Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBFLM311B Mapping and Delivery Guide
Support a workplace learning environment

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency BSBFLM311B - Support a workplace learning environment
Description This unit specifies the outcomes required to effectively encourage and support a learning environment. Particular emphasis is on participation in processes to facilitate and promote learning and to monitor and improve learning performance. This unit replaces BSBFLM311A Support a workplace learning environment. Frontline managers have a prominent role in encouraging and supporting the development of a learning environment in which work and learning come together. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement. This unit is related to BSBCMN404A Develop teams and individuals. Consider co-assessment with BSBCMN302A Organise personal work priorities and development, BSBFLM312A Contribute to team effectiveness, BSBFLM305B Support operational plan, BSBCMN310A Deliver and monitor a service to customers, and BSBCMN311A Maintain workplace safety. This unit specifies the outcomes required to effectively encourage and support a learning environment. Particular emphasis is on participation in processes to facilitate and promote learning and to monitor and improve learning performance. This unit replaces BSBFLM311A Support a workplace learning environment. Frontline managers have a prominent role in encouraging and supporting the development of a learning environment in which work and learning come together. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement. This unit is related to BSBCMN404A Develop teams and individuals. Consider co-assessment with BSBCMN302A Organise personal work priorities and development, BSBFLM312A Contribute to team effectiveness, BSBFLM305B Support operational plan, BSBCMN310A Deliver and monitor a service to customers, and BSBCMN311A Maintain workplace safety.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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
Elements of Competency Performance Criteria              
Element: Encourage a learning environment
  • Workplace learning opportunities are encouraged and supported
  • Learning plans are implemented as an integral part of individual and team performance plans
  • Learning plans are implemented to reflect the diversity of needs and learning opportunities
  • Individual and team access to and participation in learning opportunities is encouraged
  • Effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance
       
Element: Encourage and promote learning of team and individuals
  • Workplace activities are used as opportunities for learning, and team members are encouraged to share their skills and knowledge to encourage a learning culture within the team and organisation
  • Coaching and mentoring is encouraged and contributes effectively to the development of workplace knowledge, skills and attitudes
  • Team members are encouraged to assess own competencies, and to identify own learning and development needs
  • The benefits of learning are shared with others in the team and organisation
  • Workplace achievement is recognised by timely and appropriate recognition and feedback
       
Element: Identify opportunities for improvement
  • Performance of individuals and teams is monitored to determine the type and extent of required work-based support
  • Feedback from individuals and teams is gathered to identify opportunities for improvements for future learning arrangements
  • Adjustments negotiated with training and development specialists result in improvements to the efficiency and effectiveness of learning
  • Records and reports of learning are documented and maintained within the organisation's systems and procedures
       


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 to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.

Overview of Assessment Requirements

A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment. They must be able to show evidence of the ability to contribute to a learning culture within the team, identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness.

Specific Evidence Requirements

Required knowledge and understanding include:

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

a general understanding of the principles and techniques of:

- adult learning

- a learning environment and learning culture

- work based learning

- structuring learning

- coaching and mentoring

Required skills and attributes include:

ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

functional literacy skills to access and use workplace information

skills in facilitating learning:

- identifying learning needs

- developing learning plans

- selecting and using work activities to create learning opportunities

- establishing a workplace conducive to learning

- negotiating learning arrangements with training and development specialists

- encouraging colleagues to share their knowledge and skills

- evaluating the effectiveness of learning

coaching and mentoring to support learning

communication skills to:

- gain the trust and confidence of colleagues

- deal with people openly and fairly

- use consultation skills effectively

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.

Communicating ideas and information (2)

liaising with stakeholders, especially members of the work team, to develop and maintain a learning environment

Collecting, analysing and organising information (2)

assembling and distributing information about learning options

Planning and organising activities (2)

developing learning plans arranging learning opportunities

Working in a team (2)

promoting the development of a learning culture within the team

Using mathematical ideas and techniques (1)

compiling data about learning arrangements and outcomes

Solving problems (2)

identifying and reporting difficulties with competency development and suggesting solutions

Using technology (1)

assisting in the management of information to promote learning

Innovation skills (2)

using creative strategies to develop a learning culture to enhance business operations

Products that could be used as evidence include:

documentation produced from supporting a workplace learning environment, such as:

- contribution to organisational policies and procedures

- contributions to procedures and policies for dealing with learning systems

- actions taken to address information collection, retrieval and analysis in the workplace

- actions taken to address issues and problems within work team

- actions taken to address methods of analysing information and developing and/or maintaining a learning culture

- learning and development plans for team members

- materials developed for coaching, mentoring and training

- induction programs developed and/or delivered

- actions taken to address internal and external information management issues

- reviews of people management

- advice and input into management decisions related to workplace learning

- records of people management lessons learned

Processes that could be used as evidence include:

how workplace activities and environments were organised

how work has been allocated within work team

examples of learning plans

how learning plans were presented

how team members were encouraged to participate in learning opportunities

how individual learning and development pathways have been offered

how liaison with training and development specialists has occurred

how team members were encouraged to assess own competencies and to identify own learning and development needs

how workplace achievement has been recognised

how input and advice has been provided to management in relation to the benefits of learning and development

examples of actions taken by the candidate to support a workplace learning environment

examples of how learning and development records have been documented and stored

Resource implications for assessment include:

access by the learner and trainer to appropriate documentation and resources normally used in the workplace

Validity and sufficiency of evidence requires:

that this unit can be assessed in the workplace or in a closely simulated work environment

that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment

that examples of actions taken by candidate to support a workplace learning environment are provided

Integrated competency assessment means:

that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of an integrated assessment activity

The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.

Overview of Assessment Requirements

A person who demonstrates competence in this standard must be able to show that they are able to support the development of a learning environment. They must be able to show evidence of the ability to contribute to a learning culture within the team, identify workplace activities which facilitate learning, and negotiate learning arrangements with training and development specialists. They must also be able to provide coaching and mentoring support to team members to improve learning effectiveness.

Specific Evidence Requirements

Required knowledge and understanding include:

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

a general understanding of the principles and techniques of:

- adult learning

- a learning environment and learning culture

- work based learning

- structuring learning

- coaching and mentoring

Required skills and attributes include:

ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

functional literacy skills to access and use workplace information

skills in facilitating learning:

- identifying learning needs

- developing learning plans

- selecting and using work activities to create learning opportunities

- establishing a workplace conducive to learning

- negotiating learning arrangements with training and development specialists

- encouraging colleagues to share their knowledge and skills

- evaluating the effectiveness of learning

coaching and mentoring to support learning

communication skills to:

- gain the trust and confidence of colleagues

- deal with people openly and fairly

- use consultation skills effectively

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.

Communicating ideas and information (2)

liaising with stakeholders, especially members of the work team, to develop and maintain a learning environment

Collecting, analysing and organising information (2)

assembling and distributing information about learning options

Planning and organising activities (2)

developing learning plans arranging learning opportunities

Working in a team (2)

promoting the development of a learning culture within the team

Using mathematical ideas and techniques (1)

compiling data about learning arrangements and outcomes

Solving problems (2)

identifying and reporting difficulties with competency development and suggesting solutions

Using technology (1)

assisting in the management of information to promote learning

Innovation skills (2)

using creative strategies to develop a learning culture to enhance business operations

Products that could be used as evidence include:

documentation produced from supporting a workplace learning environment, such as:

- contribution to organisational policies and procedures

- contributions to procedures and policies for dealing with learning systems

- actions taken to address information collection, retrieval and analysis in the workplace

- actions taken to address issues and problems within work team

- actions taken to address methods of analysing information and developing and/or maintaining a learning culture

- learning and development plans for team members

- materials developed for coaching, mentoring and training

- induction programs developed and/or delivered

- actions taken to address internal and external information management issues

- reviews of people management

- advice and input into management decisions related to workplace learning

- records of people management lessons learned

Processes that could be used as evidence include:

how workplace activities and environments were organised

how work has been allocated within work team

examples of learning plans

how learning plans were presented

how team members were encouraged to participate in learning opportunities

how individual learning and development pathways have been offered

how liaison with training and development specialists has occurred

how team members were encouraged to assess own competencies and to identify own learning and development needs

how workplace achievement has been recognised

how input and advice has been provided to management in relation to the benefits of learning and development

examples of actions taken by the candidate to support a workplace learning environment

examples of how learning and development records have been documented and stored

Resource implications for assessment include:

access by the learner and trainer to appropriate documentation and resources normally used in the workplace

Validity and sufficiency of evidence requires:

that this unit can be assessed in the workplace or in a closely simulated work environment

that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment

that examples of actions taken by candidate to support a workplace learning environment are provided

Integrated competency assessment means:

that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team, and as part of an integrated assessment activity


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.

