Part A

Reflecting on when you have been given constructive criticism and feedback, how open do you think you were in receiving this kind of feedback? NOT OPEN / NOT OPEN AT ALL

Feedback is “… a gift that people who care about your personal and professional success can provide. But, they’ll only provide feedback if you are approachable and allow them to feel comfortable giving you the feedback.”

Feedback will be given to you numerous times throughout the course, particularly after you have completed your three presentations. Other than the lead facilitator who will be giving you feedback throughout the program, we will have support trainers who coach you for three 10-minute feedback sessions after you have presented with constructive criticism and positive feedback. Therefore, it is crucial you be willing to take on their feedback not only for the completion for this program, but for taking what you have learned back into your workplace.

This article will give you 15 short practical tips on how to receive feedback well. Please take the time to read the entire article and reflect on what areas need to be worked on and improved.

Once you have reflected on what areas need to be worked on, write them down on a piece of paper or on your mobile. Seek to continually improve in these areas within your workplace by asking a co-worker to keep you accountable and setting a daily reminder to remember continuous improvement.


Part B

In your estimation, how important is someone’s attitude linked to achieving workplace learning outcomes? NOT IMPORTANT / NOT IMPORTANT AT ALL

As we are a fast-paced program for professionals, a positive attitude is required for completing the high intensity program speed and workload. We have seen those with high skills and already a professional trainer & assessor in the workplace be unable to competently complete the program due to having an unteachable and displeasing attitude. Therefore, having a positive attitude is mandatory for undertaking a course with us at Harrison Training Group.

The below link will give you 15 common phrases heard in the workplace. If you have ever said one of these, or say one on a regular basis, please take note and read the information surrounding it. Be honest with yourself and aim to commit to improving in those areas. We recommend asking a co-worker whether you tend to say one or more of these phrases, as often we can see ourselves more highly than we ought to. Your co-worker can then give you accountability for continuous improvement.


Part C

How well do you work under pressure? NOT WELL / NOT WELL AT ALL

The below article will give you 18 practical tips to work better under pressure. Working well under pressure is extremely important for this course, particularly as we aim the course at those who are already in training and assessment and have years of experience. It will be important for the success of this class that you work well in short time frames and are able to stay positive throughout.

Please take the time to read the below article and take note on key areas where you will need to improve. Start implementing the recommended practical steps in your workplace on areas you believe you can improve on so by the time the course commences, you would have started to apply these positive habits.


Part D

How enthusiastic/motivated are you in the training and assessing field? NOT VERY ENTHUSIASTIC / NOT ENTHUSIASTIC AT ALL

As this course is designed for experienced practitioners, we rely heavily on you being self-motivated to not only complete this program but to provide your future students with the best trainers possible.

This article will give you insight into a study on the importance of enthusiasm in teachers and how it improves their students results and learning. The study concluded stating: “The more enthusiastic and dynamic teachers were, the more engaged students became, behaviorally, cognitively, and emotionally. This finding makes sense because student engagement is malleable and responsive to teachers’ emotions and teaching styles, and positive emotions likely produce pro-social behaviors” Take the time to read the below article and reflect on how you can grow in your enthusiasm and motivation for the sake of your future students.


Part E

Are you currently employed as a trainer and assessor? How many years of training and assessing experience do you have? NO / I HAVE NO TRAINING AND ASSESSING EXPERIENCE / LESS THAN 1 YEAR

As this course is aimed at current trainers and assessors it is important you are equipped and ready to complete the work with some prior knowledge and an industry specialty.

Please see the below article on the expectations of being a trainer and assessor according to the Australian Standards.

Once you have read the above standards, please read the below article on the characteristics of what makes a good trainer and assessor. As you read the article, reflect and write down any areas you may need to improve on.


Part F

When was the last time you trained and assessed on a unit of competency? OVER A YEAR AGO / NEVER / NOT SURE

This link will give you the layout of a Unit of Competency and describe in each section what it means and what it consists of. All UOC’s will roughly look the same, so once you understand each section of a unit, you will be able to understand every UOC.

Knowing what a UOC is extremely important for this course as for your third delivery, you will be asked to train and assess on a chosen UOC from three performance criteria.

For further information on how to use a UOC and key areas to look out for, please take the time to read the below article.





