- BSBFLM311C - Support a workplace learning environment
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBFLM311C Mapping and Delivery Guide
Support a workplace learning environment
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | BSBFLM311C - Support a workplace learning environment |
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Description | This unit describes the performance outcomes, skills and knowledge 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.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | 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 BSBLED401A Develop teams and individuals. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Management and Leadership - Frontline Management |
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Encourage a learning environment |
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Element: Encourage and promote learning of team and individuals |
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Element: Identify opportunities for improvement |
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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: liaising with stakeholders, especially members of the work team, to develop, promote and maintain a workplace learning environment developing learning plans and arranging learning opportunities in line with identified needs compiling and interpreting data about learning arrangements and outcomes in accordance with organisational requirements. |
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge and understanding of workplace learning principles and organisational procedures and policies for applying learning systems presentation of examples of actions taken by the candidate to support a workplace learning environment review of materials developed for coaching, mentoring and training. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCUS301A Deliver and monitor a service to customers BSBFLM305C Support operational plan BSBFLM312C Contribute to team effectiveness BSBCMN311B Maintain workplace safety BSBWOR301A Organise personal work priorities and development. |
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.
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Required skills |
coaching and mentoring skills to support learning communication skills to: gain the trust and confidence of colleagues deal with people openly and fairly use consultation skills effectively culturally appropriate communication skills 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, including: 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 |
Required knowledge |
principles and techniques of: adult learning a learning environment and learning culture work based learning structuring learning coaching and mentoring relevant legislation from all levels of government that may affect business operation, especially in regard to: occupational health and safety environmental issues equal opportunity and anti-discrimination industrial relations |
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: | action learning coaching exchange/rotation induction mentoring shadowing short courses structured learning activities conducted outside and within the workplace such as: accredited training through an independent organisation such as a State OHS authority training through an RTO leading to a nationally recognised Australian Qualifications Framework (AQF) qualification or Statement of Attainment, for example through a traineeship or Australian Apprenticeship workplace learning activities, that may also contribute to a recognised credential, such as: workshops. |
Learning plans may include: | codes of conduct key performance indicators (KPI) negotiated agreement with individual OHS requirements performance standards team competencies team roles and responsibilities work outputs and process. |
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. |
Promoting 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 utilising workplace activities as opportunities for learning. |
Coaching and mentoring may refer to: | providing assistance with problem solving providing feedback, support and encouragement on a range of matters teaching another member of the team, usually focusing on a specific work task or skill. |
Learning and development 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. |
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 |
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Encourage and support workplace learning opportunities | |||
Implement learning plans as an integral part of individual and team performance plans | |||
Implement learning plans to reflect diversity of needs and learning opportunities | |||
Encourage individual and team access to, and participation in, learning opportunities | |||
Liaise effectively with training and development specialists to contribute to learning opportunities which enhance individual, team and organisational performance | |||
Promote a learning culture within the team and organisation | |||
Support coaching and mentoring for the development of workplace knowledge, skills and attitudes | |||
Encourage team members to assess own competencies, and to identify own learning and development needs | |||
Share the benefits of learning with others in the team and organisation | |||
Provide recognition and feedback for workplace achievement in a timely and appropriate manner | |||
Monitor the performance of individuals and teams to determine the type and extent of required work-based support | |||
Gather feedback from individuals and teams to identify opportunities for improving future learning arrangements | |||
Negotiate adjustments with training and development specialists to improve the efficiency and effectiveness of learning | |||
Record, document and report learning outcomes in accordance with the organisation's systems and procedures |
Forms
Assessment Cover Sheet
BSBFLM311C - 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
BSBFLM311C - 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: