- BSBFLM404A - Lead work teams
Assessor Resource
BSBFLM404A
Lead work teams
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit is equivalent to the original unit BSXFMI404A Participate in, lead and facilitate work teams.
This unit covers the skills and knowledge required to lead a team or work group in a business environment. It includes developing plans, providing leadership and supervising the performance of a group.
This unit is related to BSBCMN301A Exercise initiative in a business environment. Consider co-assessment with BSBFLM402A Show leadership in the workplace, BSBFLM403A Manage effective workplace relationships, BSBFLM406A Implement workplace information system, and BSBFLM411A Contribute to the development of a workplace learning environment.
This unit is equivalent to the original unit BSXFMI404A Participate in, lead and facilitate work teams.
This unit covers the skills and knowledge required to lead a team or work group in a business environment. It includes developing plans, providing leadership and supervising the performance of a group.
This unit is related to BSBCMN301A Exercise initiative in a business environment. Consider co-assessment with BSBFLM402A Show leadership in the workplace, BSBFLM403A Manage effective workplace relationships, BSBFLM406A Implement workplace information system, and BSBFLM411A Contribute to the development of a workplace learning environment.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
Not applicable.
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 identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Provides leadership to team
Contributes positively to team performance
Provides coaching and mentoring support
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
the organisation of teams
team goal setting
devolving responsibility/accountability to teams
team dynamics
conflict resolution
gaining team commitment
monitoring and assessing team performance
Gain team commitment to the organisation's goals, values and plans
The forms of bias/discrimination and how to deal with them
Underpinning Skills
Functional literacy skills to access and use workplace information
Assessing the competence of the team
Facilitating the participation of team members
Working effectively with team members who have diverse work styles, aspirations, cultures and perspectives
Facilitating team development and improvement
Assessing competency development requirements
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to assist team planning
Communicating ideas and information (Level 2)- with members of work team
Planning and organising activities (Level 3) - in association with team
Working with teams and others (Level 2)- to achieve team goals
Using mathematical ideas and techniques (Level 1)- to assist the development of team plans
Solving problems (Level 3) - to assist team performance
Using technology (Level 1)- to assist the management of information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Provides leadership to team
Contributes positively to team performance
Provides coaching and mentoring support
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
the organisation of teams
team goal setting
devolving responsibility/accountability to teams
team dynamics
conflict resolution
gaining team commitment
monitoring and assessing team performance
Gain team commitment to the organisation's goals, values and plans
The forms of bias/discrimination and how to deal with them
Underpinning Skills
Functional literacy skills to access and use workplace information
Assessing the competence of the team
Facilitating the participation of team members
Working effectively with team members who have diverse work styles, aspirations, cultures and perspectives
Facilitating team development and improvement
Assessing competency development requirements
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to assist team planning
Communicating ideas and information (Level 2)- with members of work team
Planning and organising activities (Level 3) - in association with team
Working with teams and others (Level 2)- to achieve team goals
Using mathematical ideas and techniques (Level 1)- to assist the development of team plans
Solving problems (Level 3) - to assist team performance
Using technology (Level 1)- to assist the management of information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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.
Not applicable.