Part G

When was the last time you attended a validation/ review meeting? OVER A YEAR AGO / NEVER / NOT SURE

Throughout this course you will be validating your own and fellow peers learning materials and assessments, as well as being involved in group validation/ review groups. It is therefore important you are aware of what validation means and the expectations and results of conducting a validation.

The below weblink will give you a detailed process of conducting a validation. This will give you an excellent advantage when completing this program if you have this prior knowledge.



Have you ever created or have been involved in the process of creating nationally recognised learning materials, materials that led to a Statement of Attainment or a Qualification being issued? NO

Learning resources means all the teaching and learning materials used by trainers, including any provided to learners, that aid learners’ acquisition of knowledge or skills. For example, these may include workbooks, PowerPoint presentations, videos, content contained in a learning management system for online learning, lesson plans and handouts. Learning resources may be purchased or developed by the applicant.*”


When you are completing this course with us at Harrison Training Group, we get you to complete PowerPoint presentations, lesson plans, handouts and other learning resources. Therefore, once you have read the above definition, start researching any resources it lists that you are unaware of or have not worked with before. Research what is involved and the basics of how to create these learning resources (particularly PowerPoint presentations). This research will help you in competently completing this program.



Have you ever created or have been involved in the process of creating nationally recognised assessment materials, materials that led to a Statement of Attainment or a Qualification being issued? NO

ASQA has provided a 9-part short video series on what assessment is according to the Australian national standard. Please take the time to go through each video, writing notes as you go along. This series will be particularly helpful for you as you are required to complete assessment material as part of the course requirements, so it is important to have this foundational knowledge.

If you would like to delve deeper, the below ASQA document will provide a great overview of developing nationally recognised assessment materials.



Based on feedback you have received from your previous training (formal or informal), what would your learners say are your training attributes? Please list 2 positive and 2 constructive critiques.

As part of the program you will be training and assessing on multiple sessions and then receiving feedback from your fellow peers. How students learn and receive information can be helped or hindered based on your teaching styles. Therefore, having quality trainer attributes is crucial to the success of a person in a training and assessing role, especially as we assess you in the classroom.

The article below will provide characteristics of a good trainer, how one becomes a good trainer and why industry knowledge & continuous learning is important for being a good trainer.



Based on feedback you have received from your previous training (formal or informal), what would your learners say are your training attributes? Please list 2 positive and 2 constructive critiques.

Self-reflection is important when completing this course as you will be presenting 3 presentations and receiving positive & constructive feedback from our trainers and the fellow students. It is crucial you are in the habit of self-reflecting to receive this feedback. The aim is to know your own strengths and weaknesses and then actively work towards growth.

As you read through the below article, self-reflect on what habits you need to put in place. And remember: As a trainer, we should be the biggest self-reflectors of all because we know we aren’t perfect!


Part A


Indicated “Yes” needs help in either: reading, writing, oral communication, learning/understanding, numeracy / English is not their first language / I don’t speak English


Please click on the below link, choose any of the sections you need help in (listening, reading, writing, or speaking), choose the C1 advanced level and complete any of the exercises.

These exercises will improve all English areas relevant to this course and will help you in improving your performance in this program. This will be particularly relevant as we go through hundreds of written paper documents together as a class as well as presenting three seminars throughout the duration of the program.


Part B

Student has completed under Certificate IV level or no prior VET education


The below link will send you to the AQF Framework which describes the different levels and its expectations of each certificate level. It provides the knowledge and skill differences between certificate I-III and this program which is a certificate IV.

Please be aware that as this program is a certificate IV, it comes with the expectation you can work autonomously and do not need to be micro-managed. It assumes you can lead and work with small groups and can use initiative in planning and organising within training and assessment.


Part C

Not well/Not well at all in using a computer/ Over a year/Never used a computer

Other than the paper assessments done during the two workshops; all other assessments, learning material, presentation preparation and other content is computer based. It is 100% essential that you are competent in using a computer for the successful completion of this course. Below is a helpful website that gives you all kinds of devices and how to use their basic applications. Go through all that is unfamiliar to you and make sure you can do these basic steps (e.g. saving a file and accessing the internet).




Part D

Rarely/Never in Microsoft Word, PowerPoint and/or make presentations.

As you mentioned you have not had a lot/ or much experience with Microsoft PPT and it is a program that all of the students in the class will be using consistently throughout the program. It is what you will use when you create your three presentations.

Our strong recommendation is that you take some time to look at and practice how to collate a PowerPoint as your program is coming up.

