TAEDEL402 Plan, organise and facilitate learning in the workplace

This article has been primarily written for people studying for their TAE40116 Certificate IV in Training and Assessment qualification. However, qualified VET practitioners may still get something from the content or the way the content has been presented.

The aim of this article is to clarify the application and terminology associated with the TAEDEL402 Plan, organise and facilitate learning in the workplace unit of competency.

Application

The TAEDEL402 Plan, organise and facilitate learning in the workplace unit describes skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace, using real work activities as the basis for learning. There is a range of circumstances that are applicable for this unit, including:

  • Work placements
  • Apprenticeships
  • Traineeships.

It is common for VET trainers or TAFE teachers to be involved with coordinating or facilitating workplace training. For example, many qualifications from the Health and Community Services Training Packages require work placement. Trade qualifications are delivered as apprenticeships. And many industry sectors have qualifications that can be delivered as a traineeship.

Terminology

The TAEDEL402 Plan, organise and facilitate learning in the workplace unit has two terms that need to be clarified:

  • Work-based learning pathway
  • Learning-facilitation relationship.

From my experience, these two terms are not commonly used.

Work-based learning pathway

The work-based learning pathway can be thought of as a training plan. This plan should describe what training is planned, where and when the planned training will occur, and the role and responsibilities of people involved. The development of the training plan is covered by Elements 1 and 2 of the TAEDEL402 Plan, organise and facilitate learning in the workplace unit. And the implementation of the training plan is covered by Element 4.

The following flowchart illustrates three stages of developing and implementing a training plan or pathway.

Learning-facilitation relationship

The learning-facilitation relationship can be thought of the relationships between the trainer and the learner, trainer and the learner’s supervisor in the workplace, and trainer and other people in the workplace. Successful workplace training requires the trainer and the learner’s supervisor working together to support the learner.

The establishment of relationship is covered by Element 3 of the TAEDEL402 Plan, organise and facilitate learning in the workplace unit. The maintenance of relationships is covered by Element 5. And the closure of relationships is covered by Element 6.

The following flowchart illustrates three stages of establishing, maintaining, and closing the relationships.

The following table shows how the TAEDEL402 Plan, organise and facilitate learning in the workplace unit is fundamentally about:

  • Developing and implementing a training plan
  • Establishing and maintaining relationships.

Competency-based training in the workplace

Training plan are developed to clearly describe a pathway to achieving confirmed learning objectives or goals. In the Australian VET system, competency standards, that have been developed and endorsed by industry, are used to determine the learning objectives.

Competency standards describe the desired outcome. The RTO must develop a training plans and seek agreement from those people involved. Workplace training will always involve the learner’s workplace supervisor. However, there may be other people in the workplace that are involved or need to be informed about the planned training. Training in the workplace can impact upon the normal workflow or operations.

Also, workplace training will require an appropriate level of supervision for the learner. Some work tasks may be dangerous. The health and safety of the learner and others in the workplace is essential. And sometimes mistakes, errors, or work tasks performed incorrectly may be expensive. For example, equipment could be damaged, valuable material wasted, or sub-standard product or poor customer service could lead to a damaged reputation.

Roles and responsibilities

The successful implementation of workplace training requires the roles and responsibilities to be clarified before the training plan is agreed to. The following are some questions that can help clarify roles and responsibilities:

  • Who will ensure safety of the learner in the workplace?
  • Who will supervise the learner? What level of supervision is appropriate for the learner’s levels of knowledge, skill, and experience?
  • How will the the supervisory arrangements be monitored?
  • What off-the-job training will be provided? What on-the-job training will be provided? Who will deliver the training? When will the training be delivered?
  • Who will monitor the learner’s progress against the training plan? How and when will progress be monitored? Who will be involved?
  • What records will be kept to record training and performance of work tasks in the workplace? Will a task book or logbook be used? Are third-party reports required? Who will keep the records?
  • What responsibilities does the learner have? What commitment must the learner make?
  • What is the process for raising and resolving concerns and issues?

In conclusion

An important role performed by many VET trainers or TAFE teachers is coordinating and monitoring the process of workplace training. The role of coordinator often requires a different set of skills than the skills needed to deliver training or assess competency. Sometimes being a coordinator will require diplomatic skills, meeting skills, issue resolution skills, and highly developed communication and interpersonal skills.

Also, contractual arrangements associated with work placements, apprenticeships and traineeships govern various aspects of workplace training, such as, safety and supervision.

Coordinating workplace learning can be challenging. But the workplace is the best place to truly develop competency. Remembering that competency is defined as the consistent application of knowledge and skill to the standard of performance required in the workplace.

Australia’s VET system

Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40116 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.

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This article supplements the TAE resources that have been developed by On Target Work Skills.

Are you an RTO, and do you want to purchase quality training and assessment resources for delivering the TAE40116 Certificate IV in Training and Assessment qualification?

Contact now!

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Training trainers since 1986

Author: Alan Maguire

35+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.

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