Bhi At1 001 002 Bsbled401 - Theory - Tasks - v8 - Sem2 - 2019

BSBLED401 Develop teams and individuals.
AT 1: Theory Tasks 001 & 002
BSBLED401
Develop teams and individuals
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit.
Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Conditions
Assessment must demonstrate consistent capable performance:
1. Knowledge assessment can be partially or fully completed in a self-study environment via word/ pdf
documents.
2. The student must complete the required assessment to a Satisfactory level
3. Where students require further evidence to determine competency, the trainer is to identify the
evidence/ additional tasks that are needed to be complete in order to determine Competency.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are
competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet
Satisfactory. Where students are assessed as ‘Not Yet Satisfactory’ the trainer/assessor will provide the
student with feedback and guidance regarding what needs to be completed for resubmission.
Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’ may
apply to you, please discuss further with you trainer/assessor.
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BSBLED401 – Assessment Task 1.001 V2_Sem2_ 2019
Faculty of Health, Community & Life Sciences: Box Hill Institute
© MyECC ECEC 2018 v3
Student: Matheus Felipe Lessa Oliveira s10042670 E5E7
BSBLED401 Develop teams and individuals. AT 1: Theory Tasks 001 & 002
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing to the Course Co-ordinator and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.
Submitting tasks – Uploading to Studentweb

Students are required to submit all completed assessment tasks via upload to Studentweb. This ensures
your work will not be lost.
By uploading tasks online, students are declaring the origin of their work is authentic, through use of a
private student account, including an individual user name and secure password.
Accessing Required Readings

Students will need to access the Required Readings throughout the assessment process. These readings
provide important underpinning knowledge and key information to help students provide appropriate
responses to assessment tasks. It is important that each student reads these to build a better understanding
of the Early Childhood requirements and how to effectively contribute to the Education and Care of young
children.
Students are able to access these readings online.
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Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to determine individual and team development needs and to facilitate the
development of the workgroup.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Determine development needs
 Element 2 Develop individuals and teams
 Element 3 Monitor and evaluate workplace learning
Assessment Requirements
• 001: Training and Organisational Requirements
• 002: Team Development
• 003: Performance and Goals
• 004: Achieving Competence
• 005: Feedback
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Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
• Kearns, K. (2017). The Business of Child Care: Working in Early Childhood Education and Care
Series (4th ed.). Victoria: Cengage Learning Australia. (Accessed April 2017)
Core Documents
• Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)
Additional Readings for this Unit
• Adult Learning Theory and Principles. (2012). Queensland Occupational Theory Fieldwork
Collaborative. Brisbane, Australia: University of Queensland. Retrieved from:
https://www.linkedin.com/pulse/adult-learning-theory-six-principles-bruce-d-watson-dr-
(Accessed January 2018)
• Building Relationships Through Trust. (nd.). QLD Department of Education, Training and
Employment. Retrieved from:
http://education.qld.gov.au/staff/development/performance/toolkit/leading.html#build (Accessed
January 2018).
• Developing an Effective Team [online article]. Maier, P. (nd.). Retrieved from:

http://www.unice.fr/crookall-cours/teams/docs/team%20-
%20Developing%20an%20Effective%20Team.pdf (Accessed January 2018).
• Forming, Storming, Norming, and Performing. Understanding the Stages of Team Formation. Eyre.
E. (nd). MindTools. Retrieved from: http://www.mindtools.com/blog/corporate/wp-
content/uploads/sites/2/2014/01/Forming-Storming.pdf (Accessed January 2018).
• Giving and Receiving Effective Feedback. (nd.). Queensland Department of Education, Training and
Employment. Retrieved from:
http://education.qld.gov.au/staff/development/performance/toolkit/leading.html#feedback (Accessed
January 2018).
• Golden Rules of Goal Setting. Five Rules to Set Yourself Up for Success. Pavey, S. (nd).
MindTools. Retrieved from: http://www.mindtools.com/pages/article/newHTE_90.htm
(Accessed January 2018).
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• How to conduct a Personal SWOT Analysis. [Online article]. Quast, L. (2013). Retrieved from:
https://www.forbes.com/sites/lisaquast/2013/04/15/how-to-conduct-a-personal-s-w-o-t-
analysis/#b215f6b28d8b (Accessed January 2018).
• Personal SWOT Analysis: Making the Most of your Talents and opportunities. Smith, C. (nd.).
MindTools. Retrieved from http://www.mindtools.com/pages/article/newTMC_05_1.htm
• Training Needs Analysis. (2012). Recognition Australia. Retrieved from:

http://www.trainingneedsanalysis.com.au/ (Accessed January 2018)
• Understanding Developmental Needs: Helping Your People Reach Peak Performance. Eyre, E.
(nd.). MindTools. Retrieved from https://www.mindtools.com/pages/article/newLDR_06.htm
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001 Training and Organisational Requirements

BSBLED401 Develop teams and individuals
Element 1 Determine development needs
Element 2 Develop individuals and teams
Element 3 Monitor and evaluate workplace learning
Performance Evidence
Knowledge Evidence
Question 1
To complete this task, refer to (pp. 313-315) of your reading:
• Guide to the National Quality Framework
a) What does the NQS Element 7.2.3 Development of professionals, aim to achieve in relation to
performance review?
The Element 7.2.3 aims to provide opportunities for educators to assess their own work performance
against their job description, relevant code of ethics (for example Early Childhood Australia’s Code of
Ethics) and the service’s code of conduct.
b) Provide three examples of how an education and care service can demonstrate Element 7.2.3
to Assessors.
• Record evidence of participation by educators, educational leaders, co-ordinators and staff
members in professional development activities to update their knowledge and skills
• Have developed individual performance plans for educators, co-ordinators and staff members
• Can provide documented position descriptions for educators, educational leaders, coordinators
and staff members
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Question 2
To complete this task refer to (pp. 2 – 3) of your reading:
• Understanding Developmental Needs: Helping Your People Reach Peak Performance.
a) List the six steps to assist in identifying individual training needs.
1. Reviewing team members' job descriptions.
2. Meeting with them.
3. Observing them at work.
4. Gathering additional data.
5. Analysing and preparing data
6. Determining action steps.
b) What four questions can you ask the individual to get a better understanding of their training
needs?
1. What challenges do you face every day?
2. What is most frustrating about your role?
3. What areas of your role, or the organization, do you wish you knew more about?
4. What skills or additional training would help you work more productively or effectively?
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c) Managers can gather information about the educators work performance through observation
and discussion with colleagues. Provide two examples of how this information can be
gathered in an ethical manner?
Discussions with internal or external clients, past bosses, or even peers and co-workers can provide
useful information about work performance, but it is important to gather this information without
undermining the person's dignity. E.g.:
1. In some cases, talking openly with co-workers may be inappropriate and it may be better to formally
invite feedback from co-workers as part of the review.
2. Feedback from others should avoid being recorded or interpreted as unfocussed generalizations
about the educator’s work performance
Question 3
To complete this task refer to (p. 186) of your textbook ‘The Business of Child Care’.
Cole (2013: 430) as cited in your text, defines performance management as the ‘alignment of individual
employee’s goals and measures of success with the organisation’s strategic and business plans’.
a) List six areas of performance management in an early education and care service.
1. Managing poor performance
2. Legislative compliance and employment conditions
3. Job descriptions and job specifications
4. Assignment of specific tasks, duties and responsibilities, including standards of practice
5. Performance evaluation and feedback
6. Performance support, including training and development
In education and care services, assessing workplace performance can be a challenging task given the
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enormity of the skills and knowledge requirements of educators; the complexities of meeting regulatory
requirements and the diversity of educators themselves.
b) List eight factors that must be taken into account when assessing individual and team
performance in an early education and care service?
1. The objectives and philosophy of the organization
2. The legislative requirements that must be met by the approved provider
3. The expectations of stakeholders
4. The job role and responsibilities of each educator
5. The standards or benchmarks that educators are expected to achieve in the execution of their role
6. The unique challenges of each service – for example, geographical, isolation, disadvantage families,
cultural/ethnic diversity
7. Individual educator difference – age, cultural background, qualifications, experience, skills and
knowledge
8. The team and management structur
Question 4
To complete this task refer to (pp. 186 - 187) of your textbook ‘The Business of Child Care’.
a) Provide a definition of a children’s services team.

A group of people who cooperate with each other to work towards achieving an agreed set of aims,
objectives or goals while simultaneously considering the personal needs and interests of the individual.
Rodd (2013, p. 147)
b) List the three types of teams and the position types within the team that you could manage
within a children’s service.
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1. Room teams – educators led by a room/group/team leader

2. Senior educator teams – room leaders and manager
3. Administrative and management teams – manager, administrative assistant and management
(owner, committee, board)
Question 5
To complete this task refer to (pp. 188 – 189) of your textbook ‘The Business of Child Care’.
Before determining a performance assessment strategy, it is essential to be clear about the objectives and
desired outcomes. While the purpose of a performance review may seem obvious, there are in fact a number
of reasons to conduct a performance review.
List ten reasons a performance review would be conducted in an Early Childhood service.
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1. Ensure legislative compliance – in children’s education and care services, evaluation of educator
performance is a requirement of the National Quality Standard (NQS)
2. Ensure that employees are working towards the goal of the organization and are reflecting the
philosophy of the organization in their day-to-day practices
3. Ensure that employees are able to carry out their role to the required standards, as set out by the
organization, by identifying areas where work tasks, procedures or policies need to be adjusted
to reflect current best practices or legislative compliance
4. Ensure that the required roles and responsibilities of employees accurately reflect the work being
undertaken
5. Encourage employee feedback and innovation
6. Identify the strengths of team members and provide constructive, timely feedback to improve
performance and/or acknowledge excellence
7. Identify the training needs of individuals and teams to help maximise their skills/knowledge,
engage in a process of ongoing learning and development, and support their career aspirations
8. Ensure that the employer is meeting its obligation in relation to employment conditions as well as
work health and safety (WHS) requirements
9. Provide documentation/evidence in the event of disputes, conflict or termination of an employee
10. Asses the organizational culture and morale of employees and the effectiveness of
communication systems between management, manager and employees.
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002 Team Development

BSBLED401 Develop teams and individuals
Element 1 Determine development needs
Element 2 Develop individuals and teams
Element 3 Monitor and evaluate workplace learning
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to your reading:
• Developing an Effective Team.
a) Developing an effective team requires an understanding of how groups function. Complete

the table below using Adair’s Functional Approach. List at least five functions for each
category.
Category Functions
Group/Team. 1. Setting standards

2. Maintaining discipline
3. Building team spirit
4. Encouraging, motivating, giving sense of purpose
5. Appointing roles
6. Ensuring communication within the group
7. Training the group
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Individual. 1. Attending to personal problems

2. Praising individuals
3. Giving status
4. Recognising & using individual abilities
5. Training the individual
b) Team work is a collaboration of needs agreed to and implemented. As a leader what can be
done to encourage team spirit?
• get to know each other
• do something social together
• carry out a task together
• disclose personal information about yourself
• express feelings about being in a team
• identify your strengths and weaknesses as a team
• identify your skills which may be useful to the team
• identify your preferences about how you like to work with others
• do something creative together
Question 2
To complete this task refer to your reading:
• Building Relationships Through Trust.
Trust and confidence are essential to build relationships that support teamwork. Listed in the table below are
key strategies for building a trusting workplace. For each strategy document how you would implement
this in practice.
Strategy for building a How to implement strategy in practice

trusting relationship
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Focus on opening lines of communication. Get people talking and make it

Dialogue.
a safe atmosphere for employees to share their honest opinions. Discuss
the importance of open communication with all.
Acknowledge the Be sure not to point fingers and remember to always stick to the facts.
unspeakable. Consider what’s been happening, why, and what you plan to do about it?
Do people agree with the policies in your workplace? What is the morale
level of employees?
Secrecy breeds suspicion. Any new discussion or planning should be shared with all those involved
or effected as soon as is possible. Develop tools that help communicate
what’s going on. Regular email, meetings and newsletters help to keep
people ‘in the know’.
Keep promises. Make fewer and better agreements, don’t commit to something you
cannot follow through with. If you can’t make a promise due to an inability
to follow through, then communicate this clearly and renegotiate.
Model trust. Be a role model of appropriate behaviour.
Are you consistent, predictable, open and honest? Do you monitor and
evaluate your own skills? Do you reflect on and apply critical feedback?
Question 3
To complete this task refer to (pp. 3 – 4) of your reading:
• Forming, Storming, Norming, and Performing. Understanding the Stages of Team Formation.
For each of the stages in team development, list the key issues for leading the team.
Stage of Team Development Key Issue for Leaders
Forming. The leader needs to play a dominant role at this stage because team
members’ roles and responsibilities aren’t clear.
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• work styles can conflict

Storming.
• team members may challenge the leader’s authority, or jockey for
position as their roles are clarified
• team members may feel overwhelmed by their workload, or they
could be uncomfortable with the leader’s approach
• people start to resolve their differences and appreciate

Norming.
colleagues’ strengths
• people start to resolve their differences, appreciate colleagues’
strengths and feel comfortable asking each other for help
• the goal(s) of the team are understood and respected and
progress is being made
• Work and progress are efficient and well supported by structures

Performing.
and processes
• The leader can delegate much of the work, and can concentrate
on developing team members
Adjourning. Team members who like routine, or who have developed close working
relationships with other team members, may find this stage difficult,
particularly if their future now looks uncertain.
Question 4
To complete this task refer to (pp. 1 – 4) your reading:
• Adult Learning Theory and Principles.
Like children, all adults learn in different ways and it is important for leaders to understand the theories,
principles and styles of adult learning so that they can effectively develop the individuals within their teams.
For each adult learning principle in the table below, list the ways in which you can facilitate this
learning.
Adult Learning Principle Strategies for facilitating this learning.
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List two ways: - Show interest in the student's thoughts and opinions. Actively and
carefully listen to any questions asked
Adults are internally motivated
and self-directed. - Set projects or tasks for the student that reflect their interests and
which they must complete and "tick off" over the course of the
placement. For example: to provide an inservice on topic of choice; to
present a case-study based on one of their clients; to design a client
educational handout; or to lead a client group activity session.
List two ways: - Find out about your student - their interests and past experiences
(personal, work and study related)
Adults bring life experiences
and knowledge to learning - Facilitate reflective learning opportunities which Fidishun (2000)
experiences. suggests can also assist the student to examine existing biases or habits
based on life experiences and "move them toward a new understanding
of information presented" (p4)
List two ways: - Provide real case-studies (through client contact and reporting) as a
basis from which to learn about the theory, OT methods, functional
Adults are goal oriented.
issues implications of relevance.
- Ask questions that motivate reflection, inquiry and further research.
List two ways: - Ask the student to do some reflection on for example, what they expect
to learn prior to the experience, on what they learnt after the experience,
Adults are relevancy oriented.
and how they might apply what they learnt in the future, or how it will
help them to meet their learning goals.
- Provide some choice of fieldwork project by providing two or more

options, so that learning is more likely to reflect the student's interests.
List two ways: - Be explicit about how what the student is learning is useful and
applicable to the job and client group you are working with.
Adults are practical.
- Promote active participation by allowing students to try things rather
than observe. Provide plenty of practice opportunity in assessment,
interviewing, and intervention processes with ample repetition in order to
promote development of skill, confidence and competence.
List two ways: - Acknowledging the wealth of experiences that the student brings to the
placement;
Adult learners like to be
respected. - Regarding them as a colleague who is equal in life experience
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17

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BSBLED401 Develop teams and individuals.

AT 1: Theory Tasks 001 & 002

Attempting assessment tasks

Submitting tasks – Uploading to Studentweb

Accessing Required Readings

Students are able to access these readings online.

Theory Assessment Task

 Element 1 Determine development needs

 Element 2 Develop individuals and teams

 Element 3 Monitor and evaluate workplace learning

• 001: Training and Organisational Requirements

• 002: Team Development

• 003: Performance and Goals

• 004: Achieving Competence

Additional Readings for this Unit

• Developing an Effective Team [online article]. Maier, P. (nd.). Retrieved from:

• Training Needs Analysis. (2012). Recognition Australia. Retrieved from:

001 Training and Organisational Requirements

Element 1 Determine development needs

Element 2 Develop individuals and teams

Element 3 Monitor and evaluate workplace learning

• Guide to the National Quality Framework

• Understanding Developmental Needs: Helping Your People Reach Peak Performance.

a) List the six steps to assist in identifying individual training needs.

1. Reviewing team members' job descriptions.

2. Meeting with them.

3. Observing them at work.

4. Gathering additional data.

5. Analysing and preparing data

6. Determining action steps.

1. What challenges do you face every day?

2. What is most frustrating about your role?

requirements and the diversity of educators themselves.

a) Provide a definition of a children’s services team.

1. Room teams – educators led by a room/group/team leader

002 Team Development

Element 1 Determine development needs

Element 2 Develop individuals and teams

Element 3 Monitor and evaluate workplace learning

• Developing an Effective Team.

a) Developing an effective team requires an understanding of how groups function. Complete

Group/Team. 1. Setting standards

Individual. 1. Attending to personal problems

• Building Relationships Through Trust.

Strategy for building a How to implement strategy in practice

Focus on opening lines of communication. Get people talking and make it

Model trust. Be a role model of appropriate behaviour.

Stage of Team Development Key Issue for Leaders

• work styles can conflict

• people start to resolve their differences and appreciate

• Work and progress are efficient and well supported by structures

• Adult Learning Theory and Principles.

Adult Learning Principle Strategies for facilitating this learning.

- Ask questions that motivate reflection, inquiry and further research.

- Provide some choice of fieldwork project by providing two or more

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