Innovation and Business Industry Skills | My Assignment Tutor

Innovation and Business Industry Skills | My Assignment Tutor

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Student DeclarationTo 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 … Continue reading “Innovation and Business Industry Skills | My Assignment Tutor”

Student DeclarationTo 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 theprocess 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 nameStudent ID numberStudent signatureDateTask Number AssessmentBSBLED401Develop teams and individualsInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 2 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auContentsAssessment GuidelinesAssessment Schedule 9Task 1: Determine Development Needs 10Task 2 – Develop Teams and Individuals 17Task 3: Monitor and Evaluate Training 25Performance Criteria 35Foundation Skills 37Assessment methods and tasks 38Assessment mapping summary 39Record of Assessment Outcome 41References / recommended resources 42Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 3 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAssessment InstructionsYou are advised to commence work on your assessment from week 1 and must submit all the tasksby their due dates.Written workThe assessment tasks are used to measure your understanding and underpinning skills andknowledge of the unit of competency. When answering please ensure you address each criteriaand sub point, demonstrate your research of each of the questions and cover the topic in a logicaland structured manner.Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation iscompleting all tasks on time.PlagiarismPlagiarism is taking and using someone else’s thoughts, writings or inventions and representingthem as your own. Plagiarism is a serious act and may result in a student’s exclusion from acourse. 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 astudent 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, includingassessments takentotally or in part from the InternetWe are treating plagiarism seriously. We may use Turnitin to check your submitted work.CopyrightYou must be careful when copying the work of others. The owner of the material may take legalaction against you if the owner’s copyright has been infringed. You are allowed to do a certainamount of copying for research or study purposes. Generally, 10% or one chapter of a book isacceptable, where the participant is studying with, or employed by, an educational institution.Competency OutcomesEach activity in this assessment tasks will be marked as either Complete or Incomplete.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 4 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auIf your work is marked as Incomplete, you will be provided with feedback from your assessor. Youwill be required to make changes to your submission according to the feedback and re-submitduring 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 beingmarked 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 completedReasonable AdjustmentStudents with career responsibilities, cultural or religious obligations, English as an additionallanguage, disability etc. can request for reasonable adjustments.The Academic Manager and student’s Trainer/Assessor must be notified if any reasonableadjustments are required. All evidence and supplementary documentation required for reasonableadjustments must be emailed to your Trainer or Academic Manager in Sydney or Melbournecampus.Recognition of Prior LearningIf a you wish to apply for RPL, you must consult with the Academic Manager who will provideyou 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 andpay the required fees.You will also be notified prior to acceptance of any payment that shortening of the course mayresult in the requirement to make an adjustment to the student’s CoE in PRISMS to indicate theshorter study period and/or earlier completion date.Applications for RPL must be submitted 21 days prior to the commencement of the courseFor further information, please visit the following links:https://cdn2.hubspot.net/hubfs/493380/0._Greenwich_Procedures/10._Recognition_of_Prior_Learning_RPL_Procedure_.pdf?t=1532398693767RPL Application Form is available on our website www.greenwichcollege.edu.auhttps://www.greenwichcollege.edu.au/greenwich-policies-and-proceduresRe- assessmentYou are eligible for a re-assessment at the discretion of the Academic Manager and/or AssistantAcademic Manager and/or Trainer/ of Greenwich Management CollegeInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 5 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auIf a you have attempted the assessment, but deemed as ‘Not Yet Competent’ (NYC), you areentitled to a reassessment.In this case, a re-assessment fee of $100 per unit must be paid (in full) prior to the submissiondue date of a re-assessment.If a you have not attempted the assessments during the term when the unit was offered, youmust 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-assessmenthttps://gmc.instructure.com/courses/288/pages/forms-and-applications?module_item_id=10885For reassessment forms and applicationshttps://gmc.instructure.com/courses/288/pages/forms-and-applications?module_item_id=10885Learning supportIf you require further assistance in your learning, GMC encourages you to reach out to yourTrainer to discuss the areas that you believe you need further assistance with. If you requirefurther support after consulting your trainer, please see a Student Services Officer who canarrange a time to discuss your concerns with the VET Academic department.Appeals against assessment decisionIf 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 yourassessment first. If you still do not agree with the assessment outcome, you may request for are-assessment.If you wish to lodge an appeal and request re-assessment, you must request this in writing toGreenwich Management College.For further information, please visit the following link:https://gmc.instructure.com/courses/288/files/122816?module_item_id=10882Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 6 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auCourse CreditsIf you have been deemed competent in particular unit as part of a prior qualification, you may beeligible for credit transfer. To apply for Credit Transfer, you must submit the followingdocumentation to Greenwich Management College:• Credit Transfer Application Form -available on our website www.greenwichcollege.edu.au• Certified copies of your transcripts.For further information on credit procedures please visit the following link:https://cdn2.hubspot.net/hubfs/493380/0._Greenwich_Procedures/25._Credit_Transfer_Procedure_V1.2.pdf?t=1532398693767Assessment PreparationPlease read through this assessment thoroughly before beginning any tasks. Ask your assessorfor clarification if you have any questions at all.When you have read and understood this unit’s assessment tasks, complete the AssessmentCover 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 documentsIt is important that you name the documents that you create for this Assessment Task in a logicalmanner.Each should include: Course identification code Assessment Task number Document title (if appropriate) Student name Date it was createdAssessment Task Cover SheetThis 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 thisand submit the file.If your work has been assessed as being not satisfactory, your assessor will include writtenfeedback on GOALS giving reasons why. Your assessor will also discuss this verbally with you andprovide advice on re-assessment opportunities as per GMC re-assessment policy.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 7 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auDepending on the task, this may include resubmitting incorrect answers to questions (such as short answer questions and casestudies) resubmitting part or all of a project, depending on how the error impacts on the totaloutcome 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 notsatisfactorily 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 yourassessment task submission. Include this document’s header and footer. If you are submitting electronically, give the document a file name that includes the unit identificationnumber, the task number, your name and the dateInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 8 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAssessment GuideYou are advised to commence work on your assessment from week 1 and all tasks must be submitted bythe due date.1. All assessments must be completed and delivered individually. Where an assessment involvesgroup discussions, you should consider the input of your group but submit an individualassessment to GOALS.2. Please read all instructions on completing each assessment. Instructions for completion areprovided at the beginning of each assessment.3. All written answers must be typed in a word document using Arial font, 12 size and single spacingif similar instructions are not provided in the assessment.4. Your trainer will not be able to assist you in answering questions. However, your trainer willaddress any issues concerning questions requiring further explanation.5. You may refer to your Learner’s Guide or any other relevant resources when completing yourassessment.6. Assessments are due for submission as specified in the assessment schedule. Any variations tothis 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 anyother 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) asper Assessment instructions with completed assessment cover sheet.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 9 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAssessment Schedule WeekTasks to complete /DUE DATELearner Sign offTrainer Sign off / DateCommentsWeek 1Learning ActivityOnlyWeek 2Task 1:Report PortfolioDUEWeek 3Learning ActivityOnlyWeek 4Task 2:Written questions, Roleplay, Portfolio DUEWeek 5Learning ActivityOnlyWeek 6Task 3:Portfolio, Reflection,Role-play, Report DUE Comments/feedback to participantInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 10 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auTask 1: Determine Development NeedsPerformance objectiveYou will demonstrate the skills and knowledge required to determine development needs of individuals within theworkplace.Assessment descriptionFor this task you will need to research the legislative requirements that can impact on decisions you may makeregarding professional development programs for individuals at a workplace. Additionally, you will need to createtools to gather feedback from stakeholders, aimed at making collaborative decisions to identify training needs forindividuals and within the team. You will then collect and evaluate feedback.ProcedurePart A: Legislation report1. Use the web resources listed in Section 1 of your Student Workbook under ‘Legislation’ and enter the siteof 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 theCommonwealth or federal government.c. Since July 1 2009, most Australian workplaces are governed by a system created by the Fair WorkAct 2009. Who administers this act and what do they do in relation to enforcing Commonwealthworkplace law?d. Look up the website of the body governing anti-discrimination legislation in your state and list thename 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 totraining.f. Consider the following scenario: Helen had been working as a registrar in a school for many yearsand applied to undertake internal training in new information services being developed by thedepartment. Her application was denied because management thought she was too old to learnabout the new software being implemented.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 11 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.aui. 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 thesituation? 3. Document the answers to the questions in a brief report and submit to your assessor in accordance withthe specifications below.Part B: Evaluate performance and learning needs1. 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 considerationthe growing demand of organizational requirements. The position she was originally hired for is stillimportant. Both you and Mary believe that, with some professional development, she can handle theexpanded 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 toidentify which areas to focus on for her skills development.Construct a self-evaluation form1. Using the information provided above and in the case study, create a script which outlines theconversation 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 approximatelyone-page long.2. To guide Mary’s self-assessment against her professional development needs, you are going to constructa self-assessment form. This form will present Mary with a summary of her day-to-day duties, includingthe 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 thefollowing: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 spacefor her to rate the level of her skills. Include any relevant areas from the information offered in thescenario.c. Create a section for Mary to record any other areas where she feels a professional developmentprogram would be advantageous.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 12 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auCollect feedback from relevant sources1. Another important source of information/feedback is from the clients that Mary takes calls from and workswith regularly on behalf of the team. Your task is to create a ‘client feedback form’ to collect informationregarding 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 theform, 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 theplacement 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 theability to collect relevant feedback from a client in regards to Mary’s performance, in the areas outlined in thescenario.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 report1. 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 Marywould 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 hadoccurred.Mary also indicated a desire to improve her knowledge and ability to use spreadsheet and databaseprograms 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 willprovide the skill improvements Mary needs.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 13 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.au3. In addition to a self-evaluation of needs when selecting courses and training modes, make furthersuggestions as to how the training program’s goals, objectives and delivery modes can be collaborativelydeveloped and agreed upon. Ensure that you implement suggested improvements in future learningarrangements4. What type of training available to workplaces could provide a more valuable outcome for Mary? Considerpotential promotions, the ability to gain alternative employment and also which training will match thespecific 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 inaccordance with the specifications below.SpecificationsYou 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 thecollaborative development of employee training objectives.Your assessor will be looking for:1. evidence that you have examined the relevant anti-discrimination legislation2. evidence of writing skills to develop forms for a specific workplace purpose and using appropriate style3. evidence that you are able to develop rapport through oral communication4. 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 developappropriate self-evaluation and client feedback surveysInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 14 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.au6. 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.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 15 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAppendix 1- Case studyYou are the supervisor of a relatively new and still-small leather goods import business. Your team ships ordersreceived mainly by phone, on a business-to-business basis to a regular client network. Mary was a foundationemployee, starting as the Administrative Officer, and looks after the front office. Originally it was planned thatthis would be the limit of Mary’s duties but, as the business has developed it has been found that, as othermembers of the team are usually busy with other duties, she has become the unofficial Customer Service Officerfor all clients.The team needs Mary to look after the customers, ensure that their needs are communicated accurately to otherteam 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 asmuch as possible. To this end, you decide to identify and implement a training/professional developmentprogram for Mary that will help her to handle current demands more efficiently and ensure she has the skills tomeet organizational requirements now and into the future. It is important that Mary feels motivated enough tofinish any program commenced.Mary’s position descriptionPosition title: Administrative Officer This position is responsible for the delivery of timely, efficient and effective high-level administrativeand/or secretarial services. Major accountabilities 8. Provide a full range of secretarial and administrative support to staff in a timely and effectivemanner. This includes processing and monitoring accounts for payment.9. Maintain positive relationships with fellow staff members and behave courteously to clients andvisitors.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 accuratemanner.12. Other administrative duties as directed. Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 16 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auSelection criteria Generic criteria (competencies, skills and attitudes)Service13. Provide first contact reception to visitors.14. Direct phone calls as required.Job-specific essential criteria15. 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 profile20. 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. Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 17 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auTask 2 – Develop Teams and IndividualsPerformance objectiveYou will demonstrate skills and knowledge required to develop teams and individuals.Assessment descriptionFor this task, you will carry out development tasks in three main areas. You will research mentoring andcoaching and answer a series of questions. You will then participate in a role-play to determine the learningneeds of a team member. You will answer a series of scenario-based questions on learning styles. Finally, youwill develop a short learning strategy to meet organizational needs.Note: The strategy you develop will be used in Assessment Task 3.ProcedurePart A: Mentoring and coachingQ&A1. 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 toinclude references to your research throughout your answers.Role-play1. 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 inthe scenario.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 18 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.au4. Consider the following scenario. You are Maria’s supervisor.Plan a meeting with Maria to discuss workplace learning opportunities with her. Prepare to discussMaria’s skills and performance.Your discussion will be centered on the tasks she performs, her organisational and time managementskills and what you can do to facilitate improvement of those skills.You should discuss potential learning opportunities and outline how you can help provide thoseopportunities to Maria. Opportunities can be in the form of training, networking, mentoring or coaching.You will need to ensure Maria is in agreement and realizes the benefit of those opportunities to herdevelopment.Discuss options with Maria in order to provide her with learning opportunities. Ensure you negotiateagreement on timeframes and learning goals.Using information provided in Task 1 and scenario, prepare Training Plan template (Appendix 3) forMaria. 5. Conduct the role-play. During the role-play, your assessor will be assessing:a. how you engage with Maria (for example, using questioning and listening skills to determine thetype of learning Maria requires, and how you build a rapport in order to reach agreement withMaria)b. how you overcome resistance to training with persistence and interpersonal skillsc. the conclusions you draw from your conversation and a clear explanation of how you will help thelearning opportunities as her supervisord. the planning processes you will use to ensure success (for example, how you will implement andmonitor learning and evaluate its success in collaboration with Maria; your ability to negotiatetimeframes for action).e. Discuss Training Plan template with Maria. Ensure that you provide answers to all Maria’s queriesregarding the Template.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 19 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auPart B: Learning styles1. Research learning styles, especially behavioral traits that will assist in recognizing these, and what to lookfor in a professional development opportunity that best suits an individual’s learning style.2. Read the case study of team member profiles at the end of this assessment.3. Consider the following questions. For each of the three persons described in the case study, what is the predominant learning style(visual, auditory, kinesthetic) of each individual? List the clues given in the case study. Justify youranswers and include references to your research. If you were arranging training/professional development sessions, describe some strategies that youwould look for in the program delivery descriptions, notes/handouts, and study materials whichmight assist the learning of a person favoring each learning style. Describe at least three for eachlearning style.4. Prepare a document for submission to your assessor with answers to the above questions.Part C: Develop individuals and teams1. Consider the scenario at the end of this assessment task.2. Consider your team members’ profiles in the case study.3. Formulate a training strategy to meet the needs implied by the scenario, including:a. objectives for the organisation with regard to customer service and internal processes (to be metwith training and development)b. an explanation of gaps between the current state and the objectives. What are the strengths andweaknesses of the team? What are their current competencies? What competencies do theyrequire for their positions?c. a set of actions to close the gap within the required timelines. What sorts of programs would helpclose the gaps?d. monitoring activities to ensure the strategy stays on track. How will you measure success?4. Document the strategy to submit to your assessorInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 20 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auSpecificationsYou must:Deliver● participate in a coaching/mentoring role-playSubmit● a set of answers to coaching/mentoring questions● a set of answers to scenario-based learning style questions● a training strategy.● Training Plan Template (Appendix 3)● Observation checklistYour assessor will be looking for:● writing skills to develop strategies using appropriate business language and style● oral communication and listening skills to identify training needs and consult effectively with teammembers on their training and development needs● negotiating skills to agree on outcomes with others● management skills to interpret own role in developing others to meet business objectives● planning skills to develop strategies and schedules to meet clear objectives and business needs● analytical skills to identify learning styles● research skills to identify references● ability to use business technologies such as word processing software.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 21 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAppendix 2 – Case study – MacVilleMacVille is a medium-sized coffee importer and retailer serving the Victorian and NSW markets. Its mission is toprovide top-quality coffee and outstanding customer service to its clients. Its vision is to become the leadingcoffee supplier in Eastern Australia.Its strategic objectives include: pursuing expansion to drive growth building market share a focus on customer service building capability through professional development.Organizational structureTeam member profilesGraham manages the purchasing for your team. This is a critical role for the organization but his ability tomanage multiple tasks and stay focused are what delivers his above-average results. His administration skillsare good and he consistently meets deadlines. His strong personality and his ability to articulate new informationhe has briefly heard has served him well on many occasions. Graham does not like reading reports and meeting MacVille CEO and Boardof DirectorsChief Financial OfficerChief Operations OfficerSales Department:Manager Seamus McRae Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 22 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auminutes, and prefers to call/talk to a person rather than negotiate via email correspondence. Graham has beendoing this job for a number of years and is very capable in what he does. He has confided in you that he isfeeling frustrated with the same old thing each day. He would like to use his considerable skills to help others buthe does not know how to take the next step.Maria has a similarly strong background in business and administration, and has good knowledge in all aspectsof this area. She has responsibility for maintaining the contact schedule and salespersons’ diary with customersand suppliers. She develops customer visit schedules for the sales personnel on charts and maps which sheloves to use. Maria knows what needs to be done but sometimes overlooks tasks and directions, usually onlywhen they are given verbally. When a task is set with a deadline she gets results quickly. Finance is not Maria’sfavorite area and 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 for daysafterwards.Gino consistently has the best sales record out of all the sales team. He could be described as fidgety and a‘livewire’ but he is an extremely capable communicator. He talks fast and illustrates every point with his hands.Gino is a very jovial and bright person. His interpersonal skills are high, and he works hard to ensure the teamstays positive and motivated, regardless of the challenges. He loves to know what everyone is up to and, as aresult, he often gets sidetracked from the task at hand and falls behind in his work. This carries on into meetingsthat always go over time, as he easily gets bored. Without a strong chairperson, the team gets off course andGino now has a major backlog of work that he does not have time to address. He is a team player, and enjoysseeing the team and organization meet its targets. You know that sometimes his administration can be sloppy,as he often narrowly avoids getting his orders through to Maria late. You have noticed that Gino tends to takecopious notes when learning something new, and then never seems to refer to them again. His contribution ofcommunication across the organization and helping people embrace different cultures is highly valuable.ScenarioAs the supervisor of a team, your manager Seamus has come to see you to discuss the performance of yourteam, and you have made the following notes.● Customer feedback has been received stating sales personnel are always courteous, knowledgeable andwill always assist with enquiries. However, further feedback reveals sales personnel have missedappointments.● The finance department stated that documentation from sales has not been forthcoming on time. This hasaffected the invoicing of customers and the payment of suppliers, causing the finance department toanswer calls from angry suppliers. Generally, however, when the documentation does come in, it iscorrect, so very few adjustments need to be made to invoices.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 23 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auYou and Seamus have agreed that professional development is needed and you will analyze each situation andreport back to Seamus on how it will be organized and facilitated. He has also stated he will need to know howyou will monitor and evaluate the outcomes.Seamus has informed you that these issues must be addressed by the end of this quarter.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 24 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAppendix 3 -Training Plan template Team member:Team leader:Skills to be developedTraining deliverydescriptionsActualskill levelDesiredskill levelScheduleddate/timeline Legend: Team member has no training.Team member can’t perform taskindependently.Team member can perform taskindependently with supervision.Team member can perform taskindependently.Team member can train others toperform task. Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 25 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auTask 3: Monitor and Evaluate TrainingPerformance objectiveYou will demonstrate skills and knowledge required to monitor and evaluate workplace learning.Assessment descriptionFollowing on from Assessment Task 2, you are required to evaluate a number of short-listed professionaldevelopment programs, develop a schedule based on one of the options, collect feedback, negotiate with a teammember on future development opportunities, and submit a report on the professional development of the teammember. Please ensure you using correct technical and organisational vocabulary.ProcedurePart A: Plan development opportunities1. Review the case study and profiles in Assessment Task 2. Also review the training strategy youdeveloped.2. Review the following scenario. After collecting the self-evaluation form and discussing professional development needs at a meeting withGino, you have both agreed that you and the team require him to upgrade his time management skills.You have been advised by Seamus (and made Gino aware) that the organisation requires all issues to beaddressed by the end of this quarter (eight weeks only).Four weeks from now, a review of progress – to monitor the progress of the development program and theextent of any additional development support, if needed – will be conducted by Gino and yourself.Gino has supplied you with a short-list of three courses that he believes will address his learning needs andassist him to manage the current workload he has mounting up. You will find these at Appendix 1. He is happyfor you to decide which of the three programs he will attend. 3. Select one of the three programs short-listed in Appendix 4.