- BSBLED401A - Develop teams and individuals
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBLED401A Mapping and Delivery Guide
Develop teams and individuals
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBLED401A - Develop teams and individuals |
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Description | This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.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 with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others. | ||
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: Determine development needs |
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Element: Develop individuals and teams |
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Element: Monitor and evaluate workplace learning |
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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: identifying and implementing learning opportunities for others giving and receiving feedback from team members to encourage participation in and effectiveness of team creating learning plans to match skill needs knowledge of relevant legislation. |
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 learning and development plans, policies and procedures examples of documents relating to diversity policies and procedures. |
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 analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of career paths and competency standards relevant to the industry review of records and reports of competency. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units 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 |
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation. |
Required knowledge |
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) facilitation techniques to encourage team development and improvement organisational policies, plans and procedures career paths and competency standards relevant to the industry. |
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. | |
Learning and development needs may include: | career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment |
Organisational requirements may include: | access and equity principles and practices anti-discrimination and related policy business and performance plans confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals |
Feedback on performance may include: | formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery |
Learning delivery methods may include: | conference and seminar attendance formal course participation induction involvement in professional networks on-the-job coaching or mentoring presentations/demonstrations problem-solving work experience |
Equipment and resources may include: | facilities funding guest speakers technological tools and equipment time training equipment such as whiteboards and audio-visual equipment |
Coaching and mentoring assistance may include: | fair and ethical practice non-discriminatory processes and activities presenting and promoting a positive image of the collective group problem-solving providing encouragement providing feedback to another team member respecting the contribution of all participants and giving credit for achievements |
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 |
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Systematically identify and implement learning and development needs in line with organisational requirements | |||
Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented | |||
Encourage individuals to self-evaluate performance and identify areas for improvement | |||
Collect feedback on performance of team members from relevant sources and compare with established team learning needs | |||
Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry | |||
Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources | |||
Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies | |||
Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies | |||
Identify and approve resources and time lines required for learning activities in accordance with organisational requirements | |||
Use feedback from individuals or teams to identify and implement improvements in future learning arrangements | |||
Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support | |||
Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning | |||
Document and maintain records and reports of competency according to organisational requirements |
Forms
Assessment Cover Sheet
BSBLED401A - Develop teams and individuals
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
BSBLED401A - Develop teams and individuals
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: