Student Declaration

Student Declaration
To be filled out and submitted with assessment responses
? I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).
? I understand that if I If I am found to have plagiarised, cheated or colluded, action will be taken against me according to the
process explained to me.
? I have correctly referenced all resources and reference texts throughout these assessment tasks.
? I have read and understood the assessment requirements for this unit
? I understand the rights to re-assessment
? I understand the right to appeal the decisions made in the assessment
Student name
Student ID number
Student signature Date
Task Number
Develop teams and individuals
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Assessment Guidelines
Assessment Schedule 9
Task 1: Determine Development Needs 10
Task 2 – Develop Teams and Individuals 17
Task 3: Monitor and Evaluate Training 25
Performance Criteria 35
Foundation Skills 37
Assessment methods and tasks 38
Assessment mapping summary 39
Record of Assessment Outcome 41
References / recommended resources 42
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Assessment Instructions
You are advised to commence work on your assessment from week 1 and must submit all the tasks
by their due dates.
Written work
The assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the unit of competency. When answering please ensure you address each criteria
and sub point, demonstrate your research of each of the questions and cover the topic in a logical
and structured manner.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all tasks on time.
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing
them as your own. Plagiarism is a serious act and may result in a student’s exclusion from a
course. When you have any doubts about including the work of other authors in your assessment,
please consult your trainer/assessor. The following list outlines some of the activities for which a
student can be accused of plagiarism:
• Presenting any work by another individual as one’s own unintentionally
• Handing in assessments markedly similar to or copied from another student
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken
totally or in part from the Internet
We are treating plagiarism seriously. We may use Turnitin to check your submitted work.
You must be careful when copying the work of others. The owner of the material may take legal
action against you if the owner’s copyright has been infringed. You are allowed to do a certain
amount of copying for research or study purposes. Generally, 10% or one chapter of a book is
acceptable, where the participant is studying with, or employed by, an educational institution.
Competency Outcomes
Each activity in this assessment tasks will be marked as either Complete or Incomplete.
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If your work is marked as Incomplete, you will be provided with feedback from your assessor. You
will be required to make changes to your submission according to the feedback and re-submit
during the term, ensuring your assessor will have at least 7 days to re-mark the work.
Do not leave assessment submissions for the last day. This will increase your chances for being
marked as Incomplete. Re-submissions after the term will incur additional fees.
Please note you will not be able to gain competency if any of your tasks are not fully completed
Reasonable Adjustment
Students with career responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
The Academic Manager and student’s Trainer/Assessor must be notified if any reasonable
adjustments are required. All evidence and supplementary documentation required for reasonable
adjustments must be emailed to your Trainer or Academic Manager in Sydney or Melbourne
Recognition of Prior Learning
If a you wish to apply for RPL, you must consult with the Academic Manager who will provide
you with information on RPL process and the type of evidence required in order to be assessed.
You will be requested to complete an application form for RPL with accompanying evidence and
pay the required fees.
You will also be notified prior to acceptance of any payment that shortening of the course may
result in the requirement to make an adjustment to the student’s CoE in PRISMS to indicate the
shorter study period and/or earlier completion date.
Applications for RPL must be submitted 21 days prior to the commencement of the course
For further information, please visit the following links:
RPL Application Form is available on our website
Re- assessment
You are eligible for a re-assessment at the discretion of the Academic Manager and/or Assistant
Academic Manager and/or Trainer/ of Greenwich Management College
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If a you have attempted the assessment, but deemed as ‘Not Yet Competent’ (NYC), you are
entitled to a reassessment.
In this case, a re-assessment fee of $100 per unit must be paid (in full) prior to the submission
due date of a re-assessment.
If a you have not attempted the assessments during the term when the unit was offered, you
must pay a re-assessment fee of $250 per unit.
You can choose to do a re-assessment within twelve (12) weeks of receiving your final result.
Once you have filled out the re-assessment form and have made the payment, you have seven
(7) days to complete re-assessment and submit it via email to your trainer.
For further information on reassessment policies and procedure please visit the following links:
Terms and conditions of re-assessment
For reassessment forms and applications
Learning support
If you require further assistance in your learning, GMC encourages you to reach out to your
Trainer to discuss the areas that you believe you need further assistance with. If you require
further support after consulting your trainer, please see a Student Services Officer who can
arrange a time to discuss your concerns with the VET Academic department.
