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Evidence Guide: BSBFLM304A - Participate in work teams

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBFLM304A - Participate in work teams

What evidence can you provide to prove your understanding of each of the following citeria?

Participate in team planning

  1. The manager assists the team establish its purpose, roles, responsibilities and accountabilities in accordance with the organisation's goals, plans and objectives
  2. The manager assists the team monitor and adjust its performance within the organisation's continuous improvement policies and processes
  3. The manager encourages the team to use the competencies of each member for team and individual benefit
The manager assists the team establish its purpose, roles, responsibilities and accountabilities in accordance with the organisation's goals, plans and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The manager assists the team monitor and adjust its performance within the organisation's continuous improvement policies and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The manager encourages the team to use the competencies of each member for team and individual benefit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop team commitment and co-operation

  1. The manager assists the team to use open communication processes to obtain and share information
  2. The team makes decisions in accordance with its agreed roles and responsibilities
  3. The manager supports the team to develop mutual concern and camaraderie
The manager assists the team to use open communication processes to obtain and share information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The team makes decisions in accordance with its agreed roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The manager supports the team to develop mutual concern and camaraderie

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage and develop team performance

  1. The results achieved by the team contribute positively to the organisation's business plans
  2. The manager encourages the team to exploit innovation and initiative
  3. Team and individual competencies are monitored regularly to confirm that the team is able to achieve its goals
  4. Team members share and enhance their knowledge and skills
The results achieved by the team contribute positively to the organisation's business plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The manager encourages the team to exploit innovation and initiative

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team and individual competencies are monitored regularly to confirm that the team is able to achieve its goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team members share and enhance their knowledge and skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in and facilitate the work team

  1. Team members participate actively in team activities and communication processes
  2. Individuals and teams take individual and joint responsibility for their actions
  3. The team receives support to identify and resolve problems which impede its performance
Team members participate actively in team activities and communication processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individuals and teams take individual and joint responsibility for their actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The team receives support to identify and resolve problems which impede its performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide identifies the critical aspects, 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 some relevant theoretical knowledge.

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 2)- 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 2)- 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, 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 some relevant theoretical knowledge.

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 2)- 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 2)- 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

Required Skills and Knowledge

Not applicable.

Range Statement

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 general workplace context for this AQF level is described in the AQF level descriptor. In addition, 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

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

business and performance plans

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

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 general workplace context for this AQF level is described in the AQF level descriptor. In addition, 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

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

business and performance plans

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

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