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Project Plan

• Watch the ‘you’ll soon get the hang of it’ video and answer questions 1 -7
1. According to the video ‘You’ll soon get the hang of it’ and your own knowledge of training needs within a workplace, what are two reasons why it is so important to train effectively within an organisation?


2. Name three considerations or stages relating to “how” adults learn and give a brief explanation of what these mean. Please research if required.



3. A major factor in developing training is to ask the questions “What am I going to teach?” and “Who am I going to teach?”.
Discuss important aspects of each of these two points when considering training for an organisation:


• Name as many reasons as you can think of to support “why” adults learn, research may need to be conducted. Remember your Student Manual in your resources section on Litmos..

• Describe how you would employ these following three strategies when training in a one on one environment and their advantages?
Incentives –

Encourage –

Congratulate –

• Why should participants be encouraged to become involved in their own learning experience and environment?

• Describe strategies that you (as a lead trainer) can take to ensure your trainers meet the standards you expect?

1.2 Dimensions of competence assessment
For this exercise, you are read the given assessment items/tasks that have been set out for a course participant and identify which Dimension of Competence is relevant to that task as well as identify the associated Employability skill (or skills).

Assessment task 1
Mary is a 16-year-old student who is participating in a school traineeship program. She is doing a certificate II in Business Administration and is at the front desk of small law firm in Brisbane.
Mary has been trained to file invoices according to the reference number and the account names in file and alphabetical order. These are then cross referenced with the computer which has all the file names listed alongside of the reference numbers and other relevant details.
Mary’s supervisor in the office, in conjunction with Mary’s assessor, has given her invoices
which at times are incomplete, however, there is enough information for Mary to do her job by cross referencing.
Dimension of Competence Employability skill/s

Assessment task 2
Dimension of Competence Employability skill/s

Peter is an apprentice carpenter who has been assisting the tradesperson in fit out and finish. After watching and assisting the tradesperson with the work, he has been asked to hang three doors. The third door is slightly different to the first two and requires different positioning and size manipulation so that it will fit correctly.

Assessment task 3
Michael works in a warehousing factory on the shipping docks. From the Training Package TLI07 he is undertaking the qualification of TLI20107 Certificate II Transport and Logistics (warehousing and Storage).
He has worked at the warehouse for eight months and is familiar with most procedures. The supervisor asks Michael to oversee the moving and storing of a number of containers which have just come off a tanker to see if he has learned from the training he has received.

Dimension of Competence Employability skill/s

Assessment task 4
Joanne is 17 years old and is participating in a hair dressing apprenticeship. She has been shown how to perform simple haircuts and has had opportunity to do partial cuts to develop her skills under direct supervision. She has also had opportunity to work on mannequins for practice. Her trainer has now asked her to do her first haircut, supervised but unassisted.

Dimension of Competence Employability skill/s

1.3 Self – Directed Learning
From your notes and research, give a brief description of the concept of self -directed learning and give examples of what strategies we can use as trainers to facilitate this. Allow for a paragraph of information in your description.

1.4 Before designing and developing training material it is important to understand key concepts of learning theory. This knowledge will influence the way we structure and deliver a course.
You will be asked to research one of the learning theories below. Show who is credited with the development of this theory and how it is used in an educational setting.
Learning theory Definition and example of its use

Behavioural learning theory
Credited to:

Point form description

How can this be used in your own training?


Cognitive learning theory
Credited to:

Point form description

How can this be used in your own training?


Experiential learning theory
Credited to:

Point form description

How can this be used in your own training?


Information processing theory
Credited to:

Point form description

How can this be used in your own training?


1.5 Research an additional learning theory or strategy (that was not covered in the last question). Provide examples of how you might implement this in either your own learning environment or the environment of Stack It Storage with a maximum of 500 words written below. This research must be in your own words, showing references and examples of how it could be implemented and why.
This is not to be written as a higher educational paper, we need to see research and understanding.

1.6 Learning Styles that suit
1) What style of training would be best enjoyed by an activist? What would you need to include?

2) What style of training would best be enjoyed by a theorist? What would you need to consider?

3) In a paragraph, explain why it is important for a training designer to understand different learning styles and their application into the delivery of a nationally recognised training.

1.7 Stakeholder involvement
Why is it important that key stakeholders are involved in preliminary decision-making processes of the project plan (such as the signing off of the broad based conceptual headings)?

1.8 Project considerations
For the conceptual training, you are building for Stack It Storage, under the given headings below, name two considerations for each that should be taken into account when building the project plan.