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 4, frontline management will normally be engaged in a workplace context where they:
engage in short to medium term planning within the organisation's business plans. For example, prepares six monthly plan of the department's productivity targets within the organisation's business plans
take responsibility for own outputs in relation to specific quality standards. For example, assesses own management performance against the organisation's standards of management
take limited responsibility for the quality and quantity of the output of others. For example, using the organisation's performance improvement processes, assists individuals to assess the quality and quantity of their output and to devise appropriate improvement plans
demonstrate understanding of a broad knowledge base incorporating some theoretical concepts. For example, understands the principles and techniques underpinning the development of Key Performance indicators
perform varied activities in a wide range of routine and/or non-routine contexts, with knowledge and skill depth in some areas. For example, negotiates the services to be provided to an external customer who has needs which are not able to be met within the organisation's standard range of services
apply solutions to a defined range of unpredictable problems. For example, given the failure of a supplier to provide urgently required computer software, analyses the options and takes appropriate action for a prompt and cost-effective rectification of the problem
identify, analyse and evaluate information from a variety of sources. For example, given feedback from several employees as to ways to up-grade the department's operating procedures and given the organisation's standard documentation, considers the information provided and prepares a recommendation for consultation
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
The manager may:
adopt a variety of roles in teams including leader, facilitator, participant, coach, mentor
Teams may be:
one or a mixture of on-going, work-based, project-based, task specific, or cross-functional. Teams may include full time employees, contractors, part time employees
The organisation's goals, plans and objectives refers to:
those relevant to frontline management's work activities and to the teams in which frontline management is involved
Competencies refer to:
the abilities of the team members and may be formally recognised or not formally recognised. They may be industry-wide, enterprise specific or individual specific
Knowledge and skill development may:
take place through a variety of methods including for example, coaching, mentoring, exchange/rotation, shadowing, action learning, structured training programs
OHS considerations may include:
implement and monitor participative arrangements
information to team about OHS and the organisation's OHS policies, procedures and practices
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 4, frontline management will normally be engaged in a workplace context where they:
engage in short to medium term planning within the organisation's business plans. For example, prepares six monthly plan of the department's productivity targets within the organisation's business plans
take responsibility for own outputs in relation to specific quality standards. For example, assesses own management performance against the organisation's standards of management
take limited responsibility for the quality and quantity of the output of others. For example, using the organisation's performance improvement processes, assists individuals to assess the quality and quantity of their output and to devise appropriate improvement plans
demonstrate understanding of a broad knowledge base incorporating some theoretical concepts. For example, understands the principles and techniques underpinning the development of Key Performance indicators
perform varied activities in a wide range of routine and/or non-routine contexts, with knowledge and skill depth in some areas. For example, negotiates the services to be provided to an external customer who has needs which are not able to be met within the organisation's standard range of services
apply solutions to a defined range of unpredictable problems. For example, given the failure of a supplier to provide urgently required computer software, analyses the options and takes appropriate action for a prompt and cost-effective rectification of the problem
identify, analyse and evaluate information from a variety of sources. For example, given feedback from several employees as to ways to up-grade the department's operating procedures and given the organisation's standard documentation, considers the information provided and prepares a recommendation for consultation
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
The manager may:
adopt a variety of roles in teams including leader, facilitator, participant, coach, mentor
Teams may be:
one or a mixture of on-going, work-based, project-based, task specific, or cross-functional. Teams may include full time employees, contractors, part time employees
The organisation's goals, plans and objectives refers to:
those relevant to frontline management's work activities and to the teams in which frontline management is involved
Competencies refer to:
the abilities of the team members and may be formally recognised or not formally recognised. They may be industry-wide, enterprise specific or individual specific
Knowledge and skill development may:
take place through a variety of methods including for example, coaching, mentoring, exchange/rotation, shadowing, action learning, structured training programs
OHS considerations may include:
implement and monitor participative arrangements
information to team about OHS and the organisation's OHS policies, procedures and practices
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 |
|---|---|---|---|
| The manager assists the team establish its purpose, roles, responsibilities and accountabilities in accordance with the organisation's goals, plans and objectives | |||
| The manager assists the team monitor and adjust its performance within the organisation's continuous improvement policies and processes | |||
| The manager encourages the team to use the competencies of each member for team and individual benefit | |||
| The manager assists the team to use open communication processes to obtain and share information | |||
| The team makes decisions in accordance with its agreed roles and responsibilities | |||
| The manager supports the team to develop mutual concern and camaraderie | |||
| The results achieved by the team contribute positively to the organisation's business plans | |||
| The manager encourages the team to exploit innovation and initiative | |||
| Team and individual competencies are monitored regularly to confirm that the team is able to achieve its goals | |||
| Team members share and enhance their knowledge and skills | |||
| Team members participate actively in team activities and communication processes | |||
| Individuals and teams take individual and joint responsibility for their actions | |||
| The team receives support to identify and resolve problems which impede its performance |
Forms
Assessment Cover Sheet
BSBFLM404A - Lead work teams
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
BSBFLM404A - Lead work teams
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: