Candidate Instructions Certificate IV in PDF

Candidate Instructions
Certificate IV in Business
BSBLED401 Develop teams and individuals
Assessment Task 3: Monitor and evaluate training
Submission Details
Candidate’s Name Student ID Intake
Assessor’s Name Contact Details @victory.nsw.edu.au
Assessment Due Date Assessment Due Time
Victory Institute
Assessment Location
Level 8, 22 Market Street, Sydney NSW 2000 Australia
Submission Details  First Attempt  First Intervention  Second Intervention

 Other (Specify): __________________________________________________________________
Candidate declaration – By signing below, I declare that:
I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
This project is my own and contains no material written by another person except where due reference is made. I am aware that
a false declaration may lead to the withdrawal of a qualification or statement of attainment.
Candidate’s
Signature
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.
Performance objective
You will demonstrate skills and knowledge required to monitor and evaluate workplace learning.
Assessment description
Following on from Assessment Task 2, you are required to evaluate a number of short-listed professional development
programs, develop a schedule based on one of the options, collect feedback, negotiate with a team member on future
development opportunities, and submit a report on the professional development of the team member.
Candidate Instructions: BSBLED401 Develop teams and individuals | Version No 1.0, Updated: 30 September 2016
Copyright © Victory Institute of Vocational Education Pty. Ltd. T/A Victory Institute
Procedure:
Part A: Plan development opportunities

1. Review the case study and profiles in Assessment Task 2. Also review the training strategy you developed.
2. Review the following scenario.
After collecting the self-evaluation form and discussing professional development needs at a
meeting with Gino, you have both agreed that you and the team require him to upgrade his
time management skills.
You have been advised by Seamus (and made Gino aware) that the organisation requires all
issues to be addressed by the end of this quarter (eight weeks only). Four weeks from now, a
review of progress – to monitor the progress of the development program and the extent of
any additional development support, if needed – will be conducted by Gino and yourself.
Gino has supplied you with a short-list of three courses that he believes will address his
learning needs and assist him to manage the current workload he has mounting up. You will
find these at Appendix 1. He is happy for you to decide which of the three programs he will
attend.
3. Select one of the three programs short-listed in Appendix 1.
4. Read the development policy in Appendix 2. Create a training schedule for the program, and outline:
a. dates and times
b. resources
c. breakdown of costs.
5. Write a short reflection on the process you followed to develop and approve your schedule. In your reflection:
a. explain how your chosen program meets Gino’s needs. How does this option offer a range of development
opportunities that incorporate activities and support materials appropriate to the achievement of identified
competencies?
b. explain how the program meets the needs of the organisation, for example how the program is compatible with
the objectives and strategy you developed in Assessment Task 2. Explain how proposed timelines and resources
required for the learning activity satisfy organisational requirements.
c. explain how you will obtain approval for the program. Refer to any applicable policies.
6. Submit your schedule and reflection to your assessor in accordance with the specifications outlined at the end of this
procedure.
Part B: Collect feedback from individuals

1. Review the objectives of the training strategy and consider Gino’s needs with respect to the training program you have
scheduled.
2. Create a questionnaire (on a separate sheet) that can be used by team members such as Gino to evaluate and assess any
professional development courses and/or events that they have attended. Later in this assessment, this feedback will also
be used by you to evaluate the worth of the event to the team member and to your organisation. This will inform a
meeting with the team member and a report.
3. Submit the questionnaire to your assessor in accordance with the specifications outlined at the end of this procedure.
Part C: Assess performance, negotiate future learning and report on professional development
1. Review the following scenario.
Four weeks have passed, and Gino has completed the time management course. Seamus
has expressed satisfaction and noted the improvements in the performance of your team
against the objectives set. All team members, with the exception of Gino, are now
performing to the level required. Maria reports coaching by Graham as successful. Graham
undergoing mentor and workplace coach training is of great value to developing other team
members.
You still have concerns with Gino’s performance. The mid-term review with Gino has also
been conducted and you have made the following notes summarising progress and
concerns.
● There has been a noticeable improvement in the schedule for client visits being kept
by Gino, but this morning a complaint was received regarding a meeting Gino
missed.
● In his defence, Gino stated that Maria had the meeting entered on his schedule, but
three fellow team members had requested his assistance that morning, which had
made him late, and when he called to let the client know he was held up but on his
way, they cancelled.
● Gino has demonstrated that the strategies he learnt from the time management
course to address the original concerns have improved his knowledge and strategies
in this area. However, concerns remain about certain situations he is experiencing in
the workplace.
2. Arrange with your assessor a time and place to role-play a meeting with Gino. Prepare to discuss Gino’s performance and
negotiate future steps to improve performance, including further professional development within the organisation’s
time limit. Prepare for this meeting by considering future professional development opportunities to suggest to Gino.
Explain organisational policy for developing teams.
3. Conduct the role-play. Ensure you conduct the meeting with Gino in a respectful and professional manner. Ensure you
get agreement from Gino for future steps. Record these for reporting purposes.
4. Write a report on Gino’s professional development in accordance with relevant reporting policy.
a. Discuss Gino’s performance. Use at least one example.
b. Discuss the professional development activities undertaken to date to develop Gino’s skills.
c. Identify gaps between Gino’s current performance and organisational needs.
d. Discuss next steps for Gino’s professional development as negotiated with him.
e. Evaluate the success of professional development for Gino and others against organisational objectives.
f. Explain organisational policy for developing teams.
5. Submit your professional development report on Gino to your assessor in accordance with the specifications outlined at
the end of this procedure.
Specifications
You must:
 Submit:
o a training schedule for selected option
o a reflection on the process of developing the schedule
o a feedback questionnaire on the training for Gino to complete
o a report on professional development.
 Participate in a role-play with Gino to negotiate future options.
SID_Name_AssessmentName.pdf
Where SID is replaced by your student ID, Name is replaced with your first name and AssessmentName is
replaced with name of the assessment or task
Your assessor will be looking for:

 learning skills to incorporate feedback and performance information into evolution of professional development
 writing skills to develop planning and write reports using business vocabulary and style
 reading skills to incorporate policy and evaluate different forms of written feedback and performance information
 oral communication and listening skills to negotiate effectively with team members on their training and development
needs
 management skills to develop others to meet business objectives and evaluate success.
Appendix 1: Training options

This information supplied by Gino, as supplied to him by the training companies when he approached them.
Option 1
Outline: Delivered by instructor classroom-style over two half-days in the CBD of your closest capital city. Cost: $695.
Key content
 the value of time management
 analysing your time usage
 setting work goals
 setting work priorities
 leveraging time use and applying the 80/20 rule and the 95/5 rule
 working effectively
 managing your time: strategies and tools
 using technology
 manage time wasters and interruptions
 when and how to delegate
 balancing work and life.
What objectives can be achieved?
1. Plan personal work goals.
2. Organise own work priorities and schedules.
3. Identify and reduce time wastage and stress caused by poor time management.
4. Plan an appropriate balance of work and life.
5. Set up an action plan for improved time management.
Option 2
Outline: This option is delivered completely online over three sessions. Cost: $495.
Key content
 time management principles
 time management strategies and approaches
 time-saving techniques
 work/life balance
 dealing with time wasters
 identifying action plans.
What objectives can be achieved?
1. Gain more from your time.
Option 3
Outline: This option is delivered with a short online session for each lesson completed with a workplace mentor, if available. This
course features self-paced learning activities delivered in the workplace, adapted to the specific workplace situation.
The training organisation also offers a special program for training workplace mentors and coaches if delivered with this course.
The course will run for as long or as short as is needed by the participant and their organisation.
Cost: $550.
Lesson 1: Time management overview
 principles of time management
 understanding the benefits of time
 identifying different personality types
 assessing yourself
 productivity cycles
 pricing your time
 creating a time audit
 managing time in meetings
 goals and priorities
 making a ‘to-do’ list
 identifying goals
 setting priorities.
Lesson 2: Time management plans
 time management plan
 preparing for a time management plan
 creating a time management plan
 daily plan
 handling obstacles
 identifying the steps to plan a day
 using daily plan guidelines
 identifying the steps to say ‘no’.
Lesson 3: Productivity optional extra ($50 with mentor training)
 interruptions and meetings
 minimising interruptions from a visitor
 minimising interruptions from a co-worker
 running productive meetings
 attending productive meetings
 factors affecting productivity
 discussing factors that affect productivity.
The productivity option program can also be conducted, for example, with the mentor chairing. This is an effective training
session on how to structure and conduct meetings that are efficient and effective. Topics can include the use of agendas,
chairing skills, informal and formal activities.
Appendix 2: MacVille professional development policy
MacVille recognises that its employees are one of its greatest assets. MacVille actively encourages and values staff development
and is committed to enhancing its performance and reputation through the development of a highly skilled workforce.
Objectives
Organisation
Training/professional development provides the skills and knowledge that the staff requires in order to achieve the company’s
goals and objectives and fulfil its mission.
Employees
Training/professional development is provided to enhance the potential that each individual has to develop within his or her
current position, or into another, through training.
Systems and procedures

Development of employees involves identifying, implementing and evaluating individual and group development. For example,
individual development needs can be identified through MacVille performance management processes and group development
needs.
Applications and approval

Managers may approve training/professional development applications endorsed by the employee’s supervisor for expenditures
beyond $500 per person.
The application must outline the infrastructure delivery requirements and the advantages to MacVille for the program
completed.
Programs approved to meet performance-related issues must be able to be completed within the stated performance
improvement period.
Reporting
At the end of each six-month period, MacVille requires a report from each supervisor, detailing the professional development
undertaken by each person in their section.
Reports should summarise performance issues encountered, actions and programs implemented, modifications negotiated,
outcomes of the program, and should include the gains you see for the team and the organisation. Analysis of the outcome of
the performance issue should also be covered in brief. Reports should be titled ‘Six-monthly report – First name Last name’, for
each team member, signed by the reporting supervisor/manager.

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Candidate Instructions

Candidate’s Name Student ID Intake

Assessor’s Name Contact Details @victory.nsw.edu.au

Assessment Due Date Assessment Due Time

Submission Details  First Attempt  First Intervention  Second Intervention

Part A: Plan development opportunities

2. Review the following scenario.

a. dates and times

Part B: Collect feedback from individuals

a. Discuss Gino’s performance. Use at least one example.

c. Identify gaps between Gino’s current performance and organisational needs.

f. Explain organisational policy for developing teams.

 Participate in a role-play with Gino to negotiate future options.

Your assessor will be looking for:

Appendix 1: Training options

 the value of time management

 analysing your time usage

 setting work goals

 setting work priorities

 managing your time: strategies and tools

 when and how to delegate

 balancing work and life.

What objectives can be achieved?

1. Plan personal work goals.

2. Organise own work priorities and schedules.

4. Plan an appropriate balance of work and life.

5. Set up an action plan for improved time management.

 time management principles

 time management strategies and approaches

 dealing with time wasters

 identifying action plans.

What objectives can be achieved?

1. Gain more from your time.

Lesson 1: Time management overview

 principles of time management

 understanding the benefits of time

 identifying different personality types

 creating a time audit

 managing time in meetings

 goals and priorities

 making a ‘to-do’ list

Lesson 2: Time management plans

 time management plan

 preparing for a time management plan

 creating a time management plan

 identifying the steps to plan a day

 using daily plan guidelines

 identifying the steps to say ‘no’.

Lesson 3: Productivity optional extra ($50 with mentor training)

 interruptions and meetings

 minimising interruptions from a visitor

 minimising interruptions from a co-worker

 running productive meetings

 attending productive meetings

 factors affecting productivity

 discussing factors that affect productivity.

Systems and procedures

Applications and approval

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