needs. In the above scenarios adjustment may be done so as to ensure a suitable accessibility of candidates to equipments and venues, the provision of support that is additional especially during the process of assessment, the provision of specific devices or software to the candidates, and the provision of individuals to support candidates with physical disability. In all these cases, adjustment needs to be made so that all the needs of candidates with a disability or illness are met. Adjustments could be made in a number of ways. First, it would be done through ensuring the equity of persons with disability. In this case, the adjustment made, would be able to meet the needs of all persons with disability. Secondly, an assessor would use technical aids to enable the impaired candidates to overcome different hurdles during assessment. This means that the assessor would adapt the physical environment and the necessary equipments for learners with either hearing or vision disability. Equipments like the audiovisual aids, computer software and hardware, and specific furniture would help improve the environment of these candidates. Thirdly, the assessor would ensure that candidates perform a number of tasks in a consistent manner, in a given duration of time and at the needed standards. In this case, assessors would ensure that whenever a candidate performs a task, he or she, must perform it correctly and that the performance level must be equal for all the instance performance. Lastly, the assessor shall ensure that the adjustment and assessment integrity are not compromised and that at whatever cost, the performance standards would comply with the package of training, and the unit’s competency requirement. Adjustment might be considered reasonable in cases where the assessment includes learners with special needs or learners who have traits that need accommodation, in cases where equity and access issues do exist in assessment, and in cases where it is the requirement of the organizational or industry to make an adjustment in assessment. For instance, in cases where assessment candidates have special needs, adjustment would lead to the upholding of equity and access principles. The integrity of assessment can be maintained in terms of competency standards and performance requirements by ensuring that the assessment adjustment process considers the literacy, language and numeracy requirement of the candidates; ensuring that the individual support services of the candidates are provided; ensuring that the candidates utilize the adaptive technology; putting in place the assessment sessions that are flexible in order to allow fatigue and medication administering; providing the candidates with the required assessment materials; ensuring that the candidates contextualize the assessment tools, and ensuring proper adjustments towards the candidates’ physical environment. Additionally, assessor would ensure that age and gender of candidates are considered during assessment, and that a relation to tradition practices, cultural beliefs, and religious observation need to be considered. Lastly, the orientation and mobility requirements of the assessment environment need to be considered. If all these are done, then the integrity of the assessment procedure can be maintained in terms of its competency and performance requirement. In this case, the adjustment and assessment integrity would not be compromised and at whatever cost, the performance standards would comply with the package of training, and the unit’s competency requirement. Assessment tool 3. Project 1. The training packages that might be used in the course of one’s work are the 10091MTa Team KIT: Certificate I in Team development, and 40650MTa Insights: Certificate II in Leadership development. Certificate I in Team development. As per the packaging rules outlined for this qualification, there are three compulsory units. These are GEN101 planning and communication, GEN102 sensitivity in listening, and GEN 103Followership and leadership. Certificate II in Leadership development According to the rules of packaging, there are equally two compulsory units for this training package. These are INS202 Business Priorities, INS204 Excellence in Performance, and INS206 Communication and problem solving in leadership. Steps in designing and implementation of the program. The first step involves the identification of the learners needs. In this regard, the skills that are needed by the client would be identified so as to ensure productivity, as per the organization’s quality continuous control strategies of improvement and the optimum operation ability. According to the Leadership development training package, the skills that the clients needed are idea building and expressing skills, listening and questioning skills, progress review skills, and team working skills. Considering the team development training package, the skills needed are core team, customer focusing, quality standards identification, and objective identification skills. These decisions were arrived at after a number of consultations with the client. During these consultations, necessary information concerning situations of clients and the individual learners was collected and recorded. The next step is the analysis of the training packages. The participatory training in Team development project was selected because its accomplishment would lead to production of improved skills and awareness in the development team working within candidates. On the other hand, the leadership development project would help in the establishment of the leadership skills to the candidates. The leadership skills like good communication, planning, sensitivity, listening, and respect to others would be instilled within the candidates. In this case, the training