- BSBLED101A - Plan skills development
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBLED101A Mapping and Delivery Guide
Plan skills development
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBLED101A - Plan skills development |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to identify and document current skills and to plan future skills development under the guidance of an appropriate adviser.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Workforce Development - Learning and Development | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Seek advice on future career directions |
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| Element: Conduct self assessment of skills |
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| Element: Prepare portfolio of evidence |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: documentation of personal strengths and areas for future skill development documentation of proposed career plan evidence of current competencies knowledge of the importance of skills development in career planning terms. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of resumes and career planning resources. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of prioritisation of personal work goals analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of types of evidence and ways of creating portfolios of evidence review of documentation identifying further skills development needs analysis of portfolio. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other learning and development units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
literacy and communication skills to access information to identify career options and personal work goals, and to draft a portfolio of evidence problem-solving skills to solve routine problems related to the workplace, under direct supervision technology skills to use business equipment, under direction. |
Required knowledge |
importance of skills development in career planning terms sources of advice on career planning and skill development types of evidence and ways of creating portfolios of evidence. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Appropriate people may include | assessors colleagues mentors supervisors trainers |
Method/s to acquire additional skills may include: | attendance at workshop or demonstration formal course participation on-the-job coaching or mentoring work experience |
Experiences relating to business may include: | family responsibilities study including formal or informal learning volunteer or recreational experience work experience |
Checklist may include: | personal skills and attributes practical skills strengths and weaknesses |
Relevant competencies may include: | academic results interpersonal skills organisation skills personal attributes personal skills e.g. demonstrated leadership, team work practical skills directly related to a workplace |
Types of evidence may include: | academic results including informal studies personal interests and experiences previous employment recreational experiences volunteer work work experience |
Purpose of evidence may include: | assessment of current competencies building a picture of personal attributes documentation of competencies relevant to the workplace identification of areas for further skill development identification of strengths and weaknesses |
Personal resume may include: | contact details education and extra curricular activities past employment and/or volunteer work personal attributes, skills, strengths professional development i.e. formal or informal courses undertaken work experience work related or personal references |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify possible career directions in industry or organisation | |||
| Identify and prioritise personal work goals | |||
| Discuss future work/career directions with appropriate people and identify additional skills requirements | |||
| Take into account personal values and attitudes regarding work and business, in planning future work/career directions | |||
| Identify additional skills required and determine appropriate method/s to acquire these skills | |||
| Identify work, life and study experiences relating to business | |||
| Assess current skills, knowledge and attitudes against a checklist of relevant competencies | |||
| Discuss results of self-assessment with trainer or assessor | |||
| Identify further skills development needs | |||
| Identify and discuss types of evidence required | |||
| Develop a clear understanding of the purpose of evidence | |||
| Collect examples of evidence for portfolio | |||
| Complete application for recognition of current competency and/or personal resume with assistance from assessor |
Forms
Assessment Cover Sheet
BSBLED101A - Plan skills development
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBLED101A - Plan skills development
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: