BSBLED401 Student Assessment Tool - 2.0 - 02.06.19

Student Assessment Tool
BSBLED401
Develop teams and individuals
Student Name
Qualification
Course Dates
Version 2.0
BSBLED401
Contents
Assessment overview......................................................................................................................................... 3
Assessment plan................................................................................................................................................. 4
Assessment Task Cover Sheet – Assessment Task 1........................................................................................ 5
Assessment Task 1: Written questions............................................................................................................... 7
Assessment Task Cover Sheet – Assessment Task 2...................................................................................... 11
Assessment Task 2: Project.............................................................................................................................. 13
Task 2: Part A – Identify the needs of the team............................................................................................ 13
Task 2: Part B – Self-evaluation of performance and areas for improvement............................................... 17
Task 2: Part C – Collect feedback and develop a learning plan.................................................................... 19
Task 2: Part D – Collect feedback and develop a learning plan.................................................................... 21
Assessment Task 3: Observation..................................................................................................................... 27
Task 3: Part A – Provide mentoring assistance............................................................................................ 27
Task 3: Part B – Evaluate mentoring assistance provided and identify improvements................................. 29
Assessment Task 4: Project and observation – Prepare for, deliver and evaluate workplace learning.............33
Task 4: Part A – Prepare for workplace learning........................................................................................... 33
Task 4: Part B – Deliver workplace training.................................................................................................. 35
Task 4: Part C – Evaluate the delivery of workplace training........................................................................ 38
Appendix – Team scenario information for students......................................................................................... 40
AEC Consulting Pty Ltd

The One International College
Suite 2C, Level 1, 1C Grand Ave, Camellia NSW 2142
P: 1800-THE-ONE (843-663) E: info@theoneintlcollege.edu.au
www.theoneintlcollege.edu.au
Version: v2.0/June 2019
RTO No. 22270 Page 2 of 47 CRICOS Provider No. 03091A
BSBLED401
Assessment overview
This Student Assessment Booklet includes all your tasks for assessment of BSBLED401 Develop teams and
individuals.
About your assessments

This unit requires that you complete 3 assessment tasks. You must complete all tasks to achieve competency
for this unit:
Assessment Task About this task

Assessment Task 1: Students must correctly answer all three questions to show that they understand
Written questions the knowledge required of this unit.
Assessment Task 2: Students are required to determine the development needs of their team and the
Project – Determine individuals within this team. There are four parts to this assessment:
development needs of ▪
Part A – Identify the needs of the team
the team ▪
Part B – Self-evaluation of performance and identification of areas for
improvement
▪
Part C – Collect feedback and develop a learning plan
▪
Part D – Collaborate and agree on learning plans.
▪
Assessment Task 3: Part A – Provide mentoring assistance
Observation ▪
Part B – Students will evaluate mentoring assistance provided and identify
improvements.
▪
Assessment Task 4: Part A – Students are to prepare to facilitate workplace learning
Project and Observation ▪ Part B – Students are to deliver workplace training
– prepare for, deliver ▪
and evaluate workplace Part C – Students are to evaluate the delivery of workplace training
learning
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in
for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back
of the Task Cover Sheet.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.

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Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete
all tasks to demonstrate competency for the unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date

1. Written questions Refer to session plan
2. Project – Determine development needs of the team Refer to session plan
3. Observation Refer to session plan
4. Project and observation – Prepare for, deliver and evaluate workplace learning Refer to session plan
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make
sure you sign this before you start any of your assessments.
 
Have you read and understood what is required of you in terms of assessment? Yes No
 
Have you read and understood the RTO’s policies and procedures related to Yes No
reassessment?
 
Do you understand the requirements of this assessment? Yes No
 
Do you agree to the way in which you are being assessed? Yes No
 
Do you have any special needs or considerations to be made for this assessment? Yes No
If yes, what are they?
__________________________________________________________________
 
Do you understand your rights to appeal the decisions made in an assessment? Yes No
Student name: ___________________________________________________________________________
Student signature: ______________________________________________ Date: ___________________
Assessor name: __________________________________________________________________________
Assessor signature: _____________________________________________ Date: ___________________

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Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of submission:
Unit: BSBLED401 Develop teams and individuals
Assessor to complete
Was this a
Satisfactory/ resubmission?
Assessment Task Not satisfactory Date Y/N
Written questions
STUDENT DECLARATION
I _________________________________________________ declare that these tasks are my own work.


None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ________________________________________________________________________
Student name: ___________________________________________________________________________

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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: _______________________________________________________________________
Assessor name: __________________________________________________________________________
Date: __________________________________________________________________________________

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Assessment Task 1: Written questions
TASK SUMMARY
You must answer all questions below correctly.
R ESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK :

▪
Access to textbooks and other learning materials
▪
Access to a computer, printer, Internet and email software (if required)
▪
Access to Microsoft Word (or a similar program).
WHEN AND WHERE WILL THIS TASK BE COMPLETED?

▪
This task may be done in your own time as homework or you may be given time to do this task in class (where
applicable).
▪
Your assessor will provide you with the due date for this assessment.
WHAT HAPPENS IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will make arrangements with you about
resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may
need to provide new written responses to the questions that were answered incorrectly. Your assessor will
give you a due date by which this must be provided.
S
▪
TUDENT INSTRUCTIONS FOR TASK 1
This is an open book test – you can use your learning materials as reference.
▪
You must answer all questions in this task correctly.
▪
You must answer the questions by typing your answers in Microsoft Word or a similar program – your
assessor will advise as to whether you must email them your completed assessment, submit the file on a
USB drive or hand in a hard copy. If there are tables included in your task that you need to fill out, you
may choose to recreate them in a word processing application. If you have been provided with an
electronic version of this booklet, you may prefer to type your answers directly into the document.
WRITTEN ANSWER QUESTION GUIDANCE

The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’.
These words will guide you as to how you should answer the question. Some questions will also tell you
how many answers you need to give – for example, ‘Describe three strategies…’.
▪
Explain – when a question asks you to ‘explain’, you will need to make clear how or why something
happened or the way it is. Generally, you are expected to write a response of two or three sentences in
length.
▪
Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information.
Generally, you are expected to write a response of two or three sentences in length.
▪
List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with
a specific number of items indicated.

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QUESTION 1
a) Describe the 5 techniques a good facilitator would use that can lead team development and improvement
according to the five conversations framework.
The five conversations frameworks are climate review, strengths and talents,
opportunities for growth, learning and development, and innovation and continuous
improvement.
When we say climate, review is about determining the current atmosphere in a

workplace. It’s mainly concerned with employee’s job satisfaction, morale and
communication.
Strengths and talents are used to classify and develop their innate abilities.
Opportunities for growth, this conversation invites the company to reflect on how they can
improve their own work performance in key results areas.
Learning and development conversation builds upon people off to the latest course on
such and such. It covers both formal and informal learning opportunities.
Innovation and continuous improvement are about practical ways and means of
cultivating the efficiency and effectiveness and the business in general
b) Why is building rapport with team members important to establishing effective working relationships
To gain full recognition, it is consequential for the team leader to build a harmonious
companionship with the team member.
Treat them like a family member. In this way, they have a reason to work pleasantly
and to avoid any conflict within the work environment. It will help the employees to motivate
and they will be more open about their concerns and ideas. It is easier to work with team
members who treats each other like family or friends.

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QUESTION 2
a) Identify two workplace policies that must be considered when developing teams.
Individual evaluations help the team members to identify each other’s strength and
weakness. Set a specific post for each member and make an organizational chart and make
an organizational chart and proper delegation of work and avoid any conflict through
management
b) Explain how the organization’s strategic plan assists individual teams to develop to their potential.
The organization’s strategic plan assists individual teams to develop their potential by
means of enabling the organization to think through and document what they doing for
whom they doing it and why they are doing it.
c) What role can a team have in developing workplace policies and procedures?
They say that “two heads are better than one”. Each team member can provide or
share their ideas in developing workplace policies and procedures

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QUESTION 3
a) Identify a job that you are interested in. Explain the skills and knowledge required in order to be able to
do the job and work in that industry. Include both study and work experience.
I studied nursing for 4 years in the Philippines. Nursing focuses on taking holistic care
of individuals physically, mentally, emotionally and spiritually. To become a nurse, you
should be compassionate to your vocation. A person with interpersonal skills and good
listener. The most important is the health care provider’s critical thinking and ethics. Nursing
job is very demanding in time so great time management skill is very essential; and stamina.
b) What are five main competencies that you would need to achieve this position?
The main competencies of nursing are ethics, values, skills, knowledge and attitude.
Nursing is a vocation and must deliver a holistic care regardless of patient’s culture, race
and religion. Nursing needs a combination of knowledge and heart.
SUBMISSION REQUIREMENTS FOR TASK 1:

 Your answers to each question.

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Name:
Date of submission:
Was this a
Project – Determine development needs of the team
STUDENT DECLARATION





Student name: ___________________________________________________________________________

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ASSESSOR FEEDBACK
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Date: __________________________________________________________________________________

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Assessment Task 2: Project
TASK SUMMARY
Throughout the assessments for this unit you will be assigned to a team. During each individual
assessment you will be involved in both leading and participating in learning and development activities to
improve the performance of your team.
Your assessor will also allocate you a person to mentor, and another person to mentor you.
There
▪
are four parts to this assessment:
Part A: Identify the needs of the team
▪
Part B: Self-evaluation of performance and areas for improvement
▪
Part C: Collect feedback and develop a learning plan
▪
Part D: Collaborate and agree on learning plans.
TASK 2: PART A – IDENTIFY THE NEEDS OF THE TEAM
For this task, your assessor will assign you to a team. You must work with your team members to identify and
document the needs of the team.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:

Personnel
▪
A team of three to four people
Resources
▪
Information about the team (to be provided by your assessor)
▪
Access to a computer with Microsoft Word or similar program.
▪
Performance Management Policy (to be provided by your assessor)
Template
▪ SD Needs of the Team
The template listed above has been provided as a Microsoft Word document. Keep a copy of the original file as
a master.
W HEN AND WHERE WILL THIS PART BE COMPLETED?

▪
You will do this task in the classroom.
▪
Your assessor will provide you with the due date for this assessment, so you can write it in your Student
Assessment Booklet.

If your assessor identifies that you have completed any part of this incorrectly and/or have not submitted all
items required, you will be given feedback and a date for resubmission. Your assessor will provide you with
guidance as to what needs to be resubmitted and how.

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STUDENT INSTRUCTIONS FOR TASK 2: PART A

Once your team has been formed, the team will be given a particular role. Your assessor will discuss t he team
requirements with you. The team options include:
The A Team: The B Team:

‘Good Food Inc’ ‘The Snow Skiers’
This team is responsible for providing hospitality This is a team dedicated to sales of ski and
services for a hip café in the inner CBD. snowboarding equipment and coaching in downhill
The individual roles of team members include: and cross-country skiing, and snowboarding.
▪ Taking bookings, welcoming and seating guests The individual roles include:
▪ ▪
Ski and snowboarding equipment sales
Taking orders and serving food
▪
▪ Clearing away table Booking and scheduling of skiing and
▪ snowboarding coaching
Food hygiene. ▪
Weather and ski condition advice and road
closures
▪
Obtaining customer feedback on services and
products.
Write down the details of your team and mentoring arrangements:
Which team am I a
member of? The A Team
Who are the other

members of my team? Justine
Klariebelle
Frizielle
Who will I be mentoring? Justine
Who is my mentor? Frizielle
Now, let’s get started!

Your assessor will provide you with detailed information about the team and the individual roles. Throughout
this assessment you will need to work together as a team.
You must meet as a team to discuss the needs of the team and to allocate roles and responsibilities. You must:

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1. Allocate a person to fill each of the roles (that is, the person to do each job).
2. Allocate a person to be the mentor for each of the roles (that is, the person to lead, train and develop
the person doing the job).
3. Read and familiarise yourself with the Performance Management Policy provided.
Note: You must refer to this policy when completing all assessment tasks for this unit. Your assessor
will check that you have completed all tasks in line with the organisational policy and procedures.
4. As a team, brainstorm and agree on the learning and development needs for each role. Complete
the Needs of the Team document.
SUBMISSION REQUIREMENTS FOR TASK 2 – PART A:

 Completed Needs of the Team document

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NEEDS OF THE TEAM
Name of team The A team
Role 1
Role description Taking orders and serving food

Team member allocated
to Winona
this role
as Bianca
leader for this role
Competencies needed
for Respectful, good listener, attentive and with positive energy
this role
Role 2
Role description: Taking bookings welcoming and seating guests

to Bianca
this role
as Shereene
Competencies needed
for Friendly and in happy disposition, attentive to details
this role
Role 3
Role description: Clearing away table
Team member allocated Sheerene

to this role
as Winona
Leader for this role
Competencies needed Cautious, with attentive concern and maintaining cleanliness
for this role
Role 4
Role description:

for this role
as
Competencies needed
for
this role

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TASK 2: PART B – SELF-EVALUATION OF PERFORMANCE AND AREAS FOR IMPROVEMENT
For this part of the task, you will need to prepare a Self-evaluation Form for your area of responsibility (that is,
the role that you will be leading). This form will then be completed by the team member who is allocated to
doing that particular the role.

Personnel
▪
Team member
Resources
▪ Access to a computer with Microsoft Word or similar program.
▪ Performance Management Policy (provided)
Template
▪ SD Self-evaluation Form
The template listed above has been provided as a Microsoft Word document. Keep a copy of the original file
as a master.
WHEN AND WHERE WILL THIS PART BE COMPLETED?

▪
applicable).
▪
Your assessor will provide you with the due date for this assessment so you can write it in your Student
Assessment Booklet.

If your assessor identifies that you have completed any part of this incorrectly, your assessor will provide
you with guidance as to what needs to be resubmitted and how.
STUDENT INSTRUCTIONS FOR TASK 2: PART B

1. Print a copy of the Self-evaluation Form and ask the team member who you are mentoring to complete it.
Encourage them to fill it out as accurately as possible. The team member must also nominate one person who
can provide information on their skills and performance in the particular area of responsibility (this could be a
trainer, supervisor, family member, friend etc.), and they may also provide any other relevant evidence of their
strengths (for example certificates, written references, photographic evidence, etc.).
You will need this form completed and returned to you so that you can complete Part C of this
Assessment Task.
2. You will receive a self-evaluation form from your mentor. You must complete the self-evaluation and
return it to them.
You will be assessed on your ability to:
▪
self-evaluate your performance and identify areas for improvements
▪
collect feedback on skills and performance and compare with team learning needs.
▪
encourage a team member to complete self-assessment
SUBMISSION REQUIREMENTS FOR TASK 2 – PART B:

You do not need to submit anything for this part

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SELF-EVALUATION FORM
Name of team The A Team
Role Taking Orders and serving food
Name of team member Winona

completing this self-
evaluation
Please rate yourself on each of the following skills by giving yourself a score out of 10 for each skill
Skills required (leader to transfer from Needs of the Team document) Score
Respectful 10
Good listener 10
Attentive 10
Positive Energy 10
What are your greatest I’ve worked as a retail assistant before. I have an experience in dealing with
strengths for this customers. I have a good interpersonal skill.
responsibility? Please
explain.
In what areas will you Working in a restaurant must have great fast-paced skill. I want to develop my
require development? quick response to guests needs and to work under pressure.
Please explain.
Do you have any evidence I was nominated as the employee of the month.
to support your strengths?
For example, certificates,
statements of attainment,
references.
Please nominate one Name: Bianca
person that your leader can
contact to find out more
about your skills in this Do you give your permission for your role leader to contact this person?
 
area. Yes No
(If you are the leader for this role
do not complete this section)
Signature of team member

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TASK 2: PART C – COLLECT FEEDBACK AND DEVELOP A LEARNING PLAN
Using the Individual Learning Plan template provided, you must analyse the Self-evaluation Form completed
by the team member in Part B of this task.

Personnel
▪
Team member from Part B – the person you are mentoring.
Resources
▪ Performance Management Policy (provided).
Template
▪
SD Individual Learning Plan
a master.

▪
▪
Assessment Booklet.

If your assessor identifies that you have completed any part of this incorrectly, you will be given feedback and
a date for resubmission. Your assessor will provide you with guidance as to what needs to be resubmitted and
how.
STUDENT INSTRUCTIONS FOR TASK 2: PART C

1. Collect the completed Self-evaluation Form from the team member you are mentoring.
2. Read and analyse the Self-evaluation Form.
3. Collect information from other sources (for example, documentation provided by team member, comments
from nominated persons, and so forth).
4. Organise a time to meet with the team member who you are mentoring and work collaboratively with
them to develop a draft individual learning plan. Use the Individual Learning Form template provided.
The individual learning plan must identify:

▪
The learning and development goals for this team member that match the competency standards of the role.
▪
Learning delivery methods that are appropriate to the learning goals, the learning style of the team member and the
availability of resources.
Keep a copy of the completed Individual Development Form in order to complete Part D of this task.
SUBMISSION REQUIREMENTS FOR TASK 2 – PART C:

You do not need to submit anything for this part

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INDIVIDUAL LEARNING PLAN

Name of team The A team
Team member name Sheerene
To work with grace under
Leader name pressure
Goals of the learning plan Buddy – Buddy system
What is the team member’s
Observe her movements and allow her to practice her skills during peak hours with my assistance.
preferred learning style?
How will this learning style
be accommodated?
Job tasks Learning needs Method of learning When
(For example, on-the-job coaching) (For example, 2pm–3pm, 30 July 20XX)
Clear away tables Attentive coaching On the job coaching 12NN – 2PM, August 08 2019
Signature of team member

Signature of role leader

RTO No. 22270 Page 20 of 47
CRICOS Provider No. 03091A
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TASK 2: PART D – COLLECT FEEDBACK AND DEVELOP A LEARNING PLAN
For this task, the team must meet to discuss each of the draft individual learning plans and, as a team, develop
a Team Learning Schedule.
Personnel
▪ All team members from your group.
Resources
▪
Access to a computer with Microsoft Word or similar program.
▪
Performance Management Policy (provided)
Template
▪ SD Individual Learning Plan
as a master.

▪
▪
Assessment Booklet.

If your assessor identifies that you have completed any part of this incorrectly and/or have not submitted all
items required, you will be given feedback and a date for resubmission. Your assessor will provide you with
guidance as to what needs to be resubmitted and how.
STUDENT INSTRUCTIONS FOR TASK 2: PART D

▪
Meet with your team to discuss each of the draft individual learning plans and collaboratively develop a Team
Learning Schedule using the template provided.
You may find that there are some areas of shared learning – for example, all roles might need development
in customer service – in this case one of the leaders could be nominated to develop coaching for all team
members in this area.
Learning development and delivery responsibilities must be allocated fairly and each leader must end
up with at least one learning development responsibility. In some cases, it may also be possible for two
leaders to share a responsibility for training in a particular area.
Note: A completed example of the team learning schedule has been provided below.
▪
Negotiate on and make any agreed changes to the individual learning plans and agree on schedules and
arrangements for each learning task.
▪
Submit each of the Self-evaluation Forms, the completed Individual Learning Plans and the completed Team
Learning Schedule to your assessor.
SUBMISSION REQUIREMENTS FOR TASK 2 – PART D:

 Completed Self-evaluation Forms
 Completed Individual Learning Plans
 Completed Team Learning Schedule

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TEAM LEARNING PLAN – COMPLETED

EXAMPLE Refer to this completed example as a guide for completion.
Name of team The A Team – Good Food Inc

Learning needs – insert type, date, and leader initials
Team member name Team Manual Customer Truck driver
Induction (on Handling service safety
the job) training – (classroom) (on the job
(classroom
and practical)
Mark Turner 28/02/2018 5/2/2018
Not required Not required
(CF) (WW)
Cynthia Fitter 5/2/2018
1/3/2018 (MT) 5/3/2018(KM)
(WW)
Kim Mover 28/02/2018
1/3/2018 (MT) Not required Not required
(CF)
Winsome Wanderer 28/02/2018
1/3/2018 (MT) Not required Not required
(CF)

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TEAM LEARNING SCHEDULE
Name of team
Learning needs – insert type, date, and leader initials

Insert type Insert type Insert type Insert type Insert type Insert type Insert type Insert
Learn how to Need hand
work under writing
pressure improve-ment
Team member name
Winona Gaile 08/08/19
Bianca 09/08/19
Shereene 08/08/19

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Name:
Date of submission:
Was this a
Observation
STUDENT DECLARATION





Student name: ___________________________________________________________________________

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ASSESSOR FEEDBACK
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Assessor name: __________________________________________________________________________
Date: __________________________________________________________________________________

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Assessment Task 3: Observation
TASK SUMMARY
This task has two parts:
▪
Part A – Students are to be observed providing mentoring assistance to an individual.
▪
Part B – Students will evaluate mentoring assistance provided and identify improvements.
TASK 3: PART A – PROVIDE MENTORING ASSISTANCE
For this task you need to provide mentoring assistance for the person that was allocated to you by
your assessor during the preparation for Assessment Task 2.

Personnel
▪
Individual to mentor (allocated during preparation for Assessment Task 2)
Resources
▪ Access to a quiet space, table and chairs.
W
▪
HEN AND WHERE WILL THIS PART BE COMPLETED?
▪
Assessment Booklet.

If you do not correctly or adequately demonstrate the skills and knowledge required of this task, your assessor
will provide you with feedback. Depending on the level of your performance and the types of areas in which you
did not show competence, your assessor may:
• let you to redo the task during the same observation session once you have considered the feedback
• let you attempt to demonstrate competence during other observation tasks throughout the course
• request that you undertake further learning and redo the task at a later date.

1. You will need to organise a time to meet with the person you are mentoring and your assessor.
▪
Have a discussion with the individual to find out how they are progressing with the requirements for this unit in
both their role as team member and role leader.
▪
Use your communication skills to build rapport, listen and question.
▪
Provide assistance, advice and encouragement, facilitating the individual to find their own solutions to problems.
▪
Encourage self-evaluation and identification of areas of improvement.

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You will be observed by your assessor during this part of the assessment.
Your assessor will be looking to see that you:

▪
Identify the learning and development goals of the individual.
▪
Provide mentoring assistance to an individual to facilitate their achievements in their allocated team.
▪
Use communication skills to build rapport, listen and question.
▪
Provide appropriate assistance, advice and encouragement.
▪
Facilitate the individual to find their own solutions to problems.
▪
Encourage participation and effectiveness in their roles in the team.
2. You will also meet with your mentor and have the same discussion. You will be receiving feedback
from your mentor on your performance within the team.
SUBMISSION REQUIREMENTS FOR TASK 3 – PART A

There is nothing to submit for this part of the task

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TASK 3: PART B – EVALUATE MENTORING ASSISTANCE PROVIDED AND IDENTIFY IMPROVEMENTS
For this part of the task you must ask the individual that you mentored during Part A to give you feedback on
their mentoring experience.

Personnel
▪ Individual to mentor (allocated during preparation for Assessment Task 2)
Resources
▪
Access to a computer with Microsoft Word or similar program
▪
Performance Management Policy (provided)
▪
Access to any resources required to assist with mentoring.
Template
▪ SD Mentoring Feedback and Evaluation Form
as a master.

▪ You will do this task in the classroom.
▪ Your assessor will provide you with the due date for this assessment, so you can write it in your Student
Assessment Booklet.

how.

After your mentoring session, provide the individual that you mentored with a copy of the Mentoring
Feedback and Evaluation Form to complete.
▪
Use the Mentoring Feedback and Evaluation Form to gather feedback from the person you mentored. You will need
to evaluate the feedback received and identify improvements for future mentoring arrangements.
▪
Once you have received the feedback, do a self-evaluation of your performance as a mentor and include this in the
template.
▪
Ensure that you complete this task in line with the Performance Management Policy provided to you at the beginning
of Assessment Task 2.
▪
Submit the completed Mentoring Feedback and Evaluation Form to your assessor.
Note: Your mentor will also provide you with a copy of the Mentoring Feedback and Evaluation Form
to complete and return to them.
SUBMISSION REQUIREMENTS FOR TASK 3 – PART B

 Mentoring Feedback and Evaluation Form

BSBLED401
MENTORING FEEDBACK AND EVALUATION FORM
Mentor’s Name: Winona Gaile
Name of person being Shereen

mentored:
Please provide feedback to the mentor by completing Part 1 of this template:
Part 1 – Feedback to mentor
Did the mentor provide a Yes, she is responding to my questions that I have given to her.
supportive environment
during the mentoring
session? Please comment.
Did the mentor encourage Yes, She give me courage and tell me what I need to improve on
you to self-evaluate your
own performance and
identify areas for
improvement? Please
comment.
Did the mentor provide you Yes, She encourage me on every issue I am facing.
with helpful assistance,
advice and
encouragement? Please
comment.
Did you feel that the mentor Yes.

was listening to what you
said?
What is one thing that you She listens to my issue and helps me to find solutions.
feel the mentor did well?
Is there anything you would She could have lengthen the mentoring session.
have liked the mentor to do
differently?
Part 2 – Self-evaluation by mentor
What did I do well during The mentoree opened her concerns and gave detailed lectures.
the mentoring session?
(List at least two things)
What could I have done Provides assistance to my mentoree during peak hours of the restaurant.
better during the mentoring
session?
(List at least one thing)
What improvements will I Be more attentive to my mentoree learning needs.

make for next time?

BSBLED401
Name:
Date of submission:
Was this a
Project and observation – Prepare for, deliver and
evaluate workplace learning
STUDENT DECLARATION





Student name: ___________________________________________________________________________

BSBLED401
ASSESSOR FEEDBACK
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Assessor name: __________________________________________________________________________
Date: __________________________________________________________________________________

BSBLED401
Assessment Task 4: Project and observation – Prepare for, deliver and evaluate
workplace learning
TASK SUMMARY
This task has three parts:
Part A – Students are to prepare to facilitate workplace learning
Part B – Students are to deliver workplace training
Part C – Students are to evaluate workplace training delivered.
TASK 4: PART A – PREPARE FOR WORKPLACE LEARNING
For this part of the task you must prepare for the delivery of workplace learning based on the learning
needs identified for one or more of your team members.

Personnel
▪ Team members
Resources
▪ Access to a computer with Microsoft Word or similar program
Template
▪
SD Workplace Learning Preparation Plan
as a master.

applicable).
Your assessor will provide you with the due date for this assessment so you can write it in your
Student Assessment Booklet.

how.

1. Read over the Individual Learning Plans and Team Learning Schedule from Assessment Task 2
and identify the area of training you are going to deliver.
2. Complete a Workplace Learning Preparation Plan, including a Session Plan, for the training you are
going deliver. In your preparation consider the following:
▪
What is the area of learning?
▪
Who is/are the learner/s?
▪
What learning styles will you need to cater for and how will you do this?
▪
What resources will you need (make sure these are available to you or can be reasonably simulated)
BSBLED401
▪
How the delivery will be organised (session plan). Note there must be at least three activities included in the learning.
▪
How will you know that the delivery has been successful?
The template should be clear and easy to understand and use correct terminology.
You will need to follow this document when delivering the training in Part B, so make sure that the plan is
achievable.
3. Write an email to the team member who is mentoring you with your session plan attached to confirm
that the session can go ahead, and timeframes and resources have been approved.
4. You will also receive an email from the team member who you have been mentoring with a copy of
their Workplace Learning Preparation Plan. You must read over their session plan and respond via
email to approve the resources and timeframes they have planned. If you do not feel that their
resources and timeframes are appropriate or achievable, you must discuss this with the individual and
negotiate on changes before approving.
SUBMISSION REQUIREMENTS FOR TASK 4 – PART A


Workplace Learning Preparation Plan

A copy of the emails to and from your mentor, to approve the Workplace Learning Preparation Plan.
WORKPLACE LEARNING PREPARATION PLAN

BSBLED401
Area of learning Restaurant
Who is/are the learner/s? Shereen
What are the learning Coaching

styles of the learners?
How I will cater for Direct Assistance

individual learning styles
Resources (tick box to

confirm that all resources
are available)
Session Plan
Date and time Content/key points Instructional technique
08/0819 Fast- paced skill under grace pressure Be alert and observant at all times
I have checked the timelines and resources required for the above learning activities and confirm that:
▪
The timeline is suitable and suits the needs of the learners
▪
All resources are available
Leader’s name: ____________________________________________________________________
Leader’s signature: __________________________________________________________________
Date: __________________________________
TASK 4: PART B – DELIVER WORKPLACE TRAINING

BSBLED401
For this part of the task you will deliver the training you have planned for in Part A.

Personnel
▪
Team members / Learners
Resources
▪
Access to a computer with Microsoft Word or similar program
▪
Video recording equipment (if applicable)
▪
Workplace Learning Preparation Plan
▪
SD Competency Completion Form
Template
▪ SD Competency Completion Form
a master.

This task may be done in your own time as homework or you may be given time to do this task in class
(where applicable).
Assessment Booklet.

If you do not correctly or adequately demonstrate the skills and knowledge required of this task, your assessor
will provide you with feedback. Depending on the level of your performance and the types of areas in which you
did
▪
not show competence, your assessor may:
let you to redo the task during the same observation session once you have considered the feedback
▪
let you attempt to demonstrate competence during other observation tasks throughout the course
▪
request that you undertake further learning and redo the task at a later date.

1. You are now required to deliver the training as detailed in the Workplace Learning Preparation Plan.
▪
Your assessor will directly observe you as you deliver the training. Alternatively, you will be required to
submit video recording of the training session. The recording/observation must include a demonstration of
your facilitation and coaching techniques and your ability to interact with your learner/s.
▪
Consider the feedback that you received in Assessment Task 2 after your mentoring session and use this
feedback and identified areas of improvement to assist you with the completion of this task.
▪
At the end of your training session you will be required to answer some verbal questions.
2. ▪Once you have delivered your training session you must assess the competency of the learner/s
Complete a Competency Completion Form for each learner.

BSBLED401
Your assessor will be looking to see that you can:

▪
Provide workplace learning opportunities, including coaching to facilitate achievement of competencies.
▪
Use learning delivery methods that are appropriate to the learning goals, the learning style of the
participants and the availability of equipment and resources.
▪
Incorporate a range of appropriate activities and support materials.
▪
Facilitate interaction and learning.
▪
Demonstrate oral communication skills that establish a supportive learning environment.
▪
Systematically gathering and analysing information to enable you to make a decision of competency.
▪
Record competency outcomes on the Competency Completion Form.
SUBMISSION REQUIREMENTS FOR TASK 4 – PART B

 Competency Completion Form
COMPETENCY COMPLETION FORM
Team member name Shereen
This team member has demonstrated competency in the following skills:

 Good verbal communication
 Team player
 High energy
This team member requires further support in the following skills:

 A little bit slow when it comes to cleaning table
 Organizational skills
Further support, if required, will be given in the following ways:

 More supervision
Leader’s name:
Leader’s signature:
Date:

BSBLED401
TASK 4: PART C – EVALUATE THE DELIVERY OF WORKPLACE TRAINING
For this part of the task you are required to seek feedback from your learner/s about the delivery of
your training session.

Personnel
▪ Learner/s
Resources
▪ Access to a computer with Microsoft Word or similar program
Template
▪
SD Workplace Learning Feedback and Evaluation Form.
a master.

applicable).
Your assessor will provide you with the due date for this assessment so you can write it in your
Student Assessment Booklet.

how.
STUDENT INSTRUCTIONS FOR TASK 4: PART C

For this part of the task you must ask the learner/s from Part B to give you feedback on their
learning experience.
▪
Use the Workplace Learning Feedback and Evaluation Form to gather this feedback. Copy as many forms as you
need, to ensure every learner who participated in your training session has their own copy.
▪
You may ask the learner/s to complete the forms, or you may ask verbal questions and write in their answers
yourself.
▪
You will then be required to evaluate the feedback received and identify improvements for future learning
arrangements.
▪
Ensure that you complete this task in line with the Performance Management Policy.
SUBMISSION REQUIREMENTS FOR TASK 4 – PART C

 Workplace Learning Feedback and Evaluation Form

BSBLED401
WORKPLACE LEARNING FEEDBACK AND EVALUATION FORM
Name of person receiving

workplace learning: Shereen
Trainer’s name (Student) Winona
Please provide feedback to the trainer by completing Part 1 of this template:
Part 1 – Feedback to trainer
Were you provided with Yes, she is very hard working and attentive to my questions.
relevant workplace learning
opportunities? Please
comment.
Were the learning delivery Yes, she explains things clearly that I can use it for work.
methods appropriate to
your learning style? Please
comment
Did your coach/trainer use She speaks well and uses respectful words that encourage me to work.
language and vocabulary
that was appropriate and
easy to understand?
Please comment.
What is one thing that you She was able to express herself clearly that answers my questions.
feel the trainer did well?
Is there anything you would None, She already did well.

have liked the trainer to do
differently?
Part 2 – Self-evaluation by trainer
What did I do well during I attended her concerns and I let her to be an independent person.
the workplace learning
session? (List at least two
things)
What could I have done Giving concise instructions and giving her my knowledge about confidence.
better during the workplace
learning session?
(List at least one thing)
What learning and Be a good leader and a communicator.

development would I
benefit from?
What improvements will I Being more observant about my employee’s weaknesses.

make for next time?

BSBLED401
Appendix – Team scenario information for students
Background
Throughout the assessments for this unit you will be assigned to a team. During each individual
assessment you will be involved in both leading and participating in learning and development activities to
improve the performance of your team.
Your assessor will discuss the team requirements with you. You will be required to form teams of three to four
people. Your team will be given a particular role. The team options include:
The A Team:
“Good Food Inc”. This team is responsible for providing hospitality services for a hip café in the inner CBD.
The individual roles of team members include:
▪ Taking bookings, welcoming and seating guests
▪ Taking orders and serving food
▪ Clearing away table
▪ Food hygiene.
The B Team:
“The Snow Skiers”. This is a team dedicated to sales of ski and snowboarding equipment and coaching in
downhill and cross-country skiing, and snowboarding.
The individual roles include:
▪
▪
Booking and scheduling of skiing and snowboarding coaching
▪
Weather and ski condition advice and road closures
▪
Obtaining customer feedback on services and products.
Further information on the teams follows.

BSBLED401
THE A TEAM: ‘GOOD FOOD INC’

This team is responsible for providing hospitality services for a hip café in the inner CBD. The individual roles of
team members include:
▪
Taking bookings, welcoming and seating guests
▪
Taking orders and serving food
▪
Clearing away table
▪
Food hygiene.
ROLE 1: TAKING BOOKINGS, WELCOMING AND SEATING

GUESTS Bookings:
Bookings are taken generally by phone, but may also include walk-ins. There is a manual diary. The capacity of
the café is 35. Bookings must be taken in pencil. They must be clearly written in the diary in the following way:
Time Number of Person making booking Phone number Comments

people
7.30pm 6 Cathy Neal 0400-555-999 50th Birthday party
for Roy
Staff are to use the following telephone manner:

▪
Answer the phone with “Good afternoon, (morning/evening), Good Food Inc, you are speaking with XXXX, how can I
help you today?”
▪
Staff must show a happy and helpful disposition on the phone.
▪
For every booking ask whether it is a special occasion and if so note in the comments column.
▪
If the café is fully booked, see whether the customer would like to book for another time.
▪
Confirm the booking with the customer to make sure it is written correctly.
▪
Finish the call with “Thank you for calling”
Welcoming
▪
and seating guests
Staff are to treat guests as if they are friends visiting their home.
▪
Be of happy and friendly disposition.
▪
Check their booking, or if there is a table available where there is no booking.
▪
If the café is not fully booked, ask the customers where they would like to sit. Suggest areas e.g. “Would you like to
sit by the window?” “Would you like to sit by the fire?” etc.
▪
If the table is not quite ready suggest a seat at the bar while they wait.
▪
Staff must use the following manner when speaking with customers:
− Be respectful
− Speak with a smile
− Listen to what the customer has to say
− Clarify the customers’ needs
▪
Show the customers to their table.
▪
Place water, glasses and menu on the table and tell them that their waiter will be with them soon.

BSBLED401
ROLE 2 – TAKING ORDERS AND SERVING FOOD

Taking orders
▪
Within 4 minutes of the customers being seated, attend the table. Introduce yourself – “Hello I am Amanda” and ask for
drink orders.
▪
Explain any specials of the day.
▪
Serve drinks.
▪
When you see that guest at the table are ready to order, approach the table and ask “Are you ready to order?”
▪
Take the order in a clockwise direction around the table. Orders are taken manually using a black pen. Write
clearly.
▪
When all orders have been taken, read these back to confirm you have them right.
▪
Deliver orders to the kitchen.
▪
Staff must use the following manner when speaking with customers:
− Be respectful
− Speak with a smile
− Listen to what the customer has to say
− Clarify the customers’ needs.
Serving food
▪
Food should not be served until all food is ready.
▪
Remember who has ordered what and serve without asking who ordered what.
▪
Serve to females first then to males.
▪
Serve food from the left of the customer. Excuse yourself if you need to reach or interrupt the person.
▪
Ask if there is anything else that anyone wants, e.g. more drinks.
▪
After five minutes return to the table to ask if everything is alright. If there are any problems or
complaints deal with these politely. Any complaints about food must be taken back to the kitchen and the
meal replaced immediately.
ROLE 3 – TAKING ORDERS AND SERVING FOOD

Clearing table
▪
Do not clear plates until all at the table have finished.
▪
Ask table if all was well with their meals – answer any comments – any problems, refer to manager.
▪
Ask if they would like anything else – Desert? Coffee? Drinks?
▪
Clear plates from the left side.
▪
Do not rush a table to finish.
▪
Take plates and glasses into kitchen.
▪
Empty plates into buckets.
▪
Empty glasses into sink.
▪
Stack used plates, cutlery and glasses neatly and safely for the kitchen hand to wash.

BSBLED401
ROLE 4 – FOOD HYGIENE

▪
This role is responsible for ensuring food hygiene standards are upheld in the café.
▪
Ensure that all staff are aware of their role in food hygiene.
▪
All food must be handled according to the Australian Food Safety Standards – See Safe Food Australia – A Guide to
the Food Safety Standards www.foodstandards.gov.au/publications/complete_safefood.pdf
▪
All staff in the café must follow Division 4 – health and hygiene requirement, Subdivision 1 – requirements for food
handlers (Pages 81-94 of the Guide)
▪
All staff must have completed Basic Food Handlers Course.

BSBLED401
THE B TEAM – ‘THE SNOW SKIERS’

This is a team dedicated to sales of ski and snowboarding equipment and coaching in downhill and cross-
country skiing, and snowboarding.
The individual roles include:
▪
▪
Booking and scheduling of skiing and snowboarding coaching
▪
Weather and ski condition advice and road closures
▪
Obtaining customer feedback on services and products.
ROLE 1 – SKI AND SNOWBOARDING EQUIPMENT SALES

Sales staff are responsible for providing clients with information about the products and making sales. For the
simulated circumstance use an on-line catalogue of products for your stock – for example:
Auski http://www.auski.com.au/snowboard/accessories/goggles.html
Inski https://www.inski.com.au/Home/Products/Goggles-(1).aspx
▪
When customers are in the shop, sales staff must approach them and ask if they need any help.
▪
Answer any questions and assist the customer as required.
▪
Where The Snow Skiers does not stock the product the customer requires suggest an alternative product, or offer to
order for the customer.
▪
Explain any special offers.
▪
When the customer has decided on their purchase take the item to the counter.
▪
Attempt to upsell to other products (e.g. we have a special on mitts and scarves, would you like a case for your
boots).
▪
Wrap or box items where necessary.
▪
Ask whether the customer would like to pay by cash or EFTPOS.
▪
Take customer payment – if entering a PIN, turn away as the PIN is entered.
▪
Staple EFTPOS docket to receipt and hand with card to the customer.
During conversations with the customer the staff member must:

▪
Be polite and give service with a smile
▪
Discuss the snow and skiing conditions
▪
Mention that skiing and snowboarding coaching is available for all levels
▪
Be respectful of the customer
▪
Be as helpful as you can be, but leave the customer to browse if they wish.

BSBLED401
ROLE 2 – BOOKING AND SCHEDULING OF SKIING AND SNOWBOARDING COACHING

There are three coaches – beginner, intermediate and advanced. Coaching sessions for each level are run
Tuesday through to Sunday. Coaching sessions go from 1 hour each at the following times:
9.00am
10.00am
11.00am
2.00pm
3.00pm
4.00pm
There are maximum of three people allocated for each session.
The booking system is a simple manual diary. Bookings must be made in pencil and must be clearly read.
Double booking may be made if the customer would like a 2-hour session. Bookings are made as follows:
Advanced coaching – Hans

Saturday 27 August
9.00am Karen Beaumond Karen Beaumond
0408-843256 0408-843256
10.00am Jeremy Peckwhistle Jemima Puddleduck Samantha Skibunny
0489-226454 0402-888888 0417-856856
11.00am
2.00pm
3.00pm
4.00pm
Cost of coaching is $100 per hour. There is a 10% discount for any further hours booked and paid for at the
same time.
The wearing of full ski or snowboarding clothing and equipment, including an accredited helmet, is compulsory.
The beginners’ course is suitable for adults and children who have not skied or snowboarded before or who
are not confident in their ability to remain upright on a gentle slope.
The intermediate course is suitable for adults and children who have some experience in skiing and are able to
ski or snowboard down an intermediate level slope.
The advanced course will teach you many advanced techniques to improve your skiing or snowboarding. You
will need to be a proficient and confident skier for this level of coaching.
Staff are to make sure that customers sign up to the appropriate level of course. If possible sell a series
of coaching sessions (discount of 10%).
Staff should attempt to encourage coaching customers to purchase their skiing and snowboarding needs at
the shop. Refer them to sales staff.
ROLE 3 – WEATHER AND SKI CONDITIONS AND ROAD CLOSURES

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The role of this position is to provide advice to customers on weather and ski conditions and any roads that are
closed. Enquiries may come by telephone, face to face or by email. You also complete a white board that is
located in the window of the shop.
For the purpose of the simulation – use the weather and ski conditions and road closures effecting a ski resort
in use at the particular time of the year. During winter you can use Mount Buller in Victoria. During summer,
use a ski field in the Northern hemisphere e.g. http://www.snow-forecast.com/resorts/Adelboden.
You will need to be able to advise your customers of:
▪ Current temperature
▪ Forecast maximum temperature
▪ Forecast minimum temperature
▪ Snow condition
▪ Snow depth
▪ Road closures
This information should also be placed on the whiteboard (or other similar board).
Staff in this role must communicate politely with their customers and answer any questions asked.
Staff should attempt to refer customers to coaching and for sales.
ROLE 4 – CUSTOMER SERVICE FEEDBACK OFFICER

The role of this position is to obtain feedback from customers to gauge their satisfaction with the services
and products received.
The role also deals with any complaints.
This role must contact a sample number (25%) of people who have attended skiing and
snowboarding coaching, to ask them a series of questions relating to their experience:
▪ On a scale of one to 10 how do you rate the following:
− Your experience when booking the coaching
− The information you were provided with about the coaching
− The coaching ability of your instructor
− The level of coaching that was provided
▪ Would you recommend The Snow Skiers skiing or snowboarding to your friends?
▪ Is there anything in our service that you would like to bring to our attention?
Staff must also contact a sample number (25%) of people making a purchase of more than $1,000 at the
shop to ask them about their satisfaction with the products and the services using the following questions:
▪
On a scale of one to 10 how do you rate the following:
− The performance of the product/s that you purchased
− The information you were provided by our sales staff about the product
− The experience of buying this product/s from our sales staff
▪
Would you recommend the products you purchased to your friends?
▪
Would you recommend The Snow Skiers as a place to purchase ski and snowboard equipment?
▪
Is there anything about our service that you would like to bring to our attention?
If a complaint is received, staff members shall follow the following policy:

BSBLED401
THE SNOW SKIERS – COMPLAINTS POLICY

Any complaints received by customers must be taken seriously and dealt with to prevent further
complaint and to attempt to rebuild customer confidence.
Encourage the customer to put their complaint in writing. If they do not wish to, obtain the information
verbally and write a record of the conversation.
A response must be sent to the customer within 48 hours of the complaint advising the process that will be
taken to resolve the issue.
Complaint must be discussed with the appropriate staff members, and the root cause identified.
Rectification measures, if necessary, must be put in place immediately.
Any replacement products must be couriered to the customer at our expense and arrangements made
to pick up any faulty products.
At the conclusion of the review process, a letter or email must be sent to the customer thanking them for their
input, and advising the outcome of the complaint.
A 25% discount voucher will be enclosed in the final letter to the customer to encourage their repeat
business.


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Student Assessment Tool

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About your assessments

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

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Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Student name: ___________________________________________________________________________

Student signature: ______________________________________________ Date: ___________________

Assessor name: __________________________________________________________________________

Assessor signature: _____________________________________________ Date: ___________________

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Assessment Task Cover Sheet – Assessment Task 1

Unit: BSBLED401 Develop teams and individuals

I _________________________________________________ declare that these tasks are my own work.

Student signature: ________________________________________________________________________

Student name: ___________________________________________________________________________

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Assessor signature: _______________________________________________________________________

Assessor name: __________________________________________________________________________

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Assessment Task 1: Written questions

R ESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK :

WHEN AND WHERE WILL THIS TASK BE COMPLETED?

WHAT HAPPENS IF I GET SOMETHING WRONG?

WRITTEN ANSWER QUESTION GUIDANCE

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When we say climate, review is about determining the current atmosphere in a

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SUBMISSION REQUIREMENTS FOR TASK 1:

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Assessment Task Cover Sheet – Assessment Task 2

Unit: BSBLED401 Develop teams and individuals

Project – Determine development needs of the team

I _________________________________________________ declare that these tasks are my own work.

Student signature: ________________________________________________________________________

Student name: ___________________________________________________________________________

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Assessor signature: _______________________________________________________________________

Assessor name: __________________________________________________________________________

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Assessment Task 2: Project

TASK 2: PART A – IDENTIFY THE NEEDS OF THE TEAM

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:

W HEN AND WHERE WILL THIS PART BE COMPLETED?

WHAT HAPPENS IF I GET SOMETHING WRONG?

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STUDENT INSTRUCTIONS FOR TASK 2: PART A

The A Team: The B Team:

Write down the details of your team and mentoring arrangements:

Who are the other

Who will I be mentoring? Justine

Who is my mentor? Frizielle

Now, let’s get started!

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SUBMISSION REQUIREMENTS FOR TASK 2 – PART A:

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NEEDS OF THE TEAM

Name of team The A team

Role description Taking orders and serving food

Student signature: ____________________________ Date: _

Assessor signature: ___________________________ Date: _