packages would give out an innovative way of developing leadership and team skills within the organization. These packages would improve the organizational capacity of delivering appropriate leadership. The packages would lead to improvement of skills of the staff in the research field, case study writing, and in leadership analytic training. Additional the training packages would lead to an increased awareness in more than 500 participants. This automatically takes into consideration more than 200 project managers, policy-makers, planners, and trainers. These components shall be examined through the provision of activity manuals including encapsulated briefs of participants’, reviewed reusable questionnaires, and transfer learning documentation. With all these, the trainers would be able to easily examine each training component. The qualifications to be applied shall be determined by first referring to the relevant guidelines in the training package and having consultations with the personnel in the work place. Secondly, evidences that participants of training could give out would be identified, and the satisfaction of this evidence to a specific competency unit would be established. In this case, the information regarding roles of work and collected evidences that meets the training requirements would be established. The relevant units of competency for the training packages were identified through analysis and interpretation of each unit to find out whether it fits the needs of clients and through ensuring that these units fail to be repetitive. The learning outcomes applicable to the team development training package it the establishment of the team working skill within the candidates. The learning outcome for the leadership development training package is the establishment of leadership skills within the candidates. Assessment and training benchmarks would be identified through identification of the training package. This is because training packages give out assessment and training benchmarks and rules that needs to be followed when issuing qualifications and assessing competency. The units of competencies have a powerful link because, units for the team development training package relate to those of the leadership development training package. The units of competency link in a manner that units for team development are requirements in the leadership development training package. This is due to the fact that team working is one of the leadership skills. When one goes through the units for team development, he or she has had an introductory course into leadership development. For proper development of the team working skills, therefore, one needs to accomplish all the units of competency for the two training packages. To customize these packages, the competency standards requirement demand needs to be linked towards a better work environment of the candidates. In this case, tools that are specific and relevant equipments for the competencies needs to be identified. Specified organizational processes, forms, procedures, and policies that are necessary towards competency shall be identified. Additionally, the specific people who are needed for the achievement of the competency would be identified. Considering the MTA team KIT: Team development Package of training, the learning materials that shall be used include activity manuals including encapsulated briefs of participants, comprehensive guide of the facilitator, review questionnaires that are reusable, and documentations of learning transfer. Other learning materials include team kits, and disposable eye-shades. For the MTa Insights: Leadership development training package, the learning resources are hold alls of MTa robust insight components, and facilitators manuals including facilitator’s activity notes, encapsulated briefs, reusable questionnaires, and learning documentation transfer (Feldstein, 2005). In order to accommodate the special needs participants, specific devices shall be provided to them for easy access to activities of the program fully. For instance participants with hearing impairments shall be given sign language interpreters to enable access to the details of the training program. The visually impaired participants shall be given computers fitted with Morse code to enhance their utility in access to the required information. Devices like voice recorders and audio, visual aids shall be used to facilitate maximum learning of the visually impaired learners. Despite this the learning environment would be adjusted to enhance easy mobility of the special needs learners. The physically disabled candidates shall be given support persons and an additional time during the assessment. The most appropriate assessment process for the two training packages includes a direct observation of the real time activities, questioning including both oral and written questions, and completion of checklists. These training methods are the best because they are the only tools through which the trainer would ascertain whether the specific outcomes for the training packages have been achieved by the candidates to the required standards. The assessment and training for these packages maps against the required standards of competency by the trainers ensuring an accurate interpretation of processes and work activities that are needed to enhance the measuring of performance against the required and specific training and assessment standards. Sufficient evidence complying with evidence-validity rules and verifiable fairness, reliability, currency, sufficiency, and relevance needs to be collected. These evidences need to be of a quality satisfying the benchmark requirements. References Feldstein, S. (2005). Training packages and packaging units. London: London Development Planning. Read More