TAE40122- Module 4: Facilitate in Person and Online Training Assessment

Assessment Tasks

Assessment Task 1 – Plan Face-to-Face Training

Part A – Background Documentation

1. Access Module 2 documents (Learner Profile, Unit Information Template).

2. Select one unit (Unit of Competency #1).

3. Assign learners to delivery modes:

   • 4 learners = group-based

   • 1 learner = individual 1:1 session

4. Identify suitable learning environments.

5. Review organisational policies and procedures.

6. Document any other relevant information.

Questions to answer:
i. Describe the training environment (suitability, safety, conducive).
ii. Identify learners and justify delivery mode.
iii. Describe additional support needed.
iv. How would the Training and Assessment Strategy assist in planning?
v. Complete hazard/risk/control/monitoring template.
vi. Describe relevance of organisational policies for planning and executing training.

Part B – Review & Modify Session Plans

• Access Module 2 session plans.

• Evaluate, modify for group training and individual delivery.

• Update version numbers.

• Document modifications using the Session Plan Modification Template.

Part C – Review & Modify Learning Resources

• Access Module 2 learning resources.

• Review for learner needs and objectives.

• Modify content, add media, adjust for individual/group sessions.

• Document modifications using Learning Resources Modification Template.

What to submit: Background info, Part A responses, original + modified session plans, modification templates, original + modified learning resources, Learning Resources Modification template.

Assessment Task 2 – Deliver Face-to-Face Training

Part A – Group Training

• Deliver 3 sequential 30-min sessions to 4 learners.

• Prepare environment, check equipment, manage hazards.

• Facilitate using session plans, presentation aids, questioning.

• Video record sessions, collect feedback, observer checklist if applicable.

Part B – Individual Training

• Deliver 2 sequential 30-min sessions to 1 learner.

• Same preparation and facilitation steps.

• Video record sessions, collect feedback, observer checklist if applicable.

What to submit: Learner progress documents, feedback forms, video links, observer checklists, consent forms.

Assessment Task 3 – Deliver Online Training

Part A – Plan Online Training

• Prepare for 3 learners minimum.

• Identify learner characteristics, reasonable adjustments, learning objectives, specialist support, electronic application, synchronous/asynchronous activities, adult learning principles, equipment, communication channels, regulatory/organisational requirements.

Part B – Review & Modify Session Plans and Resources

• Evaluate existing session plans and learning resources.

• Modify to meet learner needs, asynchronous activities, and adult learning principles.

• Submit modified session plans and resources.

Part C – Facilitate Online Learning

• Conduct 2x30 min synchronous sessions.

• Ensure safe, inclusive learning environment.

• Provide instructions for asynchronous activities.

• Video record sessions, collect feedback, observer checklist.

What to submit: Written responses to Part A/B, original + modified session plans/resources, learner progress documents, video links, consent forms, evidence of storage per policy.

Assessment Task 4 – Review and Reflect

Part A – Review and Reflect

• Reflect on effectiveness of face-to-face and online sessions.

• Complete template documenting what worked, challenges, solutions, improvements.

• Reflect on learners’ behaviour and your responses.

Part B – Discuss Improvements with Stakeholder

• Meet with supervisor or qualified trainer to discuss improvements.

• Document discussion (email, screenshot, etc.).

• Answer:
  i. Who did you meet and their relevance?
  ii. Actions agreed to implement improvements.

What to submit: Written responses Part A & B, evidence of discussion.

Knowledge Questions

Question 1
Describe the following organisational policies, procedures, and regulations relating to online, group, and individual learning (100–150 words each):

• Anti-Discrimination

• Equity and Diversity

• WHS requirements relevant to your role as a trainer

• WHS Hazard and risk identification (face-to-face and online)

• Application of WHS risk controls for specific learning environment

• Managing WHS risks in online and remote learning environments

• Providing support to learners appropriate to their needs

• Maintaining Privacy & Confidentiality

• Ethical standards and codes of conduct for online learning environment and how you apply them

• Digital security protocols your organisation uses to ensure learners’ information is safe

Question 2
Describe the term professional development. Refer to the NVR Outcome Standards 2025. (25–50 words)

• What is Professional Development?

• Which standard relates to trainers and assessors undertaking professional development activities?

Question 3
Describe assessment requirements of a Unit of Competency and explain how these criteria are addressed through assessment (50–100 words):

• Performance Evidence

• Knowledge Evidence

• Assessment Conditions

Question 4
For the following learner characteristic types, describe ways to meet their needs (50–75 words each):

• Neurodiverse learning needs

• Impaired Vision

• Impaired Hearing

• Cultural uniqueness

• Social uniqueness

Question 5
Provide three examples of how you can implement inclusive language and diverse resources (50–100 words each).

Question 6
Describe behaviours learners with the following learning needs may exhibit, and strategies to assist (50–100 words each):

• Dyslexia

• Dyscalculia

• Dysgraphia

• ADHD

Question 7
Access resources from Dear Mind. Describe at least one strategy for trainers and learners to ensure their mental health (25–50 words).

Question 8
Describe key legislative requirements RTOs must consider (50–100 words each):

• Competency-based training requirements

• The AQF

• ASQA

• The VET Quality Framework

• Using the National Register of VET

Question 9
Describe key components of training and assessment strategies (100–200 words each):

• Training product

• Core and elective components

• Entry requirements

• Target group

• Mode of delivery

• Duration and scheduling

• Assessment resources, methods, and timing

• Learning resources

• Human resources

• Physical resources

Question 10
Describe how you could customise session plans and learning materials to support learners and promote engagement (50–100 words).

Question 11
Describe three different behaviours of learners with difficulties and how you would manage them (50–75 words each).

Question 12
What records should be kept when delivering vocational training? (50–75 words)

Question 13
Describe the purpose of the following frameworks (75–100 words each):

• Australian Core Skills Framework (ACSF)

• Core Skills at Work Framework

• Digital Literacy Skills Framework

Question 14
Describe the following learning theories and give one example of application (75–100 words each):

• Adult Learning Theory/Andragogy

• Behavioural Learning Theory

• Multimedia Learning Theory

Question 15
Describe online facilitation techniques (100–150 words each):

• Icebreakers and Team-Building Activities

• Facilitated Discussions

• Supervised Practice

• Instruction

• Questioning

• Coaching

• Active Listening

• Encouraging self-reflection and confidence

Question 16
Describe use of visual aids, learning materials, and presentation techniques in face-to-face training (75–100 words each):

• PowerPoint

• Video

• Workbook

• Case Studies

• Open Questioning

• Making Eye Contact

Question 17
Explain how you would use the two reflection techniques to review your professional practice (50–100 words each):

• Journaling

• Asking yourself questions

Question 18
Describe four dimensions of competency with practical examples (50–75 words each):

• Task Skills

• Task Management Skills

• Contingency Skills

• Job Environment Skills

Question 19
Describe key features of an online delivery session plan (100–150 words):

• Learning resources and activities

• Logical sequencing of synchronous and asynchronous learning

• Strategies for managing learning activities and communication

• Strategies for ensuring continuity and maximising learner progress

Question 20
For asynchronous and synchronous technology, identify key features and explain strengths and weaknesses (100–150 words each):

• Learning Management System (LMS)

• Communication channel (Teams/Zoom)

• Electronic applications for synchronous sessions

• Hardware and digital tools for online learning

• Asynchronous activities (e.g., reading, video watching)

Question 21
Describe practices and methods that promote safe and inclusive online learning (100–150 words each):

• Providing learners with clear information when introducing online environment

• Strategies to maintain inclusive and respectful peer interaction

Question 22
Why is providing information to learners important when facilitating training? (100–150 words)

Question 23
Describe three methods to review and evaluate online facilitation practices (100–150 words each):

• Feedback Forms/Survey

• Checking for understanding during facilitation

• Analysing learner completion rates

Question 24
Provide examples of processes to manage challenges in online learning (50–100 words each):

• Minimise security risks

• Monitor authentication, academic integrity, confidentiality

• Monitor learner responses and progress

• Identify and respond to technical problems

Question 25
Describe one specialist support strategy for learners with technical needs (50–100 words).

Summary of Assessment Requirements

The assessment for TAE40122 Module 4 involves planning, delivering, and reviewing both face-to-face and online training sessions. It is divided into four main tasks and knowledge questions, each covering specific areas of competency:

1. Assessment Task 1 – Plan Face-to-Face Training

   • Part A: Background documentation including learner profiles, delivery modes, learning environment, policies, and risk management.

   • Part B: Review and modify session plans for group and individual training.

   • Part C: Review and modify learning resources to match learner needs.

2. Assessment Task 2 – Deliver Face-to-Face Training

   • Group training: 3 x 30-min sessions for 4 learners.

   • Individual training: 2 x 30-min sessions for 1 learner.

   • Required evidence: videos, learner progress, feedback, observer checklists, and consent forms.

3. Assessment Task 3 – Deliver Online Training

   • Plan training for a minimum of 3 learners, identify learner needs, and incorporate synchronous/asynchronous activities.

   • Review and modify session plans and learning resources.

   • Facilitate online learning: 2 x 30-min synchronous sessions, provide asynchronous tasks, and collect evidence.

4. Assessment Task 4 – Review and Reflect

   • Reflect on training effectiveness and learner engagement.

   • Discuss improvement strategies with stakeholders and document outcomes.

5. Knowledge Questions

   • Address organisational policies, professional development, assessment requirements, inclusive practices, learning theories, online facilitation techniques, competency dimensions, frameworks, and safe learning practices.

Submission Requirements:
Background documentation, modified and original session plans and learning resources, learner progress records, video evidence, consent forms, feedback forms, observer checklists, and written reflections.

Step-by-Step Academic Mentor Approach

The academic mentor guided the student systematically to ensure all tasks were understood and completed efficiently:

Step 1: Understanding Assessment Requirements

• Action: Mentor reviewed the assessment tasks with the student, highlighting submission requirements, learning objectives, and key competencies.

• Outcome: Student gained clarity on the scope of the tasks, expectations, and evidence needed.

Step 2: Planning Face-to-Face Training (Task 1)

• Part A Guidance:

  • Mentor instructed the student to access learner profiles and unit information.

  • Assisted in selecting delivery modes (group vs individual) and identifying suitable learning environments.

  • Guided documentation of organisational policies, hazard/risk assessments, and additional support requirements.

• Part B & C Guidance:

  • Mentor showed how to review and modify session plans for group and individual sessions.

  • Assisted in reviewing and adapting learning resources with multimedia and tailored content.

Learning Objective Covered: Understanding learner needs, tailoring delivery methods, ensuring compliance with WHS and organisational policies, session planning.

Step 3: Delivering Face-to-Face Training (Task 2)

• Group Training:

  • Mentor demonstrated how to prepare the learning environment, use presentation aids, facilitate discussions, and manage hazards.

  • Student delivered 3 x 30-min sessions, video recorded for evidence.

• Individual Training:

  • Mentor guided in adapting delivery to one-on-one needs, ensuring engagement and inclusion.

Learning Objective Covered: Practical facilitation, managing learners, maintaining safe and inclusive environments, collecting evidence of performance.

Step 4: Planning and Delivering Online Training (Task 3)

• Planning: Mentor guided the student in identifying learner characteristics, reasonable adjustments, and appropriate tools for synchronous and asynchronous learning.

• Modification of Resources: Mentor helped adapt session plans and learning resources for online delivery.

• Facilitation: Student conducted 2 x 30-min online sessions while mentor reviewed evidence collection, learner engagement, and asynchronous activity management.

Learning Objective Covered: Online facilitation, digital literacy, adult learning principles, inclusivity, and evidence-based practice.

Step 5: Reviewing and Reflecting (Task 4)

• Mentor assisted the student in reflecting on successes, challenges, and areas for improvement.

• Discussed actionable improvements with a stakeholder and documented agreements.

Learning Objective Covered: Reflective practice, continuous improvement, professional communication with stakeholders.

Step 6: Knowledge Questions

• Mentor guided the student to research organisational policies, training frameworks, learning theories, competency dimensions, and inclusive strategies.

• Student provided structured, evidence-based answers addressing all questions.

Learning Objective Covered: Knowledge of legislation, frameworks, inclusive strategies, professional development, and assessment standards.

Outcome Achieved

• Student successfully planned, delivered, and reflected on both face-to-face and online training sessions.

• All documentation (session plans, modified resources, risk assessments, feedback, and video evidence) was completed according to assessment requirements.

• Student demonstrated understanding of learner needs, compliance, online facilitation techniques, and reflective practice.

• Learning objectives covered included: planning and modifying training, inclusive facilitation, practical delivery skills, online delivery, reflection, and compliance with organisational and regulatory standards.

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