BSBLED401 Develop teams and individuals Knowledge Assessment

This assessment aims to assess your skills and knowledge required for BSBLED401 Develop teams and individuals. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this booklet with accuracy.

BSBLED401 Develop teams and individuals
Assignment Cover Sheet
PLEASE USE BLOCK LETTERS WHEN COMPLETING THIS FORM
Personal Details of Student
Student
Name Clarice Balona Student
Number QFC00004JW
Assignment Details
Assignment Title Knowledge Assessment
Assignment number (if
applicable)
Unit Code (e.g. HSBH1006) BSBLED401
Unit Name Develop teams and individuals
Trainer’s Name:
Trainer’s Email: Katrina Warren
Due Date: Submission
Date:
Declaration:
I declare that:
(Please tick all applicable boxes)
 This assessment is my own work, based on my own study and research and no part of it has been
copied from any other source except where I have appropriately cited the original source.
 If this assessment was based on collaborative/teamwork, as authorised by the trainer, I have not
submitted significantly the same final version of any assessment material as another student.
 I have not previously submitted this assessment or any part of this assessment for this or anyother
course/unit.
 I have kept a copy of my assessment.
 I give permission for my assessment response to be reproduced, communicated, compared and
archived for the purposes of detecting plagiarism.
 I have read and understood the information on plagiarism, as stated in the Student Handbook.
Clarice Balona cgbalona
Acknowledge by: (Student Name) (Signature) (Date)
FOR THE TRAINER:
Please complete the following section:
I have marked the assessment/s and confirm:
Results :
Knowledge Assessment Satisfactory Unsatisfactory
Practical Assessment Satisfactory Unsatisfactory
Overall Assessment Competent Not Yet Competent
Trainer’s Feedback
Trainer’s Signature Date
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Instructions to Student:
The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use
the Learning Resources that the Trainer provides you and also your Trainer to assist you in
completing this booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical
aspects and the appropriate employability skills. This assessment can be given as a self-paced
written assessment, administered orally by an assessor or a combination of both. Whichever
method is used, the answers to the questions will be recorded on this assessment schedule.
The Studentmust complete ALL questions correctly. If an answer is not correct, the Assessor
must investigate the level of understanding. The Assessor will then document any discussions in the
Assessor Box provided at the bottom of each page. If the Assessor asks any additional questions,
these will be documented in the Assessor Box and include the Student's answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the
Studentis deemed not yet competent in this unit. Some possible solutions to achieve competence
are:
• Any incorrect questions may need to be completed again and re-submitted
• Additional training may be required
• Additional research may be required
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Knowledge Assessment
1. To complete this task refer to the following reading:
Guide to the National Quality Standard, ACECQA (2011).
 See Quality Area 7 Leadership and Service Management: Element 7.2.2 - the performance of
educators, co-ordinators and staff members is evaluated and individual development plans are
in place to support performance improvement.
a. What does the NQS aim to achieve through Element 7.2.2?
The approved provider, nominated supervisor, educators, co-ordinators, staff members, families and
children benefit when performance plans, under a regular cycle of review, are in place.
This planning and review ensures that knowledge, skills and practices are current and areas requiring
further development are addressed.
b. Provide three examples of how an education and care service can demonstrate Element 7.2.2 to
Assessors.
• How the service’s performance review cycle contributes to planning for learning and further
development
• How the effort, contribution and achievement of educators, co-ordinators and staff members is
acknowledged and celebrated
• Processes to ensure each educator, co-ordinator and staff member receives ongoing feedback about their
performance
Assessor Notes:
2. To complete this task go to your text and refer to the following reading:
 Understanding Developmental Needs: Helping Your People Reach Peak Performance
[online article], Mindtools, (nd.).
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?
 What challenges do you face every day?
 What is most frustrating about your role?
 What areas of your role, or the organization, do you wish you knew more about?
 What skills or additional training would help you work more productively or effectively?
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Assessor Notes:
c. Managers can gather information about the educators work performance through observation and
discussion with colleagues. Provide two examples of how this information be gathered in an ethical
manner?
 Make sure that you don't undermine the person's dignity, and that you respect the context.
For example, in some cultures, it may be acceptable to talk openly to co-workers. In others,
you will have to do this with a lot of sensitivity, if you do it at all.
 Avoid unfocused generalizations. Ask people to back up their comments with specific
example.