Appeals against assessment decision
If you do not agree with the assessment decision or believe that you have been unfairly treated,
you can appeal the decision. You must discuss this with your assessor who has marked your
assessment first. If you still do not agree with the assessment outcome, you may request for a
If you wish to lodge an appeal and request re-assessment, you must request this in writing to
Greenwich Management College.
For further information, please visit the following link:
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Course Credits
If you have been deemed competent in particular unit as part of a prior qualification, you may be
eligible for credit transfer. To apply for Credit Transfer, you must submit the following
documentation to Greenwich Management College:
• Credit Transfer Application Form -available on our website
• Certified copies of your transcripts.
For further information on credit procedures please visit the following link:
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor
for clarification if you have any questions at all.
When you have read and understood this unit’s assessment tasks, complete the Assessment
Cover Page. Fill it out, sign it, and upload it to GOALS with your completed work.
Keep a copy of all of your work.
Naming electronic documents
It is important that you name the documents that you create for this Assessment Task in a logical
Each should include:
? Course identification code
? Assessment Task number
? Document title (if appropriate)
? Student name
? Date it was created
Assessment Task Cover Sheet
This must be filled out, signed and submitted together with your assessment responses.
The Cover Sheet should be the first page of each task’s submission.
If you are submitting electronically, print out the cover sheet, fill it out and sign it, then scan this
and submit the file.
If your work has been assessed as being not satisfactory, your assessor will include written
feedback on GOALS giving reasons why. Your assessor will also discuss this verbally with you and
provide advice on re-assessment opportunities as per GMC re-assessment policy.
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Depending on the task, this may include
? resubmitting incorrect answers to questions (such as short answer questions and case
? resubmitting part or all of a project, depending on how the error impacts on the total
outcome of the task
? redoing a role play after being provided with appropriate feedback about your performance
? being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.
Assessment Task Instructions
? These give questions to answer or tasks which are to be completed.
? Your answers need to be typed up using software as indicated in the Assessment Task Instructions.
? Copy and paste each task’s instructions into a new document and use this as the basis for your
assessment task submission. Include this document’s header and footer.
? If you are submitting electronically, give the document a file name that includes the unit identification
number, the task number, your name and the date
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Assessment Guide
You are advised to commence work on your assessment from week 1 and all tasks must be submitted by
the due date.
1. All assessments must be completed and delivered individually. Where an assessment involves
group discussions, you should consider the input of your group but submit an individual
assessment to GOALS.
2. Please read all instructions on completing each assessment. Instructions for completion are
provided at the beginning of each assessment.
3. All written answers must be typed in a word document using Arial font, 12 size and single spacing
if similar instructions are not provided in the assessment.
4. Your trainer will not be able to assist you in answering questions. However, your trainer will
address any issues concerning questions requiring further explanation.
5. You may refer to your Learner’s Guide or any other relevant resources when completing your
6. Assessments are due for submission as specified in the assessment schedule. Any variations to
this arrangement must be approved by your trainer prior to the due date for submission.
7. You have access to computers which are equipped with 2010 Microsoft suite of products or any
other relevant software such as MS office and printing facility.
8. Use assessment templates if provided, to complete relevant sections of the assessment.
9. You must achieve a satisfactory result for all tasks to achieve competency in this unit.
10. All assessment answers should be submitted to GOALS in required format (soft or hard copy) as
per Assessment instructions with completed assessment cover sheet.
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Assessment Schedule
Week Tasks to complete /
DUE DATE Learner Sign off Trainer Sign off /
Date Comments
Week 1
Learning Activity
Week 2
Task 1:
Report Portfolio
Week 3
Learning Activity
Week 4
Task 2:
Written questions, Roleplay, Portfolio DUE
Week 5
Learning Activity
Week 6
Task 3:
Portfolio, Reflection,
Role-play, Report DUE
Comments/feedback to participant
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Task 1: Determine Development Needs
Performance objective
You will demonstrate the skills and knowledge required to determine development needs of individuals within the
Assessment description
For this task you will need to research the legislative requirements that can impact on decisions you may make
regarding professional development programs for individuals at a workplace. Additionally, you will need to create
tools to gather feedback from stakeholders, aimed at making collaborative decisions to identify training needs for
individuals and within the team. You will then collect and evaluate feedback.
Part A: Legislation report
1. Use the web resources listed in Section 1 of your Student Workbook under ‘Legislation’ and enter the site
of the Commonwealth Government body that administers the national anti-discrimination legislation.
2. Answer the following questions.
a. What is the name of the anti-discrimination body?
b. List the titles of the different legislation, including the year, that govern anti-discrimination for the
Commonwealth or federal government.
c. Since July 1 2009, most Australian workplaces are governed by a system created by the Fair Work
Act 2009. Who administers this act and what do they do in relation to enforcing Commonwealth
workplace law?
d. Look up the website of the body governing anti-discrimination legislation in your state and list the
name of the administering body and title of the legislation (as required in a. and b. above).
e. In your own words, describe what unlawful discrimination is and how it can occur in regards to
f. Consider the following scenario: Helen had been working as a registrar in a school for many years
and applied to undertake internal training in new information services being developed by the
department. Her application was denied because management thought she was too old to learn
about the new software being implemented.
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i. Has Helen’s employer acted ethically? Justify your response.
ii. How do you think the federal and state authorities will advise Helen in order to resolve the
3. Document the answers to the questions in a brief report and submit to your assessor in accordance with
the specifications below.
Part B: Evaluate performance and learning needs
1. Read the case study in the appendices to this task.
2. Your task is to help Mary self-evaluate her current skills and performance while taking into consideration
the growing demand of organizational requirements. The position she was originally hired for is still
important. Both you and Mary believe that, with some professional development, she can handle the
expanded role because, as she explained, that is what she’s been doing since the business first started.
3. Next, collect feedback on Mary’s performance from other relevant sources, and sit down with Mary to
identify which areas to focus on for her skills development.
Construct a self-evaluation form
1. Using the information provided above and in the case study, create a script which outlines the
conversation you will have with Mary; how you will develop rapport with her, questions you would ask,
your explanation for why and how you will be using a self-evaluation. The script should be approximately
one-page long.
2. To guide Mary’s self-assessment against her professional development needs, you are going to construct
a self-assessment form. This form will present Mary with a summary of her day-to-day duties, including
the new responsibilities she will be undertaking. This is the prelude to a face-to-face interview for Mary,
and will assist both of you to establish her learning needs with those of the team.
3. Develop a self-evaluation form for the areas of performance required by Mary. On the form complete the
a. Identify what the form is for (title, name of respondent, purpose).
b. Construct a question format on the form that summarizes Mary’s daily duties and provides space
for her to rate the level of her skills. Include any relevant areas from the information offered in the
c. Create a section for Mary to record any other areas where she feels a professional development
program would be advantageous.
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Collect feedback from relevant sources
1. Another important source of information/feedback is from the clients that Mary takes calls from and works
with regularly on behalf of the team. Your task is to create a ‘client feedback form’ to collect information
regarding the service Mary delivers to customers of the company.
2. Develop a form to obtain feedback from clients. Focus on the service that Mary would deliver. On the
form, complete the following.
a. Include a title, purpose of the form, and space for name, date and the person’s title/job/position.
b. In consideration of your client’s busy schedule, restrict subject areas to the key skills related to the
placement of orders by phone, providing good service, and follow-up. As you deem appropriate,
use a rating system or other feedback format relevant to the subject matter.
Note: Knowledge of customer service is not being assessed in this instance. Competency is based upon the
ability to collect relevant feedback from a client in regards to Mary’s performance, in the areas outlined in the
3. Submit all documentation to your assessor in accordance with the specifications below.
Part C: Compare feedback on performance with established team learning needs – Evaluation report
1. The feedback from Mary and the clients revealed the following issues.
Clients felt that when they had a complaint or issue to be addressed, they were unsure whether Mary
would fix it.
From personal experience, you have had difficulties with the filing and organization of Mary’s records.
Mary said she felt ‘lost’ at times when handling complaints and issues where order mistakes had
Mary also indicated a desire to improve her knowledge and ability to use spreadsheet and database
programs in regards to the Microsoft Office suite of products.
2. Based upon the information revealed by this process, identify the competencies and/or skill areas that will
provide the skill improvements Mary needs.
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3. In addition to a self-evaluation of needs when selecting courses and training modes, make further
suggestions as to how the training program’s goals, objectives and delivery modes can be collaboratively
developed and agreed upon. Ensure that you implement suggested improvements in future learning
4. What type of training available to workplaces could provide a more valuable outcome for Mary? Consider
potential promotions, the ability to gain alternative employment and also which training will match the
specific skill requirements of competency standards relevant to Mary’s industry. Justify your response.
5. Document the answers to the above three questions in a short report and submit to your assessor in
accordance with the specifications below.
You must submit:
? a short research report which covers questions on legislation
? a script to introduce self-evaluation
? a written employee self-evaluation form
? a written client feedback form
? an evaluation report which identifies areas for employee improvement and outlines possibilities for the
collaborative development of employee training objectives.
Your assessor will be looking for:
1. evidence that you have examined the relevant anti-discrimination legislation
2. evidence of writing skills to develop forms for a specific workplace purpose and using appropriate style
3. evidence that you are able to develop rapport through oral communication
4. identification of effective and collaborative methods for motivating staff to undertake development.
5. evidence that you have reflected on and analyzed the information contained in the case study to develop
appropriate self-evaluation and client feedback surveys
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6. analysis and identification of employee development needs based upon the requirements of the team.
These needs are outlined in the information provided in the case study.
7. evidence of appropriate use of technology to develop forms and conduct research.
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Appendix 1- Case study
You are the supervisor of a relatively new and still-small leather goods import business. Your team ships orders
received mainly by phone, on a business-to-business basis to a regular client network. Mary was a foundation
employee, starting as the Administrative Officer, and looks after the front office. Originally it was planned that
this would be the limit of Mary’s duties but, as the business has developed it has been found that, as other
members of the team are usually busy with other duties, she has become the unofficial Customer Service Officer
for all clients.
The team needs Mary to look after the customers, ensure that their needs are communicated accurately to other
team members, and alert you to any unresolved issues that you need to follow up on.
Mary has become a critical part of the team and you want to make sure she feels that she has your support as
much as possible. To this end, you decide to identify and implement a training/professional development
program for Mary that will help her to handle current demands more efficiently and ensure she has the skills to
meet organizational requirements now and into the future. It is important that Mary feels motivated enough to
finish any program commenced.
Mary’s position description
Position title: Administrative Officer
This position is responsible for the delivery of timely, efficient and effective high-level administrative
and/or secretarial services.
Major accountabilities
8. Provide a full range of secretarial and administrative support to staff in a timely and effective
manner. This includes processing and monitoring accounts for payment.
9. Maintain positive relationships with fellow staff members and behave courteously to clients and
10. Provide timely and effective organization of meetings, including preparing agendas,
collation/distribution of discussion papers and taking minutes as directed.
11. Produce reports, correspondence, presentations and spreadsheets in a timely and accurate
12. Other administrative duties as directed.
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Selection criteria
Generic criteria (competencies, skills and attitudes)
13. Provide first contact reception to visitors.
14. Direct phone calls as required.
Job-specific essential criteria
15. An understanding of administrative functions and office practices.
16. Relevant experience in providing high-level secretarial and administrative support.
17. Experience using the Microsoft Office suite of products.
18. Relevant experience in organizing and maintaining relevant documentation for meetings.
19. Ability to manage varied and conflicting demands to agreed standards and timelines.
Competency profile
20. Process accounts payable.
21. Maintain effective relationships in the workplace.
22. Achieve work priorities and team goals.
23. Organise meetings.
24. Design and produce text documents and spreadsheets.
25. Manage records and workplace information.
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Task 2 – Develop Teams and Individuals
Performance objective
You will demonstrate skills and knowledge required to develop teams and individuals.
Assessment description
For this task, you will carry out development tasks in three main areas. You will research mentoring and
coaching and answer a series of questions. You will then participate in a role-play to determine the learning
needs of a team member. You will answer a series of scenario-based questions on learning styles. Finally, you
will develop a short learning strategy to meet organizational needs.
Note: The strategy you develop will be used in Assessment Task 3.
Part A: Mentoring and coaching
1. Search the internet or research at a local library in order to answer the following questions.
a. Describe what mentoring is and who could be used as a mentor.
b. In what situation would you use or appoint a mentor?
c. Describe what coaching is.
d. In what situation could a person benefit most from coaching?
e. Describe the differences between the role of a mentor and the role of a coach.
2. Prepare a document to submit to your assessor with the answers to the questions above. Make sure to
include references to your research throughout your answers.
1. Review the MacVille case study information attached to this task.
2. Review the team member profiles.
3. Arrange with your assessor to conduct a role-play. Your assessor will assign or play the role of Maria in
the scenario.
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4. Consider the following scenario.
You are Maria’s supervisor.
Plan a meeting with Maria to discuss workplace learning opportunities with her. Prepare to discuss
Maria’s skills and performance.