1.9 Project plan
As part of your assessment you are required to develop resources to aid in the development of the planning process. Assessment 3.3 serves three purposes:
• It allows you to research and physically build tools for a given purpose.
• It provides a resource to assist in creating a Project Plan to present to the CEO Ross Gig deriving from your training needs analysis.
• Allows for the logical and sequential development of training to be delivered for the purpose of continual growth for the organisation.
Assuming that the broad-based headings have been approved by the key stakeholders, begin to build on these headings by developing a project plan which covers the who, what, why, when, where and (to a lesser degree) how of the project plan as well as anticipated outcomes and Return on Investment (ROI).
(When building the plan, consider the previous question and build it with the understanding that you will be actually presenting this information to the CEO)
Step 1
Investigate templates or structures that show sequenced and logical methods of creating a project plan (research training and assessment strategy docs). You may have used a similar document before and you are very welcome to use it for this purpose and adapt it. Otherwise, use the internet to investigate various templates you can use to contextualise for your project plan development.
Step 2
Using investigated and contextualised templates in conjunction with your broad-based headings, construct a training project plan that you can present to the CEO for the purpose of implementing.
Remember – You are to contextualise a training plan according to the needs of the organisation (Stack it Storage). If you have done this activity in your work place, you can submit a training and assessment plan from previously conducted work INSTEAD of creating a plan for Stack it Storage. In total, we need two different plans for two different training topics.
For ease of assessment ensure that you title your document “Assessment 2.3 Project Plan” and email it to your assessor: tddonlin[email protected]
Consider the following;
• How will you ensure ‘context / bit by bit / practice’?
• How will you incentivise / encourage / congratulate?
• Who needs task skills?
• Who needs job role / environment skills?
• Which employability skills need improvement?
• Where could self-directed learning fit in?
• What learning style might be Ross’ preference?
• What sort of learning would irritate Glenda?
• What’s the best way to help Terry?
• Review processes for continuous improvements
• Chosen training justification
In the space below, justify the use of the unit ‘TLID1001A Shift materials safely using manual handling methods’. Consider the training objectives, what the organisation need and the purpose of this unit being chosen.

Next, expand upon the training for ‘Stack it Storage’ by choosing another appropriate unit (from that will satisfy other training needs the organisation has. Justify your chosen training in the space provided. When choosing this second unit, consider the learning pathways these two units could create and identify the learning pathway in the following box as indicated.

This document is for ‘your eyes only’ – not for Stack it storage. It is to be used as a tool to help prepare for your meeting with Ross Gig.

Chosen training Justification
Training Package:

Unit of Competence
TLID1001A Shift materials safely using manual handling methods Who

Why (analysed work roles)

Objectives (ROI)

Training Package:

Unit of Competence Who

Why (analysed work roles)

Objectives (ROI)

Potential future training pathway
Training Package:

Qualification (code and title) Who


Objectives (ROI)

Review process to ensure continuous improvements – Describe who with and when

1.11 Consolidation: Imagine your workplace requires training of a particular kind; it is your job to identify the learning objectives, choose a current unit of competence from and complete the following details on the learning and assessment plan below:
For this activity, you are to create a project plan (similar or the same as the previous project plan you used for Stack it Storage) and complete it with details of a training scenario based on your workplace (or a simulated workplace if you are not able to utilise a current workplace).

• When and where is the proposed training going to occur?
• Who is the target group? Do they have any particular learning needs to be considered for the training?
• What is the purpose or objectives of the training?
• What unit of competence will accommodate the training needs of the organisation and what learning pathways are there?
• Who are your stakeholders? When will you consult with them to confirm training strategy is applicable and how will this be done?
• Describe the overall learning and assessment strategy taking into consideration the cohort of students and their learning needs.
• Develop an overview of the content to be delivered in sequential order, including timelines for delivery.
• Describe any relevant operational and licensing requirements for the training.
• List recommendations for improvements and show what rectifications need to be made as a result of making continuous improvements (this may be done on a separate template if needed).




Sample Solution

Customarily, law implementation is called after a wrongdoing has just happened. Law authorization is intended to react to crisis calls requiring a snappy reaction, put crooks apprehended, lead and follow-up on examinations, and additionally routine neighborhood checks. While talking about group situated policing (COP), there is a more extensive police center which is the anticipation of wrongdoing and confusion. COP requires a more key way to deal with working in the group as the group and the Police are urged to meet up and shape an association in which both (group individuals and police) share a shared objective of making the group more secure. This paper will examine the part of the police in group policing, for example, how and why group policing was produced, the part of the COP officer and how the COP officer and group can cooperate to make COP powerful. The Role of the Police in Community Policing The idea of policing has been in presence for a long time. The police are relied upon to perform numerous group obligations that in the past were the duty of the neighborhood subject, for example, keeping the peace, taking care of crisis administrations, managing family issues, and aiding amid common crises. Yet, now cops are brought in to take care of these social issues that natives make. Because of this part strife, more divisions are receiving new models of policing that mirror this evolving part. What is group policing? Group policing is a working relationship, between the police and nearby inhabitants, with the mission to make the area a more secure and better condition to live in and increment confide in the police ( By framing this relationship, the group and police cooperate on objectives, for example, diminishing wrongdoing in the area, decreasing apprehension of wrongdoing and enhancing the personal satisfaction in the group. With the participation of both the police and the group, group policing distinguishes issues of wrongdoing and disorder and after that include the group in discovering answers for lessen such and improve the group and a, more secure neighborhood to live. Group policing goes past conventional policing as the police are never again the sole defenders of the law and social request as all individuals from the group require a dynamic part in the push to improve the wellbeing and nature of neighborhoods. Group policing can be characterized as the joint effort between the police and the group (inhabitants) in which together they can distinguish and explain group issues. Together the inhabitants and the police can energize dynamic native contribution in policing endeavors, center around issues of continuous open concern, give progression of administration to the group, create, fortify as well as construct gatherings and associations so occupants can advocate for their own advantages ( Despite the fact that, group arranged policing is an organization between the police and the group individuals, the police assume a noteworthy part as the cop is the establishment of group situated policing (Oliver, 2008). The officer's objective/intention is to instruct the general population about its nearby police office, keep up or increment open certainty and trust in law requirement, diminish dread of wrongdoing, tuning in to and tending to native concerns, and actualizing group programs together with group individuals with an end goal to take care of issues. Group situated policing is additionally planned to empower group cooperation and contribution. The estimations of group policing incorporate creating enduring group associations and critical thinking in a joint effort with the group alongside hierarchical change inside the police office. Rather than just riding through the group reacting to calls, some police offices have executed group policing as a more collective approach with the group individuals with an end goal to have better critical thinking for the police and educate the residents approaches to better plan, distinguish and anticipate wrongdoing and dread of wrongdoing in the group. The police can assume a dynamic part in the COP by leading the pack in ensuring the group safe. It is trusted that if the police show an enthusiasm for the group, they will create a superior reaction from the group reaction as the natives will take a gander at the police more as partners instead of adversaries. The following are ways that the police can show their anxiety for the group while building trust from the group individuals. With the end goal for COP to be viable the accompanying organization strategies must work productively: Routine Patrol Routine watch, regardless of whether by walking, auto, or horseback, ought to be a piece of group outreach procedures to build police perceivability with an end goal to decrease dread of wrongdoing or as an anticipation measure for wrongdoing diminishment in a specific problem area neighborhood. This will likewise give the open door for the group individuals and officers to end up more comfortable with each other and furthermore enable the police to have better understanding of the group needs in regards to wrongdoing discouragement. Data Sharing/Ongoing Communication p94 Group policing advocates for a steady stream of data between law implementation and the group, with respect to possibly viable answers for wrongdoing and confusion issues and different wrongdoing patterns and examples. Because of sharing data, the police can be more proactive and concentrated on growing long haul answers for the native's worries as opposed to be responsive and hold up until the point when they are called to decide how to redress a known issue Wrongdoing Prevention Programs The fundamental goal of group wrongdoing aversion is to be proactive and convey attention to group individuals/bunches that might be a potential focus for wrongdoing and in addition open the lines of correspondence between the police and the group (Oliver, 2008). In the greater part of the group wrongdoing anticipation programs, the police encourage the program, however needs the help of the group to help and take an interest in the projects all together for the program to be compelling and fruitful. Social control The objective of social control is for the police and group to team up and move in the direction of keeping up, upgrading, and reestablishing social control over the whole group. It is felt that if group individuals have a connection or are committed to improving the group an and more secure place, individuals would more outlandish carry out a wrongdoing than those people who are deficient in at least one zones. The above projects ought to be used in light of the group individuals' needs and their view of the neighborhood issues (Oliver, 2008). Regardless of whether actualized without anyone else or with the help of the police, the previously mentioned programs must be made, executed, and kept up with the help and collaboration of the group to stay significant. Taking everything into account, Community arranged policing is both a theory and an authoritative technique that enables police and group occupants to work firmly together in better approaches to take care of the issues of wrongdoing, dread of wrongdoing, physical and social issue, and neighborhood disintegration. Group arranged policing is advantageous not exclusively to the group and the police office yet in addition the cop (Oliver, 2008).

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