We suggest you go to and type in obvious phrases like “how to create a PowerPoint” etc.

We also have a short course on PPT here for you to engage with. You should do as much as you think is helpful to assist you before the training date commences.

I have also taken the liberty of attaching a copy of one of our basic PPT templates (Student Example) so you can start to practice on one now.

I have also given you a live link to access a copy of an example of a Training Session Plan and a Blank Word Template for you to practice on as this will be one of the documents that you will be required to also complete as a part of your presentations with us.


Part E

Rarely/Never/Not confident in public speaking

As you will be presenting three sessions in front of a small group, it is imperative strong public speaking is exhibited. The below link will give you tips on growing in your public speaking abilities. It is filled with practical tips and helpful short sentences to grasp the concepts quicker.


Part F

Rarely/Never attend chair meetings

“A chair helps to determine the direction of a meeting and how smoothly it runs. It’s easy to tell when the person in charge isn’t really sure of what they’re doing.” Therefore, the above article will give you 5 short helpful tips for how to run a successful chair meeting which can be transferred into other kinds of meetings. The skills developed during chair meetings (leadership and group dynamics) is crucial for group work and the presentations you complete during the course.


Part G

Rarely/Never attend lead teams

We believe that becoming a great leader can be developed, even if you are not naturally confident & effective in leading. The below article will give you three short ways of developing yourself as a team leader. Be encouraged! As the article states, “Everyone has the potential to be a leader.”

As team leading skills should be incorporated through your three seminar presentations, the below link will give you helpful tips in these areas: Starting strong, staying effective, promoting effectiveness and keeping a happy team.




Part A

Visual Concepts (Graph)

In our program we assume you have prior knowledge in training and assessment, however, throughout the course we give you new concepts to implement within your workplace. As this program is designed to be completed in a relatively short timeframe, this article will help you understand new concepts faster. Understanding these new concepts is crucial for the successful completion of this program.


Part B

Written Concepts (Summarise)

During this course to become a trainer and assessor, you will need the ability to summarise, re-word and validate large amounts of written content into relevant tools. It is therefore paramount you already have this ability to not only read large documents but then be able to put its key words and ideas into practical tools and other such documents.

This article will therefore explain how to identify the main idea when reading large chunks of information.

Once you have read the above article, please click on the next link below. This link will provide you with practical exercises to improve your conceptual skills, summarising, paraphrasing and understanding the key ideas within a text. Once there, click on “Advanced C1 writing” and then click the exercise “A for and against essay about online communication”. Read the text and then complete the provided online exercises.


Part C


The below link is a self-assessment mathematical quiz that will help you in developing basic mathematical concepts. Understanding basic mathematics is crucial in this program as we do work with numbers, addition, multiplication and division. From the below link please only practice level 1 as that is all that is required for the successful completion of this course.


Part D

Writing (Picture)

During this program, all of your in-class paperwork will be writing answers to individual assessments and other group work. Therefore, correct paragraphing, spelling, punctuation and grammar is important, especially at a Certificate IV level.

This article will provide you with content and examples on the basics of English spelling, punctuation and grammar to sharpen up your skills before the commencement of this program.

Once you have gone through the above article, the below weblink will provide you with a quiz called “How good is your grammar?”. Please complete this quiz as an indicated and helpful guide of your overall grammar.

Part E



All the work done throughout the face-to-face program days will be hand-written. We also conduct numerous group class-work activities where the need to write quickly what is orally said is conducted. Therefore, the need to improve in your ability to hear and write is needed. This article will give you practical tips in improving your hand-writing speed.


All the work done pre and post the face-to-face program days will be online. This means typing out large chunks of information in relation to questions and created content for your presentation seminars. This article will give you practical tips on how to type quicker.


This weblink will take you through typing lessons and rewards you with points as you progress in improvement.

For help on hearing and typing, please click on the below link and complete any of the spelling exercises from 1 – 10. This will be particularly helpful during group work and facilitator lead exercises where content is given once and you are expected to hear, write and keep up with the pace of writing.


Part F


During the program, most of the work is written answers. It is therefore imperative that good spelling is implemented for a high standard of the completion of this program.

The below weblink quiz is helpful in improving your spelling knowledge of complex/ commonly miss-spelled English words. We encourage you to go through the quiz a couple of times with each time increasing the page size (overall words tested) to advance in your spelling.