3. To complete this task refer to (pp. 162 – 164) 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. Recruitment
2. System to manage employee’s wages, conditions and entitlements
3. Job description, job roles and responsibilities
4. Rosters all allocation of tasks/responsibilities
5. Performance management
6. Workplace learning
Assessor Notes:
In education and care services, assessing workplace performance can be a challenging task given
the 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 approved children’s services.
3. The expectations of services users (that is, families).
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 specific challenges of the service, for example: large service, infant/toddler care, children
with additional needs, geographical isolation, challenging families.
7. Individual educator differences – age - , culture background, qualifications, experience, skills
and knowledge.
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8. The team structures.
4. To complete this task refer to (p. 164) of your textbook ‘The Business of Child Care’.
a. Provide a definition of a children’s services team.
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 interest of individual.
b. List the three types of teams and the position types within the team that you could manage
within a children’s service.
1. Educators and support staff- Example: administrative assistant, cook, cleaner, handy
person/gardener- led by a director and a coordinator management.
2. Room teams – led by a room or team leader.
3. Senior educator teams – room leaders and manager
Assessor Notes:
5. To complete this task refer to (pp. 165 – 166) 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.
1. Ensure legislative compliance – in children’s services, evaluation of educator performance is
a requirement of the NQS
2. Ensure that employees are working toward the goals of the organization.
3. Ensure that employees are reflecting the philosophy of the organization in their day to day
practices
4. Identify areas where work tasks, procedures or policies need to be adjusted to reflect current
best practices or legislative compliance
5. Improve relationships with and among employees
6. Assess the organizational culture and morale of employees
7. Benchmark performance
8. Encourage employee feedback and innovation
9. Identify the strength of team members
10. Identify the training needs of individuals.
Assessor Notes:
6. To complete this task refer to the following reading:
 Developing an Effective Team, Maier, P. (nd.).
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.
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Category Functions
i. Group/Team
 Setting standards
 Maintaining discipline
 Building team spirit
 Encouraging, motivating, giving sense of purpose
 Appointing roles
ii. Indivdual  Attending to personal problems
 Praising individuals
 Giving status
 Recognising and using individual abilities
 Training the individuals
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 the task together
 Disclose personal information about yourself
 Express feelings about being in 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
Assessor Notes:
7. To complete this task refer to the following reading:
 Building Relationships through Trust.
Trust and confidence is 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 strategy in practice.
Strategy for building
a trusting
relationship
How to implement strategy in practice
a. Dialogue Focus on opening lines of communication. Get people talking and make it safe
atmosphere for employees to share their honest opinion. Discuss the importance
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of open communication of all.
b. Acknowledge
the unspeakable
Touch issues need to be resolved and openly discussed. Be sure not to point
fingers and remember to always stick to the facts. Consider what’s been
happening, why, and what you plan to do about it?
c. Secrecy breeds
suspicion
When information or activity is kept secret, it is open to misinterpretation, so
communication is essential. Any new discussion or planning should be shared with
all those involved or effected as soon as possible. Develop tools that help
communicate what’s going on. Regular email, meeting and newsletters help to
keep people ‘in the know’.
d. 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.
e. Model trust Be a role model of appropriate behavior.
Assessor Notes:
8.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 in this stage.
Stage of Team
Development
Key Issue for Leaders
Forming Feelings: Team members are usually excited to be part of the team and eager
about the work ahead.
Behaviours: may include lots of questions from team members, reflecting both
their excitement about the new team and the uncertainty they might be feeling
about their place on the team.
Team Tasks: to create a team with clear structures, goals, direction and roles so
that the members begin to build trust.
Storming Feelings: Members are trying to see how the team will respond to differences and how it
will handle conflict.
Behaviours: Team members may argue or become critical of the team’s original mission or
goals.
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Team Tasks: May call the team to refocus on its goals, perhaps breaking larger goals down
into smaller, achievable steps. The team may need to develop both tasks-related skills, and
group process and conflict management skills. There will be frustration and confusion
experience during this stage.
Norming Feeling: Team members begin to resolve the discrepancy they felt between their individual
expectations and the reality of the tam ‘s experience. Constructive criticism is both
possible and welcomed. Team start to feel part of a team and can take pleasure from the
increased group cohesion.
Behaviours: Members conscious effort to resolve problems and achieve group harmony.
Team members. There might be more frequent and more meaningful communication
among Teams may begin to develop their own language or inside jokes.
