1. Use the information provided in the Case Study and Appendix 2, Questionnaire to document the following information and begin the learning program plan development process.
a. Summarise why this program is needed. b. What benchmarks match the program aim I. Locate the Business Services (BSB) Training Package II. Write the name of the Developer of this Training Package III. What is the current release number and endorsement date of this Training Package IV. How will you identify changes to the Training Package, eg superseded unit, and apply these changes to program development V. Locate the qualification BSB20115 Certificate II in Business. Determine if there is a suitable workplace health and safety unit for the case study scenario in BSB20115. What is the code and title of the unit.
2. What will a competent person be able to do"Unpack" this unit (from b above) to fully understand its requirements. Populate Appendix 3 Competency matrix with the unit of competency requirements and visualise what a competent person "looks like". In other words, what can they do/perform and what do they know Write a summary to finish this statement in Section 2 of the Questionnaire:
- The training program is required for decreasing the number of youth below 25 years of age, who seek jobs.
- BSB20115 Certificate II in Business is located.
- Australian College of Commerce & Management Pty Ltd
III. Current release number: 2011and Endorsement date: 2017-2018
- Using “Enquire Now” option.
- Students of University of Wollongong degree courses who are completing Certificate IV or Diploma qualifications.
Workplace health and safety is the core unit. BSBWHS201 is the code. Title is “BSBWHS201 Contribute to health and safety of self and others”, for BSB20115 Certificate II in Business.
ANSWER
The component person can identify the current and predictable hazards in the working place, for instance employee related dangers, unsanitary and is authorized to discards the issues with corrective measures.
Unit of competency requirements (Nzqa.govt.nz, 2018)
- The units of competency copies, which are approved in Australian format.
- hard and electronic copies of cover sheets using the Australian Units coversheet template (DOC, 60KB), which must include a link to a stable hyperlink to the relevant unit of competency
- Memorandum of Understanding (MoU) which is signed from the SSB and ITAB/Skills Council.
- A statement of arrangements which makes sure that the Australian units of competency’s review is associated to the New Zealand’s review.
- CMR’s revised version.
- Clear prerequisites in a diagram.
- Filled and signed Application Form along with Checklist for Registration of Australian Units of Competency (the DOC must be 208KB).
- Documentation that supports the allocation of level and credits.
Competent person looks like:
- Conducts risk assessment (Legislation.gov.au, 2018).
- Records the risks.
- Supervising the conducting work.
- Checks the electrical safety.
- Checks the presence of WHS Regulations in an organization.
- Checks for employee related risks and threats.
- Checks for unsanitary in workplace.
Summary
The competent person is utilized in the Regulations for defining a person who has acquired through training, qualification or who has the experience, skills and knowledge to carry out particular tasks. In the workplace, the competent person identifies the current and predictable hazards. For example, he/she recognizes the employee related dangers and unsanitary. The competent person has the authority to discards the identified issues with effective corrective measures.
- The key topics are BSB business services related training package.
The required skills are junior administrative work i.e., routine tasks, basic practical skills and fundamental operational knowledge of a specified context.
- 12 sessions
Core Units order:
- The intern will be evaluated based on observing their actions at workplace, by evaluating their written questions and portfolio filling. Then, test will be conducted and evaluated to check their performance level.
- The Standards for Registered Training Organizations (RTOs) 2015, will be checked, mainly the Clauses 1.13 – 1.16. Then qualification or skill set of the trainer will be required (Asqa.gov.au, 2018)
- Business service training package criteria of Australian government.
- Because, health and safety, communication, basic understanding at the workplace and workflow, participation and other important aspects that are required in a workplace are mentioned.
- It will help to gather attention of all the participants and increase interaction, resulting in learning and understanding.
- No licensing, legislative or certification requirements are applied for this qualification.
- The program designers must invest for the paying the trainer, location and for course materials.
Examples:
- Interactive sessions
- Well-designed program
- Learn by doing
- Self-Directing
- Involvement and practice
The methodology used to develop learning activities includes, involvement, using relevance and interest for personal development.
Individual attention is provide for the three identified participants. Extra couching materials are provided and assessed.Effective trainer, Course units, Course Material and Test activities are required for training.The two strategies are training in an interesting way what the participants get involved and enjoy what they learn.
ANSWER
The learning program comes first, where the objectives of the program are mentioned and taught. Then, the BSB20115 Certificate II in Business units are used for training the course. Finally, the participants are tested based on the tests, to check their performance and understanding level.
Learning Program Plan Part 1
General Information |
||
Program name |
Training program |
|
RTO |
TAFE Queensland (For Example: Australian College of Commerce & Management Pty Ltd) |
|
Client |
ACME |
|
Program Aim |
With a training program, decreasing the number of youth (below 25 years of age), who seek jobs. |
|
Qualification |
Students completing Certificate IV or Diploma qualifications. |
|
Competency Standards |
NOHSC: 7025(1994) |
|
Program Outcomes |
Transforming reflective changes in the vocational education as well as in the training sector. |
|
Delivery and assessment information |
||
Prerequisites |
Qualification: Diploma certification |
|
Delivery mode |
Direct and online |
|
Program duration (total) |
6 months |
|
Assessment |
Duration Training |
4 to 8 weeks |
|
In workplace (after training) |
|
Learner and assessment information |
||
Number of learners |
20 |
|
Target learner group (profile) |
3 |
|
Support needs |
(Reading and writing for the targeted learner), oral communication and numeracy. (For all learners) |
|
Safety and other logistics |
||
Venue and equipment required |
Third party agency ACME (Onsite) and trainer |
|
Learning material and other resources required |
Course materials and hard copy material. |
|
Pre-program information or prework |
Organization’s plan for the training program |
|
Program administration |
Training program structure and flow |
|
People to be informed |
Trainer and students |
|
Safety issues |
Workplace health and safety related to employees |
|
Other logistics |
internet |
Learning Program Plan Part 2: Program outlines
Session title |
Time |
Learning outcomes- By the end of the session, learners should be able to |
Content (topics) |
Delivery methods |
Application activities and assessment tasks. Formative and summative |
Resources |
|
1. |
Introduction |
2 hours |
Brief idea of the outcomes |
Introduction of the skills. |
Direct (onsite) |
Test activities |
Course material |
2. |
|
2 hours |
workplace expectation of the employers |
workplace expectation of the employers |
Direct (onsite) |
Test activities |
BSBCUS201, BSBIND201, BSBINM201 |
3. |
|
2 hours |
required skills and furnishing |
required skills |
Direct (onsite) |
Test activities |
FNSACC301, BSBWOR204, BSBSMB201 |
4. |
|
2 hours |
Teaching right Behaviour |
right Behaviour |
Direct (onsite) |
Test activities |
BSBWOR202, Course material |
5. |
|
2 hours |
Teaching right attitude |
right attitude |
Direct (onsite) |
Test activities |
BSBSUS201 |
6. |
|
2 hours |
Teaching workplace health and safety at workplace |
Knowledge of WHS and BSB20115 Certificate II in Business |
Direct (onsite) |
Test activities |
BSBWOR203, BSBWHS201 |
7. |
|
3 hours |
how to get the work done, Communication skills, reading and writing skills |
Effective Communication, how to get the work done, reading and writing. Then handling mail. |
Direct (onsite) |
Test activities |
BSBINM202, BSBCMM201, BSBITU201, BSBITU202, BSBITU203 |
|
Conclusion |
Training will provide WHS training, Basic computer skills, handling mail, making work done, customer service skills, communication skills, functional competence in foundational skills, writing and reading skills (for disabled and for English second language learner) |
Revision |
Direct (onsite) |
Test will be conducted |
Complete soft and hard copy of the course material. |
Risk control Plan
Name of learning program |
BSB Business Services Training program (BSB20115 Certificate II in Business) |
||
Delivery Mode |
Direct (onsite) |
Training environment |
Best and cooperative place |
Hazard |
Risk |
Risk Rating (1-4) |
Control measure |
Monitor and review |
Poor Health habits |
Health issues |
3 |
Educate about health and safety |
Check their health habits in class |
Low capacity to understand |
Poor understanding ability |
4 |
interesting activities |
Check understanding ability |
Needs more attention |
Individual attention |
2 |
Develop concentration |