Not applicable.

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

Legislation, codes and national standards relevant to the workplace 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 (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

OHS considerations may include:

provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs

training of all employees in health and safety procedures

participation in the regular update of OHS systems and procedures

inclusion of OHS in learning plans

inclusion of OHS in training record

changes to work practices, procedures and the working environment which impact on OHS

Learning opportunities may include:

structured learning activities conducted outside and within the workplace such as:

training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship

accredited training through an independent organisation such as a State OHS authority

workshops

short courses

action learning

workplace learning activities, that may also contribute to a recognised credential, such as:

- induction

- mentoring

- coaching

- shadowing

- exchange/rotation

Learning plans may include:

team competencies

team roles and responsibilities

performance standards

work outputs and process

key performance indicators (KPI)

codes of conduct

OHS requirements

negotiated agreement with individual

Diversity of needs may include:

different 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 or external

Encourage a learning culture may include:

encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team

informally supporting and recognising learning achievements and sharing success stories

promoting participation and learning opportunities

using formal processes to reward training participation in line with organisational processes

Coaching and mentoring may refer to:

teaching another member of the team, usually focusing on a specific work task or skill

providing feedback, support and encouragement on a range of matters

providing assistance with problem solving

Learning and development needs may be met through a range of learning opportunities, and may include:

gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks

developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles

Workplace achievement may refer to:

achievements of set goals and performance outcomes by the work team and/or individuals

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

Legislation, codes and national standards relevant to the workplace 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 (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

OHS considerations may include:

provision of information about OHS legislative requirements, guidelines and the organisation's OHS policies, procedures and programs

training of all employees in health and safety procedures

participation in the regular update of OHS systems and procedures

inclusion of OHS in learning plans

inclusion of OHS in training record

changes to work practices, procedures and the working environment which impact on OHS

Learning opportunities may include:

structured learning activities conducted outside and within the workplace such as:

training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or New Apprenticeship

accredited training through an independent organisation such as a State OHS authority

workshops

short courses

action learning

workplace learning activities, that may also contribute to a recognised credential, such as:

- induction

- mentoring

- coaching

- shadowing

- exchange/rotation

Learning plans may include:

team competencies

team roles and responsibilities

performance standards

work outputs and process

key performance indicators (KPI)

codes of conduct

OHS requirements

negotiated agreement with individual

Diversity of needs may include:

different 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 or external

Encourage a learning culture may include:

encouraging learning and sharing of skills and knowledge across the work team and the wider organisation in order to develop competencies of team members and the team

informally supporting and recognising learning achievements and sharing success stories

promoting participation and learning opportunities

using formal processes to reward training participation in line with organisational processes

Coaching and mentoring may refer to:

teaching another member of the team, usually focusing on a specific work task or skill

providing feedback, support and encouragement on a range of matters

providing assistance with problem solving

Learning and development needs may be met through a range of learning opportunities, and may include:

gaps between the competencies held by the employee and the skills and knowledge required to effectively undertake workplace tasks

developmental learning, for example the learning required to progress through an organisation and take on new tasks and roles

Workplace achievement may refer to:

achievements of set goals and performance outcomes by the work team and/or individuals

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
Workplace learning opportunities are encouraged and supported 
Learning plans are implemented as an integral part of individual and team performance plans 
Learning plans are implemented to reflect the diversity of needs and learning opportunities 
Individual and team access to and participation in learning opportunities is encouraged 
Effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance 
Workplace activities are used as opportunities for learning, and team members are encouraged to share their skills and knowledge to encourage a learning culture within the team and organisation 
Coaching and mentoring is encouraged and contributes effectively to the development of workplace knowledge, skills and attitudes 
Team members are encouraged to assess own competencies, and to identify own learning and development needs 
The benefits of learning are shared with others in the team and organisation 
Workplace achievement is recognised by timely and appropriate recognition and feedback 
Performance of individuals and teams is monitored to determine the type and extent of required work-based support 
Feedback from individuals and teams is gathered to identify opportunities for improvements for future learning arrangements 
Adjustments negotiated with training and development specialists result in improvements to the efficiency and effectiveness of learning 
Records and reports of learning are documented and maintained within the organisation's systems and procedures 

Forms

Assessment Cover Sheet

BSBFLM311B - Support 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

BSBFLM311B - Support 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: