Assessment Task 1 BSBLED401 Develop teams and individuals

Determine development needs

Submission details

Candidate’s name Phone No.

Assessor’s name Phone No.

Assessment site

Assessment date/s Time/s

The assessment task is due on the date specified by your assessor.

Submit this document with any required evidence attached. See procedure below for
instructions on how to complete the assessment, and specifications below for any further
details.

Performance objective
You will demonstrate skills and knowledge required to determine development needs of
individuals within the workplace.

Assessment description
For this task you will need to research the legislative requirements that can impact on
decisions you may make regarding professional development programs for individuals at
a workplace. Additionally, you will need to create tools to gather feedback from
stakeholders, aimed at making collaborative decisions to identify training needs for
individuals and within the team. You will then collect and evaluate feedback.

Procedure

Part A: Legislation report

1. Use the web resources listed in Section 1 of your Student Workbook under
‘Legislation’ and enter the site of the Commonwealth Government body that
administers the national anti-discrimination legislation.
Age Discrimination Act 2004
Disability Discrimination Act 1992
Sex Discrimination Act 1984)
2. Answer the following questions.

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Assessment Task 1 BSBLED401 Develop teams and individuals

a. What is the name of the anti-discrimination body?

Anti-Discrimination Board of NSW

b. List the titles of the different legislation, including the year, that govern anti-
discrimination for the Commonwealth or federal government.
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984.
c. Since July 1 2009, most Australian workplaces are governed by a system
created by the Fair Work Act 2009. Who administers this act and what do
they do in relation to enforcing Commonwealth workplace law?

The Fair Work Act 2009 (FW Act) and the Fair Work Regulations 2009 are the
main legislation we deal with. They govern the employee / employer
relationship in Australia. They provide a safety net of minimum entitlements,
enable flexible working arrangements and fairness at work and prevent
discrimination against employees.The Fair Work (Transitional Provisions and
Consequential Amendments) Act 2009 allowed certain parts of the Fair Work
system to gradually phase in from 1 July 2009 until around 2014.
d. Look up the website of the body governing anti-discrimination legislation in
your state and list the name of the administering body and title of the
legislation (as required in a. and b. above).
e. In your own words, describe what unlawful discrimination is and how it can
occur in regards to training.

Under Federal and State legislation, Unlawful Discrimination occurs when

someone, or a group of people, is treated less favourably than another
person or group because of their race, colour, national or ethnic origin; sex,
pregnancy or marital status; age; disability; religion; sexual preference; trade
union activity; or some other characteristic specified under anti-
discrimination or human rights legislation.

Workplace discrimination can occur in:

recruiting and selecting staff
terms, conditions and benefits offered as part of employment
who receives training and what sort of training is offered
who is considered and selected for transfer, promotion, retrenchment or
dismissal.

Source: Information for Employers, Good practice, good business: Eliminating

Discrimination and Harassment in the Workplace, Australian Human Rights
Commission, 2014)

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Assessment Task 1 BSBLED401 Develop teams and individuals

Direct Discrimination – is treating someone less favourably, because they

have attributes protected by law, than people without those attributes would
be treated in the same or similar circumstances.

Indirect Discrimination – is often less obvious. Sometimes, a requirement,

condition or practice seems fair because it applies to everyone, but a closer
look shows that it has an unfair impact on some people with certain
protected attributes. This is because some people or groups of people are
unable, or less able, to comply with the requirement or are disadvantaged
because of it. If the condition or practice is ‘not reasonable’, it may be
indirect discrimination.
f. Consider the following scenario: Helen had been working as a registrar in a
school for many years and applied to undertake internal training in new
information services being developed by the department. Her application was
denied because management thought she was too old to learn about the new
software being implemented.
i. Has Helen’s employer acted ethically? Justify your response.
Discussion and analysis: In this case, as mentioned, this Certainly,
it is not a discrimination by the department or policy, and it may not be
clear whether it is discrimination of personnel to remove the offense.
But reflecting the attitudes of the staff towards the age As soon as he
knew it was said that he was too old he shouldn't apply. Although at
present The government will promote the work of the elderly. In order
to solve the problem of loneliness and for the elderly to feel still have
value and improve the economy for the elderly, but there are many
people, for example, the official who is trapped by the retirement
criteria set To 60 years when listening or acknowledging the age over
60 years, so it is not considered the age that should apply for a job,
resulting in She cut her job application opportunities.
Impact: Being denied a job due to old age causes Helen Feeling
hurt and feeling inferior Because unable to make money
ii. How do you think the federal and state authorities will advise Helen in
order to resolve the situation?
As an employer you have a legal responsibility toprevent
discrimination and harassment from occurring in your workplace.
Discrimination can happen when decisions are madeabout
recruitment, training, promotion, terms and conditions, redundancy
anddismissal.
Discrimination and harassment can also occur in theday-to-day
workplace environment. It can happen between staff or between
staffand supervisors. It can include one-off incidents, repeated bullying
or it canbe the result of the general workplace culture.
The Age Discrimination Act (the ADA) – likeother federal anti-
discrimination laws dealing with sex, race and disability– says that an
employer must take ‘all reasonable steps’ toprevent discrimination
from happening at work or in connection with aperson’s employment.
This is called ‘vicariousliability’

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Assessment Task 1 BSBLED401 Develop teams and individuals

The ADA does not give a definition of‘reasonable steps’. It will vary
between workplaces – what is‘reasonable’ for a large company will be
different for a smallbusiness.
However, the key point is that every employer musttake steps to
prevent or resolve incidents of discrimination in the workplace.
3. Document the answers to the questions in a brief report and submit to your
assessor in accordance with the specifications below.

Part B: Evaluate performance and learning needs

1. Read the case study in the appendices to this task.
2. Your task is to help Mary self-evaluate her current skills and performance while
taking into consideration the growing demand of organisational requirements. The
position she was originally hired for is still important. Both you and Mary believe
that, with some professional development, she can handle the expanded role
because, as she explained, that is what she’s been doing since the business first
started.
3. Next, collect feedback on Mary’s performance from other relevant sources, and sit
down with Mary to identify which areas to focus on for her skills development.
Construct a self-evaluation form
1. Using the information provided above and in the case study, create a script which
outlines the conversation you will have with Mary; how you will develop rapport with
her, questions you would ask, your explanation for why and how you will be using a
self-evaluation. The script should be approximately one page long.
2. To guide Mary’s self-assessment against her professional development needs, you
are going to construct a self-assessment form. This form will present Mary with a
summary of her day-to-day duties, including the new responsibilities she will be
undertaking. This is the prelude to a face-to-face interview for Mary, and will assist
both of you to establish her learning needs with those of the team.
3. Develop a self-evaluation form for the areas of performance required by Mary. On
the form complete the following:
a. Identify what the form is for (title, name of respondent, purpose).
b. Construct a question format on the form that summarises Mary’s daily duties
and provides space for her to rate the level of her skills. Include any relevant
areas from the information offered in the scenario.
c. Create a section for Mary to record any other areas where she feels a
professional development program would be advantageous.
Collect feedback from relevant sources
1. Another important source of information/feedback is from the clients that Mary
takes calls from and works with regularly on behalf of the team. Your task is to
create a ‘client feedback form’ to collect information regarding the service Mary
delivers to customers of the company.
2. Develop a form to obtain feedback from clients. Focus on the service that Mary
would deliver. On the form, complete the following.

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Assessment Task 1 BSBLED401 Develop teams and individuals

a. Include a title, purpose of the form, and space for name, date and the
person’s title/job/position.
b. In consideration of your client’s busy schedule, restrict subject areas to the
key skills related to the placement of orders by phone, providing good service,
and follow-up. As you deem appropriate, use a rating system or other
feedback format relevant to the subject matter.
Note: Knowledge of customer service is not being assessed in this instance.
Competency is based upon the ability to collect relevant feedback from a client in
regards to Mary’s performance, in the areas outlined in the scenario.
3. Submit all documentation to your assessor in accordance with the specifications
below.

Part C: Compare feedback on performance with established team

learning needs – Evaluation report
1. The feedback from Mary and the clients revealed the following issues.

Clients felt that when they had a complaint or issue to be addressed, they
were unsure whether Mary would fix it.
From personal experience, you have had difficulties with the filing and
organisation of Mary’s records.
Mary said she felt ‘lost’ at times when handling complaints and issues where
order mistakes had occurred.
Mary also indicated a desire to improve her knowledge and ability to use
spreadsheet and database programs in regards to the Microsoft Office suite of
products.

2. Based upon the information revealed by this process, identify the competencies
and/or skill areas that will provide the skill improvements Mary needs.
3. In addition to a self-evaluation of needs when selecting courses and training
modes, make further suggestions as to how the training program’s goals, objectives
and delivery modes can be collaboratively developed and agreed upon.
4. What type of training available to workplaces could provide a more valuable
outcome for Mary? Consider potential promotions, the ability to gain alternative
employment and also which training will match the specific skill requirements of
competency standards relevant to Mary’s industry. Justify your response.
5. Document the answers to the above three questions in a short report and submit to
your assessor in accordance with the specifications below.

Specifications
You must provide:
● a short research report which covers questions on legislation

● a script to introduce self-evaluation

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Assessment Task 1 BSBLED401 Develop teams and individuals

● a written employee self-evaluation form

● a written client feedback form

● an evaluation report which identifies areas for employee improvement and outlines
possibilities for the collaborative development of employee training objectives.

Your assessor will be looking for:

● evidence that you have examined the relevant anti-discrimination legislation

● evidence of writing skills to develop forms for a specific workplace purpose and
using appropriate style
● evidence that you are able to develop rapport through oral communication

● identification of effective and collaborative methods for motivating staff to

undertake development.
● evidence that you have reflected on and analysed the information contained in the
case study to develop appropriate self-evaluation and client feedback surveys
● 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.
● evidence of appropriate use of technology to develop forms and conduct research.

Adjustment for distance-based learners

● No changes to the assessment procedure or specifications are required.

● Documentation may be submitted electronically.

● A follow-up interview may be required (at the discretion of the assessor).

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Assessment Task 1 BSBLED401 Develop teams and individuals

Case study
You are the supervisor of a relatively new and still-small leather goods import business.
Your team ships orders received mainly by phone, on a business-to-business basis to a
regular client network. Mary was a foundation employee, starting as the Administrative
Officer, and looks after the front office. Originally it was planned that this would be the
limit of Mary’s duties but, as the business has developed it has been found that, as other
members of the team are usually busy with other duties, she has become the unofficial
Customer Service Officer for all clients.
The team needs Mary to look after the customers, ensure that their needs are
communicated accurately to other team members, and alert you to any unresolved issues
that you need to follow up on.
Mary has become a critical part of the team and you want to make sure she feels that she
has your support as much as possible. To this end, you decide to identify and implement
a training/professional development program for Mary that will help her to handle current
demands more efficiently and ensure she has the skills to meet organisational
requirements now and into the future. It is important that Mary feels motivated enough to
finish any program commenced.

Mary’s position description

Position title: Administrative Officer

This position is responsible for the delivery of timely, efficient and effective high-level
administrative and/or secretarial services.

Major accountabilities

● Provide a full range of secretarial and administrative support to staff in a timely

and effective manner. This includes processing and monitoring accounts for
payment.
● Maintain positive relationships with fellow staff members and behave
courteously to clients and visitors.
● Provide timely and effective organisation of meetings, including preparing
agendas, collation/distribution of discussion papers and taking minutes as
directed.
● Produce reports, correspondence, presentations and spreadsheets in a timely
and accurate manner.
● Other administrative duties as directed.

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Assessment Task 1 BSBLED401 Develop teams and individuals

Selection criteria

Generic criteria (competencies, skills and attitudes)

Service
● Provide first contact reception to visitors.

● Direct phone calls as required.

Job-specific essential criteria

● An understanding of administrative functions and office practices.

● Relevant experience in providing high-level secretarial and administrative

support.
● Experience using the Microsoft Office suite of products.

● Relevant experience in organising and maintaining relevant documentation for

meetings.
● Ability to manage varied and conflicting demands to agreed standards and
timelines.
Competency profile
● Process accounts payable.

● Maintain effective relationships in the workplace.

● Achieve work priorities and team goals.

● Organise meetings.

● Design and produce text documents and spreadsheets.

● Manage records and workplace information.

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