- BSBLED501A - Develop a workplace learning environment
Assessor Resource
BSBLED501A
Develop a workplace learning environment
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to managers. All managers have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together.
At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.
This unit describes the performance outcomes, skills and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning performance.
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: methods for reviewing performance development needs and techniques for providing feedback on those needs models for planning professional development options available for professional development knowledge of relationship management required to achieve a learning environment. |
Context of and specific resources for assessment | Assessment must ensure: access to appropriate documentation and resources normally used in the workplace. |
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: analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of the principles and techniques involved in the management and organisation of adult learning review of the development and implementation of learning plans evaluation of how workplace achievement is recognised review of processes used to record and report competency. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management. |
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: deal with people openly and fairly encourage colleagues to share their knowledge and skills gain the trust and confidence of colleagues use consultation skills effectively literacy skills to access and use workplace information planning and organisational skills to facilitate, promote and monitor learning by: developing learning plans establishing a workplace which is conducive to learning evaluating the effectiveness of learning identifying learning needs negotiating learning arrangements with training and development specialists selecting and using work activities to create learning opportunities using coaching and mentoring to support learning. |
Required knowledge |
management of relationships to achieve a learning environment principles and techniques involved in the management and organisation of: adult learning coaching and mentoring consultation and communication improvement strategies leadership learning environment and learning culture monitoring and reviewing workplace learning problem identification and resolution record keeping and management methods structured learning work-based learning. |
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 opportunities may include: | structured learning activities conducted outside and within the workplace such as: accredited training through an independent organisation such as a state/territory OHS authority action learning short courses training through a Registered Training Organisation (RTO) leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment workshops workplace learning activities, that may also contribute to a recognised credential, such as: coaching exchange/rotation induction mentoring shadowing |
Learning needs may include: | developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles gaps between the competencies held by the employee, and the skills and knowledge required to effectively undertake workplace tasks |
Learning plans may include: | codes of conduct key performance indicators negotiated agreement with individual/s OHS requirements performance standards team competencies team roles and responsibilities work outputs and processes |
Diversity of needs may include: | learning needs that relate to social, cultural and other types of workplace diversity, such as the need for varied communication styles and approaches |
Training and development specialists may be: | internal external |
Encourage a learning culture may refer to: | encouraging learning and sharing skills and knowledge across the work team and the wider organisation to develop competencies of individual team members and the team as a whole |
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 potential formal and informal learning opportunities | |||
| Identify learning needs of individuals in relation to the needs of the team and/or enterprise, and available learning opportunities | |||
| Develop and implement learning plans as an integral part of individual and team performance plans | |||
| Develop strategies to ensure that learning plans reflect the diversity of needs | |||
| Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities | |||
| Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance | |||
| Develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team | |||
| Implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes | |||
| Implement policies and procedures to encourage team members to assess their own competencies, and to identify their own learning and development needs | |||
| Share the benefits of learning with others in the team and organisation | |||
| Recognise workplace achievement by timely and appropriate recognition, feedback and rewards | |||
| Use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work-based support required, and any occupational health and safety (OHS) issues | |||
| Use feedback from individuals and teams to identify and introduce improvements in future learning arrangements | |||
| Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning | |||
| Use processes to ensure that records and reports of competency are documented and maintained within the organisation's systems and procedures to inform future planning |
Forms
Assessment Cover Sheet
BSBLED501A - Develop a workplace learning environment
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
BSBLED501A - Develop a workplace learning environment
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: