The TAE Delivery Units: Questions we ask to assess the Underpinning Knowledge


The Fortress Learning TAE40110 Certificate IV in Training & Assessment uses the following questions to assess the Underpinning Knowledge and some aspects of the Underpinning Skills of the four units of competency that form the Delivery Field.

During the course, many of the actual questions are presented in tables which means that they might not make complete sense in this list.  However, you will gain an appreciation for what is involved.

Each question is provided with a link to our online learning resource where you are able to obtain the information to help you answer it.

  • As trainers/assessors, we have a number of obligations.  Many of these are legal and/or ethical obligations.  For ANY THREE of the following activities, list the Legal/Ethical Responsibility (and any laws), and say what we are required to do. [The first one has been completed for you as an example].  Note that there might be more than one responsibility for each activity.
  • What activities are affected by WHS responsibilities, and who is responsible for WHS?
  • What sorts of things does the term Workplace Relations cover?  (optional)
  • It is a requirement of the VET Quality Framework that we seek feedback from a range of sources, and about a range of things.  Select any of the groups of people listed on this wiki page, and complete the following table. [Group 1 has been completed for you]
  • Why is it important to review our own work as trainers and assessors?
  • When it comes to reviewing your own performance as a trainer/assessor, how would you go about it?
  • What are some of the common ways in which we can acknowledge and respect difference?
  • Where can we find additional information and resources to support us in responding appropriately to individual difference? (optional)
  • What are some of the physical, cultural and mental/intellectual things that people can be identified from?
  • What will you do to ensure that your judgement of anyone based on any of these things will not interfere with inclusivity and equal access?
  • Complete the following table by listing the principles of inclusivity, and then FOR ANY THREE principles, say how you would recommend the above unit be delivered in such a way that the principle is upheld for either Roger or Mary.
  • Give some examples of respectful and disrespectful verbal and non-verbal communication that could be used when working with Roger or Mary.
  • Choose the ones that you think you will find most challenging, and make a list of the things that you can do when they happen (because they will!).
  • What is the purpose of contingency planning, and why is it so essential to quality training and assessment?
  • When it comes to supporting learners, why is it important to seek information from other people?
  • Give an example of a situation where you would seek the advice of each of the following people/groups?
  • Supporting Learners gives an example of a checklist that can be used to guide us in collecting information about support needs.  Create your own checklist. (optional)
  • Sometimes, supporting learners in a workplace context can be achieved by managing the impact of the learning within the entire workplace.  List four of the impacts of training on a learner’s colleagues, and provide some strategies for how these can be reduced.  (optional)
  • What could Sally do to communicate the benefits of training and thus improve the chances of that training being approved?
  • If she gets the training off the ground, what types of support and encouragement could she offer the learner group?
  • Giving a learner honest feedback about areas for improvement is an essential part of our work as trainers/assessors.  How can we be sure to give this feedback in such a way that we encourage and support further learning?
  • What can we do to ensure that criticism is seen as a reward?  (optional)
  • Even though he was trying very hard, Steve was having trouble mastering how to make a bed using “hospital corners”.  Identify the four steps, and write TWO questions/statements for each step that you would use as part of following the Four Step Process in this situation.
  • What sort of information do we need to provide learners, and when is the best time to provide it?
  • What are some of the consequences of not providing this information?
  • If you were delivering some training to a group, what are some of the things that you would see and hear to tell you that the group is harmonious?
  • How could this be modified to include some strategies to promote group harmony?
  • Describe how you would deliver any of the Knowledge and Skill components from a Unit of Competency of your choosing.
  • Describe some of the things that you could see and hear that would suggest the following:
  • Why do we need to give lots of thought to the way that we deliver our training?
  • How can focusing on the action words in our learning objectives help us to choose appropriate learning activities?
  • Match each of the following action words with the most appropriate learning activities. Some actions may fit multiple activities and vice versa. (Hint:  you can use the Line Drawing tool in Word to connect them).
  • Undertake a search of the Internet to find an example of what you would consider a poor presentation.  A search of “video hosting sites” in your preferred search engine will reveal many of these. Evaluate this presentation to identify what makes it unengaging for adult learners, and make recommendations for how it could be improved. Be sure to include the title and a hyperlink to the video.
  • What do you understand as the difference between a teacher and a facilitator, and why is facilitating appropriate when training adults?
  • Review the list of facilitation skills provided for the beginning, middle and end of a training session.  Some of those may not be familiar to you, or not as comfortable to you as others.
    Your task is to choose at least three that you wish to become more competent in, and develop a plan for how you can become aware of them. How will you improve that facilitation skill, when will you do that improvement, and who else will support you to improve?
  • What is the difference between an internal record and an external record?
  • What are the internal and external records that we need to keep?
  • Some people say that when it is effective, coaching or mentoring is a great example of continuous improvement.  How does the principle of continuous improvement support a mentoring/coaching approach to learning?
  • For ANY TWO of the following situations, describe the techniques that you would recommend to support learning.
  • Which style of leadership are you most comfortable with, and how can this affect the way that you conduct training?
  • List the 5 leadership styles, and FOR ANY THREE of them, give a training situation where it is appropriate.
  • Use the RADAR headings to identify the problem-solving process used by Evelyn and Elle.
  • What is trust, and what are the characteristics of a learning relationship that is based on trust?
  • How can focusing on ethical behaviours help us to avoid many difficult situations?  (optional)
  • How can being disorganised prevent you from reaching the learning goals?
  • Outline some of your own management skills that you will use to prepare for the delivery of some training?
  • If you fail to plan, you plan to fail.  Perhaps another way of saying this is: If you fail to plan, you plan to fail your students. What do you think?
  • A training or facilitation process with an individual learner is a relationship between two people. With any relationship between two parties problems can occur. What strategies can you use to avoid problems as you close the relationship with an individual learner?
  • Describe the strategies that you could use to empower a learner to direct themselves to the next step.
  • Have a look at SRSCOP001B – Prepare for Public Speaking – Which is also attached to this file as Appendix 1.  The list of elements and Performance Criteria are listed here:
  • Let’s presume that you are employed as the Training Officer at a large sporting club. The club has just appointed six apprentice coaches, and management has decided they should be trained in this unit, delivered in your workplace. Which parts of it do you think are best delivered internally, which parts externally, and why?
  • What is meant by the terms “integration” and “synchronisation” and how can integrating and synchronising internal and external training be achieved?  (optional)
  • Think about something that you have been required to learn in a workplace setting, or something that you know is commonly learned within the workplace.  Describe the training required, and develop a checklist that could be used to evaluate a program designed to deliver that training.
  • Think about this course that you are doing now.  What information did you receive before and since you started, how has this information been communicated to you, and how effective has it been?
  • What other information do you think is required by learners, how should it be communicated, and when should it be communicated to best benefit the learner?
  • Some learning in the workplace is mandatory.  What does this mean?
  • What sorts of things do we commonly find are mandatory? (optional)
  • What are some of the advantages and disadvantages of making workplace learning mandatory?
  • What are some of the strategies that you can use to improve the impact of learning in the workplace, and give an example of how/when you could use it.  (optional)
  • How does determining learner readiness and monitoring learner progress help us to better respond to the needs of our learners?
  • What are some of the ways that we can determine a learner’s readiness and monitor their progress?
  • How is doing this a form of continuous improvement?  (optional)
  • Think ahead to when you have completed this course.  You are a qualified trainer/assessor, and you are required to deliver some training to some people. Write three objectives that could relate to some training that you deliver, and for each one describe some techniques that you would use to draw out the understanding of your participants, and to increase the likelihood of that knowledge/skill becoming transferable.