Give attention |
Incomplete course |
Playful |
3 |
Provide attractive topics and discussion |
Monitor their attendence |
Plan agreed by - |
||||
Representative of workplace learning environment |
|
|
Date: |
|
Representative of training provider’s facilitator/ assessor |
|
|
Date: |
Review Strategy
Name of learning program |
BSB Business Services Training program (BSB20115 Certificate II in Business) |
Principle developer/s |
TAFE Queensland RTO, ACME and Trainers |
Focus of the review |
The purpose is performance evaluation |
Date to be collected |
1 day |
Method for gathering feedback |
meeting and survey |
Stakeholders who will provide feedback |
Board of directors |
Method for reviewing, collating and summarizing feedback |
Systematic reviewing system and feedback analysis |
Version control considerations |
Work on improvisation |
Ongoing review strategy |
Feedback collecting and analysis |
Learning Program Evaluation tool
Name of the program reviewed |
BSB Business Services Training program |
Name of review |
Performance evaluation |
Date completed |
|
1. |
Delivery Mode: Is the delivery mode suitable for the target learners? |
|
Strengths |
Good understanding |
|
Weaknesses |
Difficult to give individual attention for the three identified participants. |
|
Recommendations |
Extra time and efforts are required by both the participants and the trainer. |
|
2. |
Competency Requirement: Are all the requirements of the units of competency and related assessment requirements covered in both learning and assessment activities? |
|
Strengths |
Good areas are selected. |
|
Weaknesses |
Depends on participant’s capacity of understanding. |
|
Recommendations |
Perform collaborative tasks. |
|
3. |
Learner Critics |
|
Strengths |
Good and informative sessions |
|
Weaknesses |
Need more activities |
|
Recommendations |
Provide collaborative tasks. |
|
4. |
Assessment |
|
Strengths |
Effective evaluation |
|
Weaknesses |
The duration of observing is not enough |
|
Recommendations |
More time is needed. |
|
5. |
Chunking and sequencing |
|
Strengths |
The plan is good |
|
Weaknesses |
The duration is not enough |
|
Recommendations |
More time is needed. |
|
6. |
Activities |
|
Strengths |
Effective activities |
|
Weaknesses |
Health can be the threat |
|
Recommendations |
Need health monitoring to attend the class. |
|
7. |
Language Literacy and numeracy |
|
Strengths |
Helpful activities |
|
Weaknesses |
Needs interest to learn |
|
Recommendations |
Needs concentration development. |
|
8. |
WHS |
|
Strengths |
Effective activities and tasks to understand WHS at workplace |
|
Weaknesses |
Health and safety habits needs practice |
|
Recommendations |
Health and safety habits must be practiced, everywhere. |
|
Competency matrix for a learning program
Program name |
BSB Business Services Training program |
|||
Units covered |
BSB20115 Certificate II in Business |
|||
Version |
version number |
Date |
|
Sessions |
|||||||
1 |
2 |
3 |
4 |
5 |
6 |
||
1. |
Elements and performance criteria |
||||||
2 |
Involvement of an individual |
ü |
|||||
3 |
Interest of an individual |
ü |
|||||
4 |
Their understanding |
ü |
|||||
5 |
Their actions |
ü |
|||||
6 |
Their working |
ü |
|||||
7 |
Their attitude |
ü |
|||||
8 |
Their behaviour |
ü |
|||||
Foundation skills |
|||||||
Learning |
|
ü |
|||||
Reading |
|
ü |
|||||
Writing |
|
ü |
|||||
oral communication |
|
ü |
|||||
Numeracy |
|
ü |
|||||
Navigate the world of work |
|
ü |
|||||
interact with others |
|
ü |
|||||
Get the work done |
|
ü |
|||||
Performance evidence |
|||||||
Monitoring and guidance |
ü |
||||||
Observation |
ü |
||||||
Evaluation |
ü |
||||||
Test is conducted |
ü |
ü |
ü |
ü |
ü |
ü |
|
Knowledge evidence |
|||||||
Assessing performance level of the interns |
ü |
ü |
ü |
ü |
ü |
ü |
|
Assessment conditions |
|||||||
Observation |
ü |
ü |
ü |
ü |
ü |
ü |
|
Evaluation |
ü |
ü |
ü |
ü |
ü |
ü |
|
Testing through written test and practical tests |
ü |
ü |
ü |
ü |
ü |
ü |
References
Asqa.gov.au. (2018). Meeting trainer and assessor requirements.
Legislation.gov.au. (2018). Work Health and Safety Regulations 2011.
Nzqa.govt.nz. (2018). Listing of Australian units of competency.
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