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 26 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.au4. Read the development policy in Appendix 2. Create a training schedule for the program, and outline:a. dates and timesb. resourcesc. breakdown of costs.5. Write a short reflection on the process you followed to develop and approve your schedule. In yourreflection:a. explain how your chosen program meets Gino’s needs. How does this option offer a range ofdevelopment opportunities that incorporate activities and support materials appropriate to theachievement of identified competencies?b. explain how the program meets the needs of the organization, for example how the program iscompatible with the objectives and strategy you developed in Assessment Task 2. Explain howproposed timelines and resources required for the learning activity satisfy organizationalrequirements.c. explain how you will obtain approval for the program. Refer to any applicable policies.6. Submit your schedule and reflection to your assessor in accordance with the specifications outlined at theend of this procedure.Part B: Collect feedback from individuals1. Review the objectives of the training strategy and consider Gino’s needs with respect to the trainingprogram you have scheduled.2. Create a questionnaire (on a separate sheet) that can be used by team members such as Gino toevaluate and assess any professional development courses and/or events that they have attended. Laterin this assessment, this feedback will also be used by you to evaluate the worth of the event to the teammember and to your organisation. This will inform a meeting with the team member and a report.3. Submit the questionnaire to your assessor in accordance with the specifications outlined at the end of thisprocedure.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 27 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auPart C: Assess performance, negotiate future learning and report on professional development1. Review the following scenario Four weeks have passed, and Gino has completed the time management course. Seamus hasexpressed satisfaction and noted the improvements in the performance of your team against theobjectives set. All team members, with the exception of Gino, are now performing to the level required.Maria reports coaching by Graham as successful. Graham undergoing mentor and workplace coachtraining is of great value to developing other team members.You still have concerns with Gino’s performance. The mid-term review with Gino has also beenconducted and you have made the following notes summarizing progress and concerns.● There has been a noticeable improvement in the schedule for client visits being kept by Gino, butthis morning a complaint was received regarding a meeting Gino missed.● In his defence, Gino stated that Maria had the meeting entered on his schedule, but three fellowteam members had requested his assistance that morning, which had made him late, and whenhe called to let the client know he was held up but on his way, they cancelled.● Gino 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. 2. Arrange with your assessor a time and place to role-play a meeting with Gino. Prepare to discuss Gino’sperformance and negotiate future steps to improve performance, including further professionaldevelopment within the organization’s time limit. Prepare for this meeting by considering futureprofessional development opportunities to suggest to Gino. Explain organisational policy and proceduresfor developing teams.3. Conduct the role-play. Ensure you conduct the meeting with Gino in a respectful and professional manner.During the role play, ensure you get agreement from Gino on implementation of professional developmentopportunities. Record these for reporting purposes.4. Write a report on Gino’s professional development in accordance with relevant reporting policy.a. Discuss Gino’s performance. Use at least one exampleb. Discuss the professional development activities undertaken to date to develop Gino’s skills.c. Identify gaps between Gino’s current performance and organizational needs.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 28 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.aud. Discuss next steps for Gino’s professional development as negotiated with him.e. Evaluate the success of professional development for Gino and others against organizationalobjectives.f. Explain organizational policy procedures for for developing teams.5. Submit your professional development report on Gino to your assessor in accordance with thespecifications outlined at the end of this procedure.SpecificationsYou must:Deliver Participate in a role-play with Gino to negotiate future options.Submit: a training schedule for selected option a reflection on the process of developing the schedule a feedback questionnaire on the training for Gino to complete a report on professional development. Observation checklistInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 29 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auYour assessor will be looking for the following: learning skills to incorporate feedback and performance information into evolution of professionaldevelopment 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 and performanceinformation oral communication and listening skills to negotiate effectively with team members on their training anddevelopment needs management skills to develop others to meet business objectives and evaluate success.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 30 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAppendix 4: Training optionsThis information supplied by Gino, as supplied to him by the training companies when he approached them.Option 1Outline: Delivered by instructor classroom-style over two half-days in the CBD of your closest capital city.Cost: $695.Key content the value of time management analysing your time usage setting work goals setting work priorities leveraging time use and applying the 80/20 rule and the 95/5 rule working effectively managing your time: strategies and tools using technology manage time wasters and interruptions when and how to delegate balancing work and life.What objectives can be achieved?1. Plan personal work goals.2. Organise own work priorities and schedules.3. Identify and reduce time wastage and stress caused by poor time management.4. Plan an appropriate balance of work and life.5. Set up an action plan for improved time management.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 31 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auOption 2Outline: This option is delivered completely online over three sessions. Cost: $495.Key content time management principles time management strategies and approaches time-saving techniques work/life balance dealing with time wasters identifying action plans.What objectives can be achieved?1. Gain more from your time.Option 3Outline: This option is delivered with a short online session for each lesson completed with a workplace mentor,if available. This course features self-paced learning activities delivered in the workplace, adapted to the specificworkplace situation.The training organisation also offers a special program for training workplace mentors and coaches if deliveredwith this course.The course will run for as long or as short as is needed by the participant and their organisation.Cost: $550.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 32 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auLesson 1: Time management overview principles of time management understanding the benefits of time identifying different personality types assessing yourself productivity cycles pricing your time creating a time audit managing time in meetings goals and priorities making a ‘to-do’ list identifying goals setting priorities.Lesson 2: Time management plans time management plan preparing for a time management plan creating a time management plan daily plan handling obstacles identifying the steps to plan a day using daily plan guidelines identifying the steps to say ‘no’Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 33 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auLesson 3: Productivity optional extra ($50 with mentor training) interruptions and meetings minimising interruptions from a visitor minimising interruptions from a co-worker running productive meetings attending productive meetings factors affecting productivity discussing factors that affect productivity.The productivity option program can also be conducted, for example, with the mentor chairing. This is aneffective training session on how to structure and conduct meetings that are efficient and effective. Topics caninclude the use of agendas, chairing skills, informal and formal activities.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 34 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAppendix 5: MacVille Professional Development PolicyMacVille recognizes that its employees are one of its greatest assets. MacVille actively encourages and valuesstaff development and is committed to enhancing its performance and reputation through the development of ahighly skilled workforce.ObjectivesOrganisationTraining/professional development provides the skills and knowledge that the staff requires in order to achievethe company’s goals and objectives and fulfill its mission.EmployeesTraining/professional development is provided to enhance the potential that each individual has to develop withinhis or her current position, or into another, through training.MacVille Management team is responsible for the learning and development plans and Career pathways foreach of their Employee at the end of the 3 months’ probationary period. This career path and learning anddevelopment plans must be consistent with the Industry standardsSystems and proceduresDevelopment of employees involves identifying, implementing and evaluating individual and group development.For example, individual development needs can be identified through MacVille performance managementprocesses and group development needs.Applications and approvalManagers may approve training/professional development applications endorsed by the employee’s supervisorfor expenditures beyond $500 per person.The application must outline the infrastructure delivery requirements and the advantages to MacVille for theprogram completed.Programs approved to meet performance-related issues must be able to be completed within the statedperformance improvement periodReportingAt the end of each six-month period, MacVille requires a report from each supervisor, detailing the professionaldevelopment undertaken by each person in their section.Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 35 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auand programs implemented, modifications negotiated, outcomes of the program, and should include the gainsyou see for the team and the organisation. Analysis of the outcome of the performance issue should also becovered in brief. Reports should be titled ‘Six-monthly report – First name Last name’, for each team member,signed by the reporting supervisor/manager.MacVille maintains records using correct technical and organisational vocabularyInnovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 36 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auPerformance Criteria ELEMENTPERFORMANCE CRITERIAElements describe theessential outcomes.Performance criteria describe the performance needed to demonstrate achievement of theelement.1. Determine developmentneeds1.1 Systematically identify and implement learning and development needs in line withorganisational requirements1.2 Ensure that a learning plan to meet individual and group training and development needsis collaboratively developed, agreed to and implemented1.3 Encourage individuals to self-evaluate performance and identify areas for improvement1.4 Collect feedback on performance of team members from relevant sources and comparewith established team learning needs2. Develop individuals andteams2.1 Identify learning and development program goals and objectives, ensuring a match to thespecific knowledge and skill requirements of competency standards relevant to the industry2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learningstyle of participants, and availability of equipment and resources2.3 Provide workplace learning opportunities, and coaching and mentoring assistance tofacilitate individual and team achievement of competencies2.4 Create development opportunities that incorporate a range of activities and supportmaterials appropriate to the achievement of identified competencies2.5 Identify and approve resources and time lines required for learning activities inaccordance with organisational requirements3. Monitor and evaluateworkplace learning3.1 Use feedback from individuals or teams to identify and implement