Assessor Resource

BSBLED401A
Develop teams and individuals

Assessment tool

Version 1.0
Issue Date: March 2024


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.

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.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




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, 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.

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
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: