RTO No: 21870CRICOS Provider Code: 02992EABN: 39 122 778 563Level 3118 Queen StreetMelbourne VIC 3000Telephone (03) 8395 0151E-mail [email protected] Unit Result ReportVersion: 12.0Issue Date: 13 July 2020Review Date: 01 July 2021Managed By: VET CoordinatorAuthorized By: CEOPage 1 of 2 Queens Group Pty Ltd (T/A) RHODES COLLEGEUnit Result Report Trainee NameTrainee ID No.Trainer/Assessor NameUnit CodeUnit NameCourse NameSubmission TypeFirst SubmissionRe-Submission Trainee Declaration: “I hereby certify that:• This assessment is my own work based on my personal study/research, in my own words.• I have cited all sources and material used to assist my research for this assessment.• I have not copied or plagiarized any part of this assessment from another student.• I or any other student has not submitted this assessment previously.• I have kept a copy for my own records.• I am aware of the availability of reassessment consistent with the Institute’s Reassessment Policy.• I understand my right to appeal the assessment or reassessment outcome, as per the Institute’s Complaints andAppeals Policy.Trainee Signature: ____________________________________________ Date: ______________________ ____Summary of Evidence Gathering Techniques Used for this UnitKey: (A) Questions (B) Assignment (C) Project (D) Case Study (E) Activity(F) Third Party Report/Logbook (G) Portfolio (H) Observation (I) Test (J) Written Assessment Evidence 1Evidence 2Evidence 3Evidence 4SNSSNSSNSSNS S = Satisfactory NS = Not Satisfactory Unit Result: CompetentNot Yet Competent I declare that I have conducted a fair, valid, reliable and flexible assessment with this trainee. The trainee has been givenfeedback and informed of the Assessment Outcome and the reason for the decision. I have also explained thereassessment options and appeals rights available to the trainee.Trainer/Assessor Report: _________________________________________________________________________________________________________________________________________________ Reassessment Required:No /Yes – If Yes, has the student been notified?Yes /NoAssessor Signature: _______________________________________Date: _________________ Receipt of Submission Trainee NameTrainee ID No.Trainer/Assessor NameTrainer/AssessorSignatureUnit CodeUnit NameDate CHARLIE 5200BRAD QUINNLead and manage team effectivenessDiploma of Business01/01/2021BSBLED401RTO No: 21870CRICOS Provider Code: 02992EABN: 39 122 778 563Level 3118 Queen StreetMelbourne VIC 3000Telephone (03) 8395 0151E-mail [email protected] Unit Result ReportVersion: 12.0Issue Date: 13 July 2020Review Date: 01 July 2021Managed By: VET CoordinatorAuthorized By: CEOPage 2 of 2 Queens Group Pty Ltd (T/A) RHODES COLLEGEInstructions to the assessor1. Trainer must explain how the evidence is collected.2. Advise your students of the project description and when it is due for submission.3. The activities can be re- worded or re- phrased if the student does not understand what is being asked.4. The blank space after each question can be used to record key information about the student’s answers to theactivities.5. The feedback section should be completed to give the student meaningful and constructive feedback.6. The activities & questions are designed to probe the underpinning knowledge of the student.7. Advise the student the due date for the assessment.8. When the reports are handed in – check the answers to ensure they are correct.9. Where the students report does not meet competency, discuss the issue with the student.10. In the event that a question is not answered correctly, discuss the response with the candidate to determine if thestudent did not know the answer, or did not understand the question.11. If the student gives a correct oral explanation to the question, the trainer needs to include the answer in writing, andan explanation on the assessment that the answer has been determined orally. The trainer needs to sign the writtenoral explanation.12. In order to achieve competency, all questions that are mapped in the associated mapping document MUST beanswered correctly.13. If any reassessment is required, refer to the Reassessment Policy.14. If any Trainee is not happy with the assessment or reassessment outcome, explain to them their right to appeal thedecision and refer them to the Institute’s Complaints and Appeals Policy.Instructions to the student1. Before you commence the written paper take time to read it through carefully.2. If there is any part of the paper that is unclear, or you are having difficulty understanding please inform yourinstructor.3. All of the assessments need to be answered correctly to gain competency in this unit.4. Do not hesitate to ask for help if you do not fully understand what is required of you.5. All work needs to be written in pen and not in pencil.6. All work is to have an assessment cover sheet attached.7. Note that you have a right to have this submission reassessed, consistent with the Institute’s Reassessment Policy,including the right to appeal any reassessment consistent with the Institute’s Complaints and Appeals Policy. Thesepolicies are available on the Notice Board or Rhodes College website www.rhodescollege.vic.edu.au or alternativelysend an email to [email protected] to request a copy.Page 1 of 17 Assessment Resource SummaryUnit DetailsBSBLED401 – Develop teams and individualsAssessmentTypeThis is a summative assessment, which requires eachstudent to have adequate practice prior to undertaking thisassessment.AssessmentMethodsWrittenAssessment (J)Assessment 1Project (C)Observations (H)Assessment 2 (Part A)(Develop a TNA)Assessment 2 (Part B)(Develop a Learning Program & Session Plan)Assessment 2 (Part C)(Conduct the training session)Project (C)Assessment 3 (Part A)(Assess performance) Last Modification DateApril 2019 CRICOS: 02992ERTO No.: 21870STUDENT COPYCRICOS Code: 02992ERTO No.: 21870Page 2 of 17 Unit SummaryThis unit describes the skills and knowledge required to determine individual and team developmentneeds and to facilitate the development of the workgroup.It applies to individuals with a broad knowledge of learning and development who apply their skills inaddressing development needs to meet team objectives. They may have responsibility to provideguidance or to delegate aspects of tasks to others.No licensing, legislative or certification requirements apply to this unit at the time of publication. Prerequisite UnitsThere are no recommended pre-requisite units for this competency. Co-requisite UnitsThere are no recommended co-requisite units for this competency. ResourcesResources: Student Learner Guide, PowerPoint presentation, Sample Policies and Proceduresand documents, Office equipment and resources, computer facilities with internet, includingthe “Student Resource Folder”, accessible for every student via Rhodes College intranet.Victorian Government Legislation – http://www.legislation.vic.gov.au/ACT Government Legislation Register – http://www.legislation.act.gov.auAustralian Government, Commonwealth of Australia Law – http://www.comlaw.gov.auChapman, A., ‘Performance appraisals’, businessballs.com,http://www.businessballs.com/performanceappraisals.htmSample Templates provided in this Assessment Tool – AppendicesNote: Students, currently employed, are encouraged to bring their current employer’s policies and proceduresand or relevant documents (with their employer’s permission) to use in their course work. This material must bereviewed prior to use by the Institute’s Trainer/Assessor. For students who are unable to bring adequate policiesand procedures, the Institute will provide a practice set of documents. CRICOS Code: 02992ERTO No.: 21870Page 3 of 17ASSESSMENT 1 – WRITTEN ASSESSMENT Student ID No:Student Name:____________________________________________________________________________________________________________________________ Student Instructions:1. Your answers should be on a separate document using word processing software suchas MS Word & or other software (hand written submissions are only acceptable with priorapproval from your Trainer)2. Your document should be professionally formatted and includea. Your Nameb. Your Student IDc. Unit Coded. Assessment Number (i.e. BSBLED401 Assessment 1)3. Please reference to each question number and retype each question with your answers4. You must answer every question and provide enough information to demonstrate sufficientunderstanding of what has been asked to achieve competency. Please ask yourTrainer/Assessor if you are unsure what is sufficient detail for an answer5. Ask your trainer/assessor if you do not understand a question. Whist yourtrainer/assessor cannot tell you the answer, he/she may be able to re-word the question for youor provide further assistance based on the Institute’s “Reasonable Adjustment Policy”6. Answers should be your own work, in your own words and not plagiarised, nor copied.However, if an answer is cut & pasted (such as a definition), then the source should bereferencedCHARLIE5200 CRICOS Code: 02992ERTO No.: 21870Page 4 of 17 Questions1Explain the differences between coaching and mentoring.2What are the benefits of having both coaches and mentors in organisations?3Why is it important to take organisational requirements into account when identifying learningand development needs?4What methods can be used to identify training and development needs?5AWhat is a Training Needs Analysis (TNA)?5BOutline what a Learning Plan is and describe how it can be used in the workplace.6Why are feedback forms important when evaluating skill development?7List four learning and development needs you might identify within an organisation.8Why is it important to develop learning plans collaboratively with teams and individuals?9Why is it good practice to encourage individuals to evaluate their own performance and identifyareas for development?10From where can you collect feedback about team members’ performances?11What do you need to consider when planning workplace learning opportunities?12What types of improvements might be made to learning arrangements as a result of feedbackfrom those who participate in them?13Why is it important to maintain records and reports of individual and team competency?14How do an organisation’s policies, plans and procedures affect team and individualdevelopment?15List 3 different facilitation techniques.16In your own words, describe what unlawful discrimination is and how it can occur in regards totraining. CRICOS Code: 02992ERTO No.: 21870Page 5 of 17 17Describe the benefits of goal setting. How you can apply this process?18Describe each of the following character types of Honey & Mumford’s theory.ActivistPragmatistReflectorTheorist19For each of the following VARK Learning styles, explain how they are intended to identify howpeople learn best. Give an example for each in your response.VisualAuditoryRead/WriteKinaesthetic20Describe the following principles as they relate to developing teams and individuals.20.1 Equal Opportunity20.2 Ethical Principles20.3 Codes of Practice20.4 Privacy Laws20.5 Work Health & Safety (WHS) – formerly OH&S. What are the employerresponsibilities?20.6 Anti-discrimination. Explain four different types of legislation.21Research and locate a competency standard relevant to your industry and list it below. Assessor Use OnlyAssessor Comments Satisfactory (S) Not Satisfactory (NS)Assessor Signature: __________________________ Date: ______________CRICOS Code: 02992ERTO No.: 21870Page 6 of 17ASSESSMENT 2 – PROJECT – STUDENT INFORMATIONThis information is to be handed to each student to outline the assessment requirements.You will be required to undertake FOUR (4) Assessment tasks in order to successfully completethis Assessment. It will require you to demonstrate evidence of your ability to:• Systematically identify and implement learning opportunities for others• Collect feedback on team and individual performance• Give and receive feedback from team members to encourage participation in andeffectiveness of the team• Collaboratively develop learning plans to match skill needs of individuals and groups• Provide mentoring and coaching assistance to teams and individuals• Monitor and review workplace learningIn order to complete this assessment project, you will need to work in groups of between 2 to 4students.Instructions:1. Your answers should be on a separate document using word processing software such asMSWord & or other software (hand written submissions are only acceptable with prior approvalfrom your Trainer)2. Your document should be professionally formatted and includea. Your Nameb. Your Student IDc. Unit Coded. Assessment Number (i.e. BSBLED401 Assessment 2)3. Your answers referenced to each question number (you do not need to retype the questions ifyou properly reference your answers)4. You must answer each question and provide enough information to demonstrate sufficientunderstanding of what has been asked to achieve competency. Please ask yourTrainer/Assessor if you are unsure what is sufficient detail for an answer5. Ask your trainer/assessor if you do not understand a question. Whist your trainer/assessorcannot tell you the answer, he/she may be able to re-word the question for you or providefurther assistance based on the Institute’s “Reasonable Adjustment Policy”6. Answers should be your own work, in your own words and not plagiarised, nor copied.However, if an answer is cut & pasted, (such as a definition), then the source should bereferencedCRICOS Code: 02992ERTO No.: 21870Page 7 of 17ASSESSMENT SCENARIOAs the supervisor of a team, your manager Seamus has come to see you to discuss theperformance of your team, and you have made the following notes.● Customer feedback has been received stating sales personnel are always courteous,knowledgeable and will always assist with enquiries. However, further feedback revealssales personnel have missed appointments.● The finance department stated that documentation from sales has not been forthcoming ontime. This has affected the invoicing of customers and the payment of suppliers, causing thefinance department to answer calls from angry suppliers. Generally, however, when thedocumentation does come in, it is correct, so very few adjustments need to be made toinvoices.Seamus and yourself have agreed that a learning and development program is required. You willanalyse each situation and report back to Seamus on how it will be organised and facilitated. Hehas also stated he will need to know how you will monitor and evaluate the outcomes.TEAM MEMBER PROFILESGraham has been doing this job for a number of years and is very capable in what he does. Hehas confided in you that he is feeling frustrated with the same old thing each day. He would like touse his considerable skills to help others but he does not know how to take the next step.Maria has a strong background and good knowledge in business and administration. She developscustomer visit schedules for the sales personnel on charts and maps which she loves to use. Mariaknows what needs to be done but sometimes overlooks tasks and directions, usually only whenthey are given verbally.When a task is set with a deadline she gets results quickly. Finance is not Maria’s favourite areaand she often leaves this part of her work – including the issue of invoices – to the very last minute.On occasion, she will work 12-hour days in order to meet deadlines and is subsequently sick fordays afterwards.Mark consistently has the best sales record out of all the sales team. He talks fast and illustratesevery point with his hands. Mark is a very jovial and bright person. His interpersonal skills arehighly developed, and he works hard to ensure the team stays positive and motivated, regardlessof the challenges. He loves to know what everyone is up to and, as a result, he often getssidetracked from the task at hand and falls behind in his work.This carries on into meetings that always go over time, as he easily gets bored. He is a teamplayer, and enjoys seeing the team and organisation meet its targets. You know that sometimeshis administration can be sloppy, as he often narrowly avoids getting his orders through to Marialate. You have noticed that Mark tends to take copious notes when learning something new andthen never seems to refer to them again. His contribution of communication across theorganisation and helping people embrace different cultures is highly valuable.CRICOS Code: 02992ERTO No.: 21870Page 8 of 17ASSESSMENT 2 – In teams of 2 to 3 peoplePart AYou are to develop a Training Needs Analysis (TNA) (Appendix 1)1. Analyse each of the 3 individuals above and determine one training need that is requiredfor each in line with the learning and development objectives of the organisation. Presentyour response in a form that shows the connection between the issue and the training needidentified. Identify the key skills and knowledge that would form part of the training for eachsituation. You may present your response in dot point format.2. Have workplace individual and/or team self-evaluate their performance on the TNA andidentify areas for improvement (Complete rating level on Appendix 1)3. List 2 other sources where you could gain information and feedback to improve on a teammember’s performance?Part BFormulate a training strategy to meet the needs of the organisation and individual and/or team.You are to develop a 4-week individual learning plan for the development of the skills gap identifiedin ONE (1) of the above training needs. Your learning plan should include a detailed outline of atraining session you would conduct to address the identified training need. Approx: 1- 2 pages.1. Objectives for the organisation with regard to service and internal processes (to be met withtraining and development)2. An explanation of gaps between the current state and the objectives. What are thestrengths and weaknesses of the team? What are their current competencies? Whatcompetencies do they require for their positions?3. A set of actions to close the gap within the required timelines. What sorts of programswould help close the gaps?4. Monitoring activities to ensure the strategy stays on track. How will you measure success?5. Explain how learning needs are collaboratively developed, agreed to and to beimplemented (Appendix 2).Part CConduct a role-play training session where learning needs are collaboratively discussed, agreed toand implemented. Please provide written evidence of the following points.1. During the role-play, your assessor will be assessing:● how you engage with individuals (for example, using questioning and listening skillsto determine the type of learning they require)● how you build a rapport in order to reach agreement with them● how you overcome resistance to training with persistence and interpersonal skills● the conclusions you draw from your conversation with a clear explanation of how youwill help coach and mentor as their supervisor to achieve competency in the learningoutcomes● the planning processes you will use to ensure success (for example, how you willimplement and monitor learning and evaluate its success in collaboration with yourworker and your ability to negotiate timeframes for action)CRICOS Code: 02992ERTO No.: 21870Page 9 of 17DOCUMENTATION TO BE SUBMITTED to complete this Assessment:• a training needs analysis (Appendix 1)• a training session plan (Appendix 2)• a learning plan (Part B)• Participate in a role-play with your team member to negotiate training options• Evidence of role play (Appendix 3)Your submission should be prepared using business software such as MSWord, Excel,Power Point or similar software, with hard copies provided to your Assessor. (Hand writtensubmissions are only acceptable with prior approval from your Trainer).Your documents should be professionally formatted and include:a. Your Nameb. Your Student IDc. Unit Coded. Assessment Number (i.e. BSBLED401 Assessment 2)Resources: Refer to Resources section at Page 2.CRICOS Code: 02992ERTO No.: 21870Page 10 of 17ASSESSMENT 2 – ASSESSOR CHECKLISTThis checklist is to be used when assessing the students in this task. This checklist is to be completed for eachstudent. Please refer to separate mapping document for specific details relating to alignment of this task to the unitrequirements.Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.Assessor InstructionsEach candidate is to develop and implement a TNA, and then develop a session plan as a result of the TNAoutcome. Please refer to the detailed instructions as outlined in the Student Information Page (Previous).In setting up this assessment, please:1. Set a date for this assessment2. Advise students of the topic3. Hand out and explain the Student Information4. Allow opportunities for the student ask questions5. Assess the candidates’ submissions / observations using the following checklistYou are to ensure each assessment is as conducted in a simulated work environment. This will require youto:o Allow for distractions such as background noises, ringing telephones, etc. As this is a businessservice unit, a simulated environment may include a closed meeting room, office, or even theclassroom (if it represents a working office environment).o Ensure each student is dressed appropriately / professionallyo Ensure you act as a supervisor, and do not interfere with the assessment. In the event that theassessment is looking to impact on the safety of a student or bystander, the assessment mustbe stopped immediatelyo Ensure each person involved with any assessment role-plays effectively as per real-lifescenariosPlease complete below Student Name:Student ID No: Whilst developing the TNA, did the studentSatisfactoryIdentify appropriate training needs for each individual:GrahamMariaMarkYes NoYes NoYes NoIdentify the key knowledge and skills for each individual:GrahamMariaMarkYes NoYes NoYes NoDevelop a detailed training needs analysis (Appendix 1)Yes NoIndividual and/or team self-evaluate their performanceYes No CHARLIE5200CRICOS Code: 02992ERTO No.: 21870Page 11 of 17 2 other sources of informationYes NoLearning planYes NoTraining session (Appendix 2)Yes NoReport on questions Part B – 1 to 5Yes NoThe learning environment was prepared and safeYes NoAll resources were available and in working orderYes NoThey were dressed appropriatelyYes NoThe session was introduced and questions answered effectively / accuratelyYes NoOpportunities for feedback were built into the sessionYes NoOral communication and language skills are used with the learnerYes NoAppropriate interpersonal skills are used to maintain relationships and ensureinclusivityYes NoThey presented the session in a clear, logical, open, and well communicatedformatYes NoThe student finished the session learning the new skill or knowledgeYes NoThe student undertook a verbal review of the session plan delivery with theassessor.Yes No Assessor Use OnlyAssessor Comments Satisfactory (S) Not Satisfactory (NS)Assessor Signature: __________________________ Date: ______________CRICOS Code: 02992ERTO No.: 21870Page 12 of 17ASSESSMENT 3 – PROJECT – STUDENT INFORMATIONThis information is to be handed to each student to outline the assessment requirements.Following on from Assessment Task 2, you are required to evaluate a number of short-listedprofessional development programs, develop a schedule based on one of the options, collectfeedback, negotiate with a team member on future development opportunities, and submit a reporton the professional development of the team member.Part A: Assess performance, negotiate future learning and report on professionaldevelopmentReview the following scenario.Four weeks have passed, and Mark has completed the time management course. His managerhas expressed satisfaction and noted the improvements in the performance of your teamagainst the objectives set. All team members, with the exception of Mark, are now performing tothe level required. Maria reports coaching by Graham as successful. Graham completing mentorand workplace coach training is of great value to developing other team members.You still have concerns with Mark’s performance. The mid-term review with Mark has also beenconducted and you have made the following notes summarising progress and concerns.● There has been a noticeable improvement in the schedule for client visits being kept byMark, but this morning a complaint was received regarding a meeting Mark missed.● In his defence, Mark stated that Maria had the meeting entered on his schedule, but threefellow team members had requested his assistance that morning, which had made himlate, and when he called to let the client know he was held up but on his way, theycancelled.● Mark has demonstrated that the strategies he learnt from the time management course toaddress the original concerns have improved his knowledge and strategies in this area.However, concerns remain about certain situations he is experiencing in the workplace.1. Ensure you get agreement from Mark for future steps. Record Marks feedback for reportingpurposes.2. Write a report on Mark’s professional development in accordance with relevant reportingpolicy.a. Discuss Mark’s performance. Use at least one example.b. Discuss the professional development activities undertaken to date to develop Mark’sskills.c. Identify gaps between Mark’s current performance and organisational needs.d. Discuss next steps for Mark’s professional development as negotiated with him.e. Evaluate the success of professional development for Mark and others againstorganisational objectives.CRICOS Code: 02992ERTO No.: 21870Page 13 of 17DOCUMENTATION TO BE SUBMITTED to complete this Assessment:• a modification to the learning plan – Appendix 2• feedback on the training for Mark to complete• a report on professional developmentYour assessor will be looking for the following:• learning skills to incorporate feedback and performance information into evolution ofprofessional development• writing skills to develop planning and write reports using business vocabulary and style• reading skills to incorporate policy and evaluate different forms of written feedback andperformance information• oral communication and listening skills to negotiate effectively with team members on theirtraining and development needs• management skills to develop others to meet business objectives and evaluate successYour submission should be prepared using business software such as MSWord, Excel,Power Point or similar software, with hard copies provided to your Assessor. (Hand writtensubmissions are only acceptable with prior approval from your Trainer).Your documents should be professionally formatted and include:e. Your Namef. Your Student IDg. Unit Codeh. Assessment Number (i.e. BSBLED401 Assessment 3)Resources: Refer to Resources section at Page 2.CRICOS Code: 02992ERTO No.: 21870Page 14 of 17ASSESSMENT 3 – ASSESSOR CHECKLISTThis checklist is to be used when assessing the students in this task. This checklist is to be completed for eachstudent. Please refer to separate mapping document for specific details relating to alignment of this task to the unitrequirements.Each task on this checklist must be found Satisfactory, to mark the assessment outcome as “Satisfactory”.Assessor InstructionsEach student is to be observed implement the session plan developed in assessment 1, then evaluatetheir performance and recommend continuous improvement methods.Please refer to the detailed instructions as outlined in the Student Information Page (Previous)Please complete below Student Name:Student ID No: Monitor and evaluate workplace learningSatisfactoryFeedback from individualYes NoIndividual performance identifiedYes NoIndividual professional development activityYes NoGaps between current performance and organisational needs.Yes NoNegotiated next stepsYes NoEvaluate the success of professional development against organisationalobjectivesYes No Assessor Use OnlyAssessor Comments Satisfactory (S) Not Satisfactory (NS)Assessor Signature: __________________________ Date: ______________CHARLIE5200CRICOS Code: 02992ERTO No.: 21870Page 15 of 17Appendix 1: Training Needs Self Analysis example Organisational requirement levelRatingKnowledgeand skillrequirementCompetencyDevelopment 1.NeedsEffective 2.3. Highly Effective1231. Knowledge ofanti-discriminationlawsCannot definediscrimination,harassment orbullyingCannot identifysources ofworkplace orlegal informationAble to identifydefinitions ofdiscrimination,harassment andbullyingCan access andunderstandemployer andemployeeresponsibilitiesAble to applyexamples in arange of workcontextsUsesknowledge toresolveconflicts CRICOS Code: 02992ERTO No.: 21870Page 16 of 17Appendix 2: Training session implementation plan templateEmployee Name: Bren Drifford Job Title: Machinist Date: 15th March 20XX Training TaskLearnerGroupObjectives / GoalsRequired Skill and CompetenciesLearning and Training Delivery MethodsNumber of SessionsTimeframe ProposedEquipment andResourcesSupport theimplementation ofemployee relationsstrategyHR supervisor(self)OperationsManagerBusinessDevelopmentManagerSchedulersSite supervisorsTo support theimplementation ofemployee relationsstrategyConflict managementtechniques and skillsSite supervisorsTo develop conflictmanagementtechniques and skills CRICOS Code: 02992ERTO No.: 21870Page 17 of 17Appendix 3: Training session role play Trainers nameTrainees nameTrainees roleTraining session date and timeStandard of performance / competencySatisfactoryYesNoDid the trainer identify the performance issue?Did the trainer utilise a number of communication skills to reflect and clarify theemployee’s answers?● active listening● clarifying● summarisingDid the trainer ask open questions?Did the trainer allow the employee time to think before replying to questions?Did the trainer use body language cues to help put the employee at ease?Did the trainer provide constructive feedback to the employee during the session?Did the trainer provide strategies for continuous improvement for the employee?Did the trainer use feedback from individual to identify and implement improvementsin future learning arrangements?Did the trainer and trainee negotiate a modification to the learning plan to improvethe efficiency and effectiveness of learning?Did the trainer organise future plan to coach and mentor to achieve competency inthe learning outcomes? Answers-BSBLED401Assessment1:AnswersAssessment2:Answers