improvements in futurelearning arrangements3.2 Assess and record outcomes and performance of individuals/teams to determine theeffectiveness of development programs and the extent of additional development support3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness oflearning3.4 Document and maintain records and reports of competency according to organisationalrequirements Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 37 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auFoundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are requiredfor competent performance.SkillPerformanceCriteriaDescriptionLearning1.1-1.4, 2.1-2.4,3.1, 3.3Uses structured approaches to set goals, monitor progress and adjust learningapproaches for self and othersBuilds on knowledge and experience to facilitate interaction and learning with othersReading1.1, 1.2, 1.4, 2.1,2.2, 2.4, 2.5, 3.1-3.4Analyses textual information from a range of sources to identify organisationalrequirementsAnalyses information from a range of sources to evaluate performanceWriting1.1, 1.2, 1.4, 2.1,2.5, 3.1-3.4Develops materials to suit the requirements of different roles and individuals in theorganisationMaintains records using correct technical and organisational vocabularyOralCommunication1.2, 1.3, 1.4, 2.3,3.1, 3.3Uses vocabulary appropriate to context and to establish a supportive and learningenvironmentUses listening and questioning techniques to confirm or show understanding of differentperspectivesNavigate the worldof work1.1, 2.5, 3.4Recognizes and responds to explicit and implicit organisational procedures andprotocolsUnderstands how own role meshes with others and contributes to broader goalsInteract with others1.2, 1.3, 1.4, 2.2,2.3, 3.1, 3.3Selects and uses appropriate conventions and protocols when communicating with coworkers in a range of work contextsRecognizes the importance of building rapport to establish effective workingrelationshipsCollaborates with others to achieve joint outcomes, playing an active role in facilitatingeffective group interactionNegotiates with others to achieve joint/agreeable outcomes playing an active role infacilitating consensus in potentially contentious situationsGet the work done1.1, 1.2, 1.4, 2.1,2.2, 2.3, 2.5, 3.1,3.2, 3.4Uses logical planning processes to organize, implement and monitor learning anddevelopment needsSystematically gathers and analyses all relevant information and evaluates options tomake informed decisionsEvaluates outcomes of decisions to identify opportunities for improvement Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 38 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAssessment methods and tasks Methods of assessmentThrough consultation with industry, the following assessmentmethods have been deemed appropriate for this unit.Written reportAT1: Student submits research report on legislative requirementsand evaluation report on a team member’s performance in a roleAT3: Student submits a professional development report on a teammemberPortfolioAT1: Student submits sample feedback forms and scriptAT2: Student submits a training strategy in response to a casestudy and scenarioAT3: Student submits a schedule and a questionnaireRole-playAT2: Student role-plays coaching and providing advice toemployee to determine training needsAT3: Student role-plays a negotiation with a team member onprofessional developmentWritten questionsAT2: Student submits answers to questions on coaching andmentoring and on learning styles Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 39 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auAssessment mapping summary Assessment TaskDescriptionAssessmentnumberAssessmentmethod/sElements/PCs*Performanceevidence**Knowledgeevidence***Determine developmentneedsFor this task, students will need to research anti-discriminationlegislation for their state and federal governments. They will construct aself-evaluation feedback form, collect feedback from other relevantsources and, with this feedback, identify competencies to be improvedand investigate training available that may address these needs.1ReportPortfolio1.1, 1.2,1.3, 1.41, 2, 3, 41, 4Develop team andindividualsFor this task, students will carry out development tasks in three mainareas. They will research mentoring and coaching and answer a seriesof questions. Students will then participate in a role-play to determinethe learning needs of a team member. Students will answer a series ofscenario-based questions on learning styles. Finally, students willdevelop a short learning strategy to meet organisational needs.2Written questionsRole-playPortfolio2.1, 2.2,2.31, 52Monitor and evaluatetrainingFollowing on from Assessment Task 2, students are required toevaluate a number of short-listed professional development programs,develop a schedule based on one of the options, collect feedback,negotiate with a team member on future development opportunities, andsubmit a report on the professional development of the team member.3PortfolioReflectionRole-playReport2.4, 2.5,3.1, 3.2,3.3, 3.41, 2, 3, 63 * Elements and Performance Criteria are numbered using the Unit of Competency numbering system.** Obtain number from previous table ‘Performance Evidence’*** Obtain number from previous table ‘Knowledge Evidence’Record of Assessment Outcome Student NameStudent IDDateStudent Signature AssessmentNumberAssessmentTypeSatisfactoryDateYesNoTASK 1TASK 2TASK 3 Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I have been provided with feedback on the evidence I have provided. I have been informed of the assessment resultand the reasons for the decision.Student Signature: _______________________________________________________The student has been provided with feedback and informed of the assessment result and the reasons for thedecisionAssessor Name/Signature: _______________________________Date: ___________Innovation and Business Industry Skills Council Ltd, 1st EditionBSBLED401- Version 3- 2015Page 41 of 42RTO Provider: 91153 – CRICOS Code: 02672K greenwichcollege.edu.auReferences / recommended resourcesDevelop Team and Individuals – BSBLED401, 2015, 1st Edition, Version 1, Innovation and Business Industry SkillsCouncil Ltd Australia, East Melbourne, VIC, Australia