- BSBLED401A - Develop teams and individuals
BSBLED401A
Develop teams and individuals
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. |
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Determine development needs | 1.1. Systematically identify and implement learning and development needs in line with organisational requirements 1.2. Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3. Encourage individuals to self-evaluate performance and identify areas for improvement 1.4. Collect feedback on performance of team members from relevant sources and compare with established team learning needs |
2. Develop individuals and teams | 2.1. 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 2.2. Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4. Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies 2.5. Identify and approve resources and time lines required for learning activities in accordance with organisational requirements |
3. Monitor and evaluate workplace learning | 3.1. Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2. Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3. Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4. Document and maintain records and reports of competency according to organisational requirements |
Required Skills
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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. |
Evidence Required
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. |
Range Statement
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 |
Sectors
Unit sector |
Competency Field
Workforce Development - Learning and Development |
Employability Skills
This unit contains employability skills. |
Licensing Information
Not applicable.