Team Tasks: Members shift their energy to the team’s goals and show an increase in
productivity, in both individual and collective work. Team may find an appropriate time for
an evaluation of team process and productivity.
Performing Feelings: Members feel satisfaction in the team’s progress. They share insight into personal
and group process and aware of their own strength and weakness. Members feel
confident in their individual abilities and those of their teammates.
Behaviours: Able to prevent or solve problems in the team’s process or in the team’s
progress. A “can do” attitude is visible as are offers to assist one another. Differences
among members are appreciated and used to enhance the team’s performance.
Team Tasks: Makes significant progress towards its goals. Commitment to the team’s
mission is high and the competence of team members is also high. Members continue to
deepen their knowledge and skills, including working continuously to improve team
development.
Adjourning Feelings: May feel concerns about the team’s impending dissolution. They may feel some
anxiety, sadness or sense of loss because of uncertainty about their individual role or
future responsibilities and changes coming to their team relationship. Given these conflict
feelings, individual and team morale may rise or fall throughout the ending stage. At any
given moment individuals on the team will be experiencing emotions about the team
ending.
Behaviours: Some team members may become less focussed on the team’s tasks and their
productivity may drop. Alternatively, some team members may find focussing on the task
at hand is an effective response to their sadness or sense of loss.
Team task: The team needs to acknowledge the upcoming transition and the variety of
ways that individuals and the team maybe feeling about the team’s impending dissolution.
Assessor Notes:
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9.To complete this task refer to the following 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.
a. Adults are internally
motivated and self-
directed
 Set up a graded learning program that moves from more to less
structure, from less to more responsibility and from more to less
direct supervision, at an appropriate pace that is challenging yet not
overloading for the student.
 Develop rapport with the student to optimise your approachability
and encourage askingof questions and exploration of concepts.
 Show interest in the student's thoughts and opinions. Actively and
carefully listen to any questions asked.
 Lead the student toward inquiry before supplying them with too
many facts.
 Provide regular constructive and specific feedback (both positive
and negative),
 Review goals and acknowledge goal completion
 Encourage use of resources such as library, journals, internet and
other department resources.
 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. 
Acknowledge the preferred learning style of the student. A
questionnaire is provided below that will assist your student to
identify their preferred learning style and to discuss this with you.
b. Adults bring life
experiences and
knowledge to learning
experiences
 adults like to be given opportunity to use their existing foundation
of knowledge and experience gained from life experience, and apply
it to their new learning experiences. As a clinical educator you can:
 Find out about your student - their interests and past experiences
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(personal, work and study related)
 Assist them to draw on those experiences when problem-solving,
reflecting and applying clinical reasoning processes.
 Facilitate reflective learning opportunities which Fidishun (2000)
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”
c. Adults are goal oriented
 Provide meaningful learning experiences that are clearly linked to
personal, client and fieldwork goals as well as assessment and future
life goals.
 Provide real case-studies (through client contact and reporting) as a
basis from which to learn about the theory, OT methods, functional
issues implications of relevance.
 Ask questions that motivate reflection, inquiry and further research.
d. Adults are relevancy
oriented  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, 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.
e. Adults are practical  Clearly explain your clinical reasoning when making choices about
assessments, interventions and when prioritising client's clinical
needs.
 Be explicit about how what the student is learning is useful and
applicable to the job and client group you are working with.
 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.
f. Adult learners like to be
respected
 Taking interest
 Acknowledging the wealth of experiences that the student brings to
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BSBLED401 Develop teams and individuals
the placement;
 Regarding them as a colleague who is equal in life experience
 Encouraging expression of ideas, reasoning and feedback at every
opportunity.
10. To complete this task refer to your readings:
 How to conduct a Personal SWOT Analysis.
 Personal SWOT Analysis: Making the Most of your Talents and Opportunities.
a. Define the four areas of the SWOT analysis.
Strengths. To help you understand your strengths, picture yourself as a competitive product in
the marketplace. A personal strength is an asset to you as a product and can be used
as a way to differentiate yourself from others when interviewing or trying to obtain
your next promotion
Weaknesses. A personal weakness is a liability or an area of opportunity for growth. These are
characteristics you could improve upon to increase future job opportunities.
Opportunities. When thinking about your opportunities and threats, I always find it easier to begin
with the “threats.” Try comparing yourself to people you’ll likely compete against for
that next job or promotion.
Threats. As objectively as possible, judge your threats and determine possible ways to
overcome them.
Assessor Notes:
b. Undertake a SWOT analysis to identify your personal training needs.
Strengths Weaknesses
 What advantages do you have that others don't
have (for example, skills, certifications, education, or
connections)?
 What do you do better than anyone else?
 What personal resources can you access?
 What do other people (and your boss, in particular)
see as your strengths?
 Which of your achievements are you most proud
of?
 What values do you believe in that others fail to
 What tasks do you usually avoid because you don't
feel confident doing them?
 What will the people around you see as your
weaknesses?
 Are you completely confident in your education
and skills training? If not, where are your weakest?
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BSBLED401 Develop teams and individuals
exhibit?
 Are you part of a network that no one else is
involved in? If so, what connections do you have
with influential people?
 What are your negative work habits (for example,
are you often late, are you
 Do you have personality traits that hold you back
in your field? For instance, if you have to conduct
meetings on a regular basis, a fear of public
speaking would be a major weakness.
Opportunities Threats
 What new technology can help you? Or can you get
help from others or from people via the Internet?
 Is your industry growing? If so, how can you take
advantage of the current market?
 Do you have a network of strategic contacts to help
you, or offer good advice?
 What trends (management or otherwise) do you
see in your company, and how can you take
advantage of them?
 Are any of your competitors failing to do something
important? If so, can you take advantage of their
mistakes?
 Is there a need in your company or industry that no
one is filling?
 Do your customers or vendors complain about
something in your company? If so, could you create
an opportunity by offering a solution?
 What obstacles do you currently face at work?
 Are any of your colleagues competing with you for
projects or roles?
 Is your job (or the demand for the things you do)
changing?
 Does changing technology threaten your position?
 Could any of your weaknesses lead to threats?
c. Using your SWOT analysis, complete the individual development plan below.
Learning goal Achieving my goals Timeframe Measuring
success
What do I want to
learn or do better?
 First you create
What do I need to
do? What information
do I need? What
resources may be
What is the timing of
each step? What time
do you set to achieve
your goal?
How will I know
when I have
achieved my gaol?
How will others
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BSBLED401 Develop teams and individuals
"big picture" of what
you want to do with
your life (or over,
say, the next 10
years), and identify
the large-scale
goals that you want
to achieve.
 Then, break these
down into the
smaller and smaller
targets that you
must hit to reach
your lifetime goals.
 Finally, once you
have the plan, start
working on it to
achieve these
goals.
required? Outline the
steps.
By keeping such a list,
make sure that the
tasks are written down
all in one place, so
you don't forget
anything important.
And by prioritizing
tasks, the plan will be
in order, so that you
can tell what need
immediate attention,
and leave until later:
Step 1:Write down all
of the tasks that
needed to complete.
Step 2: Run through
these tasks allocating
priorities from A (very
important, or very
urgent) to F using
software (unimportant,
or not at all urgent).
It has been realised by
me that there are
certain barriers in my
approaching style that
may act as hindrance
while teaching or
mentoring a group of
students. Listed below
are the barriers
according to me which
may act as hurdles
while executing a
training and
development program.
Lack of confidence: It
has been felt by me that
in order to take up a
training program for the
students, it is
imperative to build up
confidence and make an
eye contact with each
student while training.
The best possible way
to do that is to speak
before mirrors, that is,
practice mirror
reflection. It may take
around 45 days to build
up that confidence.
Public speech anxiety:
Another issue that crops
up is that while
addressing to a number
of students, is my fear
to address a group of
students publicly. While
making one to one
conversation I don’t
face such kind of fear.
However, I lack
confidence and stumble
while I speak to a group
of students. In order to
overcome this fear, I
would pay special
attention towards my
speech. I would wish to
ensure that the topics
that are addressed by
me are well known to
me. Having a proper
insight about the topic
that is being addressed
would build up
confidence while
speaking and thus
would reduce stumble
speaking. This process
would take a minimum
of 40 days.
know when I have
achieved my goal?
What evidence can I
gather to
demonstrate I have
achieved my goal?
In order to
understand that I
have successfully
been able to
overcome my
shortcomings, I
need to move out of
my comfort zone
and arrange
different group of
students. While
addressing the new
students I will be
able to understand
if I have been able
to rectify my
shortcomings. I will
keep a close check
on my language
and communication
techniques. Apart
from that while
speaking I will also
be able to
understand if I have
enough vocabulary
or I am running out
of words. If I find
that my
communication has
improved and I
have a good stock
of vocabulary, it
reflects that the
techniques that I
adopted for
overcoming my
deficiencies.
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11. For this task you must access the following document:
 Golden Rules of Goal Setting. Five Rules to Set Yourself Up for Success.
Identifying learning and development goals can be achieved by using an effective measurement
system such as the SMART principle.
In the table below, define each of the elements of the SMART principle.
Element Definition
Specific Your goal must be clear and well defined.
Measurable Include precise amount, date, etc. in your goal so you can measure your
degree of success.
Attainable Make sure it’s possible to achieve the goals you set.
Relevant Goals should be relevantto the direction you want your life and career you take
Timely Your goals must have a deadline.
Assessor Notes:
12. To complete this task refer to the following reading:
• Effective Questioning, QLD Department of Education, Training and Employment, (nd.).
Once data has been gathered on the individuals or the team’s performance the manager will then
facilitate training for development.
Define the training options that can be utilised.
Training type Definition
On-the-Job
Training.
This is when team members shadow more
experienced team members to learn a new skill.
Instructor-Led
Training.
This is similar to a "class," where an experienced
consultant, expert, or trainer teaches a group.
Online Training
and E-Learning
This can be particularly convenient and cost-
effective.
Cross-Training This teaches team members how to perform the
tasks of their colleague.
Active Training This involves games, group learning, and practical
exercises. This type of training is often effective,
because it pushes people to get involved and be
engaged.
Mentoring or These can be effective for helping your team
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Coaching members develop professionally and learn new
skills.
13. Reflect and draw on the knowledge you have acquired from the text and readings in this unit
to answer the following question.
Training New Employees
As the Director of a children’s service Greg has the responsibility of coaching the new Certificate
III trainee on the correct use of equipment to meet WHS compliance. Greg is preparing to train
Adam on the use of the services dishwasher
a. For each step in the coaching process, provide a description of the key points Greg will need to
communicate and/or demonstrate to Adam.
Stage Key Points
Gather
materials
It has been proposed that in order to carry on the training process
regarding handling and correct use of dishwasher. For this materials like
White board, marker pen, projector lights, computer system, some video
clips would be required. Before handing a dishwasher, Greg will need to
make sure that he addresses all the key points in the context of using a
dishwasher. In order to demarcate all the parts of dishwasher and name
them, a white board and a marker pen is required. Apart from that, it is
also imperative to know the functioning of the switches and buttons of the
dishwasher machine and what are the switches called. Once Adam learns
the technical specifications, the next course would be easier for him. Due
to risks involved in performing tasks through dishwasher, Greg needs to
make a proper training program regarding the types of dish that can be
put together in the dishwasher, and the maximum and the minimum
number of dishes and other utensils that can be put together. The other
requirements like video clips and projectors will be required as it is
important to watch the mode of operation of dishwashers before actually
operating it. The video clips are regarding the safety measures that must
be taken while operating the dishwasher. The videos will be showing what
safety measures must be adopted while operating the dishwasher. After
the showing and explanation of the videos, Adam will be ready to use the
actual dishwasher machine, though under the mentoring of Greg.
NO ANSWER
Explain It is necessary to provide training and development program to Greg
before actually handling the dishwasher machine. Dishwasher, though it
may sound like an ordinary daily appliance yet it may be harmful in case it
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is mishandled. It is to be noted that Adam will be trained by Greg to use a
dishwasher, which indicates that the dishwasher machine would not be
used for private needs, but for professional needs. The dishwasher
machine is that of some hotel or restaurant that has some different
technical specifications than that of regular dishwasher machine. In order
to understand those technical specifications and handle the dishwasher
machine properly, an extensive training is required, since Adam would be
using it for washing a huge number of utensils at once.
Greg needs to explain Adam the correct ways of handling a dishwasher
machine. Greg’s explanation should state all the points regarding the
need of innovating a dishwasher machine and its usefulness. After Adam
is well known about the services that are provided by the dishwasher
machine, Adam needs to be informed about the technical specifications of
different dishwasher machines used in different hotels and restaurants.
Apart from that, a proper training is also imperative since Greg needs to
consider the factors of risk management associated with handling of
dishwashers. In order to execute the operation of dishwasher, Greg needs
to ensure that Adam is capable enough to use the dishwasher machine
properly.
Can they do it? Greg must ensure that the training program provided by him fulfils all the criterions that
would enable Adam to use the dishwasher machine properly. Greg Mus ensure that he
takes all the steps of the training. Apart from that, Greg should also take tests to
understand id Adam and other members have properly understood the process and the
mode of operation is clear to Adam and all the other members. Greg must also ensure
that the different other stages of training like cleaning of the dishwasher machine,
maintenance of the dishwasher machine and its proper sage are well understood by all
the trainees. Greg for Adam and all the trainees regarding the evaluation of the theory
portion and the practical portion that are taught to the trainees by Greg should arrange a
separate test.
On the other hand, in order to ensure that the training is properly conducted and hence
forth there would not be any problem in using the dishwasher machine, Adam needs to
follow all the points addressed by Greg minutely. If all the classes are attended by Adam
and the training is taken seriously, Adam and the other trainees will be able to perform
the operation of the dishwasher machine in a proper manner.
NO ANSWER
Motivate Since using a dishwasher is at the same time tiring and dangerous, it is likely that all the
trainees including Adam might lose interest in the training process. In this case, it is the
duty of Greg to ensure that the motivation and inspiration of all the trainees including
Greg are withheld till the end of the training. It is therefore crucial for Greg for constantly
keep on motivating the trainees in order to retain their interest towards he training and
development program organised. Greg can do these in a number of ways. Firstly, Greg
needs to ensure that the trainees are enough motivated before starting of the training
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and development process. Only then, Greg would be able to start of a training program
for Adam and other trainees. However, it must be maintained that in order to keep the
all the trainees motivated till the end of the training and development process Greg must
take a break after each week. In that break that is taken by Greg, he must try to delve
deep into the personal details of all the trainees and make small recreational programs
that would motivate the trainees. The recreational programs may include events like
singing, participating in fun activities and a lot more. It enhances the strength of the team
and also makes the trainer’s relation with the trainees better.
Other motivational practices that can be incorporated by Greg to avoid boredom during
the training process is that Greg can incorporate light discussions regarding the personal
life of the trainees apart from work. A short break of five to ten minutes during the
course of the class would help to rejuvenate trainees to concentrate better on the
training program.
Greg can also award and recognize trainees doing best in the training process.
Intermittently, Greg can applause the trainees making remarkably good performance.
Such activities would not only enhance the relationship of the trainees with Greg but
would also act as an excellent motivational therapy for all the trainees.
NO ANSWER
Ensure correct
position
It can be assumed that if Adam takes the training and development program designed by
Greg in a proper manner, then Adam can also benefit the future employees of the hotel
and restaurant industry sharing the knowledge that he has acquired. That is, after
receiving the training and development program from Greg, Adam would be enough
capable of operating the functioning of the dishwasher machine singe handed. After
some passage of time Adam would be a pro operator of the dishwasher machine and
would be able to educate other employees regarding the course and mode of operation
of the dishwasher machine. Adam too, in that case can be a trainer of dishwasher
machine used for commercial purposes like in hotel industries and in restaurants.
NO ANSWERk
Assessor Notes:
13. To complete this task refer to the following reading:
 Giving and Receiving Effective Feedback,
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Providing and receiving feedback is an integral part of working with teams and individuals.
a. What are the strategies to use when giving difficult feedback?
Handling and reacting to a negative feedback is tougher. Perhaps it is tougher to give out a negative
feedback. Giving out negative feedback s tougher since the trainer or the management has no idea
about how the employees or the trainees would be reacting after the feedback is given out to them.
In many cases, it has been observed that the employees or the trainees react in a negative manner
and turn defensive after hearing a negative feedback. In such cases, it turns difficult for the
management or the trainer to handle the employees or trainees. Due to these reasons, it is
imperative to follow some strategies regarding negative feedback so that whatever the situations
are, that can be taken in control. The first strategy that a manager or a trainer needs to develop is
while giving a negative opinion, the trainer or the manager must only give out the opinion in
possible affirmative way. There should not be any negative words included like “dissatisfied, failure,
unproductive etc”. The manager or the trainer must ensure that the utterance or negative or
pessimistic words are prohibited. Such action if taken then it would also, at the same time ensure
that the negative words do not hurt the feelings or sentiments of the employees or the trainees. The
management can also focus on listening than just speaking out the negative feedback. The
managers must also let the employees or the trainees speak for themselves and let know the reason
for their underperformance. It must be a two way process or a conversational process. The trainees
or the employees must take an equal participation in the whole process. The managers must make
the employees feel wanted to the company. Otherwise, negative feedback would discourage the
employees to the extreme. Following these strategies would help to cope up with the pressure of
negative feedback on the part of both the managers and the employees.
NO ANSWER
14. Read the scenario and answer the related question.
Addressing Conflict
Maxine (the service Director) is aware that there is tension building within the team working in
the nursery. There has been disagreement between the two educators Michelle and Elizabeth on
planning directed art and craft activities for the children. Maxine knows she should take charge
and address the problems before they get out of hand. However Maxine keeps telling herself she
will get to it tomorrow. She knows she is avoiding the problem but just doesn’t know where to
start to speak to the educators about the issue
a. Using the feedback strategies, what steps should Maxine take to speak to the educators and what
should she say?NO ANSWER
According to the case study, it shows that Maxine is avoiding the situation of confronting the
other two educators of the nursery, Michelle and Elizabeth. However, to make sure that the
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situation does not move beyond the boundaries she has to confront the tutors. At the very first
hand, Maxine needs to analyse the depth of the situation. She needs to have a close look on
the art and craft activities and the way it is intended to be introduced to the children. At the
very first hand, Maxine needs to enquire what the disagreement is about. After ensuing the
disagreement and the cause of it< Maxine can take charge of the same likewise. The
disagreement if is seen between the modes of conducting art and craft class between the two
educators then in that case Maxine should stick to the mode that would be easy to accept by
the student. On the very first hand, Maxine should call Michelle and Elizabeth individually and
must make a discursive conversation about the subject and take their individual opinion about
how the course needs to be conducted. Maxine should then proceed onto the reason of
disagreement between the two educators. After having a clear insight of the situation and the
tension between educators, Maxine should call both the educators and must have a open
discussion so that the misunderstanding that have cropped up can be solved and at the same
time the ego clash can be taken care of. Maxine must take a counselling session with the
educators so that both the educators can think of the larger benefit of the students keeping
personal ego aside.
Assessor Notes:
15. To complete this task refer to (pp. 173-177) of your textbook ‘The Business of Child Care’.
Addressing poor performance is not an easy task. Communication is required to report on
feedback and to maintain effective relationships. Read the scenario and answer the related
questions.
The problem with Julie
Brooke is the Director of a 60-place long day care centre with a staff of 18. Brooke is an
experienced Director who works hard to maintain a good quality service. Brooke is patient, caring
and respectful of her staff. Julie is a trained EC teacher and has worked at the centre for eight
years. Brooke and Julie have a lot in common and are quite good friends. They often discuss good
books they have read or movies they have seen.
Until recently, Julie was a strong team member, well respected by both colleagues and parents.
Over the last two months Brooke has noticed Julie’s performance has been slipping. She has
become disorganised, her room is becoming cluttered and messy. She has not been keeping up
with her assigned responsibilities and has been short tempered with children and team members.
Parents and staff are beginning to complain, so after gathering and documenting her concerns
Brooke decides to speak to Julie. The conversation was very difficult for Brooke because she really
likes Julie and does not want to add to her obvious stress. When confronted by Brooke’s concerns
Julie becomes very defensive and says she has a lot of personal issues going on at the moment.
Brooke acknowledges that striking a balance between home and work is never easy; however
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Julie must not neglect her obligations as a teacher at the centre. The two work on some strategies
for Julie and agree to review progress in three weeks.
At the next review meeting Brooke feels that Julie’s performance had not improved. She starts
the meeting by saying ‘I really like you Julie but I must tell you that your work is not of a
satisfactory standard’. Julie bursts into tears and runs from the room.
a. What options should Brooke now consider in relation to Julie’s continued poor performance?
NO ANSWER
According to the case study, it has been seen that Julie is a trained and an efficient employee.
She has been able to manage the children, assess the expectation of the parents and manage
her responsibilities sincerely. It has been some time that she is out of focus and is not
performing as she used to. Taking into concern her previous works and her contribution
towards the educational institute, it would not be a fair option to terminate Julie or to replace
her position some other alternative. Instead, Brooke should consider giving Julie some time to
deal with her private affairs. It is imperative to maintain a balance between work and private
life and that is what Brooke must insist upon Julie. On the very first hand, Brook must consider
Julie for a short vacation so that she can focus completely on her personal affairs and get it
solved. Brook must be patient with Julie and give her enough time and space so that she can
completely resolve the tangles of her personal life. However, Brook must also follow up Julie’s
change in behaviour if any. Brook must also look into the fact that, if Julie remains stressed
out in the same manner as before, or if there has been any noticeable change in her
behaviour. The other option that brook can focus upon in order to reorganise Julie is that he
can spend some time with Julie and talk about things apart from work. Julie must rely upon
Brook as a colleague and a good friend. If the breach can be shortened between Brook and
Julie then perhaps Julie would be more open to Brook regarding the turmoils going on in her
private life. As such, it would be easier for Brook to analyse the situation and take requisite
actions in accord.
Assessor Notes:
b. Suggest how Brooke should follow up with Julie.
NO ANSWER
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After a vacation given to Julie, Brook must, at the very first hand make follow up strategies that
would make Julie feel important for the organisation. Julie should not feel left out or
unimportant for the organisation. Brook being the director of the organisation must take Julie’s
responsibility regarding her professional outcome. Brook must ensure that he adopts enough
professional motivational and inspirational methods to motivate Julie regarding her work. Brook
must also take sessions about work place actions with all the staff members including Julie.
Doing such, Julie would not feel targeted and at the same time, Brook would get his work done.
Apart from all these practices, Brook can also arrange training and development programs for
all the staff members of his educational institution. It is necessary that in order to get rid over
personal turmoils and to regulate Julie’s attitude towards her colleague, all the staffs are in a
bond. That is, the distance between Julie and the other staffs must be lessened so that Julie
feels comfortable to share her bitter personal issues with her staffs as well. Ensuring workplace
coordination and bond, Brook will be able to help Julie come back to her previous performance
scale. Brook must take Julie and all the other staff members for a team lunch to further
enhance the binding between the staff members and Julie. Taking all these steps it can be
assumed that Brook will be able to bridge Julie’s gap with all the staff members and himself.
c. Brooke, although aware that Julie was not her usual self, waited until staff and parents begun to
complain before taking any action, by which time Julie’s situation had become worse.
What errors did Brooke make in her management of this situation?
NO ANSWER
Since Julie had always been an efficient staff of the school and had a lot of contributions for the
same, Brook overlooked the fall in her performance. Situations turned adverse when the same
were reported by some of the parents and as well as the staff members. Brooke’s affection for
Julie that refrained her from confronting Julie. However, according to the case study, it is
evident that there are certain grounds that explicitly demonstrate that Brook should have been
more careful at the obvious signs of underperformance on Julie’s part. The first error that has
been made by Brooke is that she overlooked the mess of Julie’s room. Julie’s room was
disorganised and messy, something very different from her character. Brooke at that very
moment should have taken some initiation on her part to approach Julie, which he did not. The
un-organised condition of her room was well reflective of the turmoils that were going on in her
life. Brook should have assessed the emergency of the situation and should have talked to Julie
regarding the matter. Since the conditions were less delicate then, Brook and Julie could have
worked together on it to get hold of the circumstances. It is needless to assert that Brooke
made the second error when she noticed considerable changes in the professional attitude of
Julie and yet chose to stay quiet regarding the matter. Brook’s negligence added fuel to the
existing issues. After noticing, the change in her code of conduct if Brook would have warned
or alerted Julie, situations could have been taken in control. The third error that was made by
Brook was the way he approached Julie. Brooke should have understood that personal liking
towards a particular staff should have been kept at a bay while dealing with professional
matters. Brook in this context should have presented the matter to Julie in a different way.
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However, the lines “I like you but...” does not comply with the professional parameters and
hence, could have been avoided by Brook.
16. To complete this task refer to the following reading:
 Training Needs Analysis, Recognition Australia. (2012).
a. What is training needs analysis?
 A Training Needs Analysis (TNA) is a process that defines the training required for an individual, for a
position, group, team, department, organisation or industry sector
b. What are the three levels of Training needs analysis?
1. Job role level
2. Individual level
3. Organisation level
17. In order to identify learning needs and evaluate aspects of specific knowledge and skills
required for service delivery. It is essential to have in place a systemic approach to the
development of work plans which can be used as a tool for evaluation and accountability or teams
and individuals.
The following table is a training needs analysis designed to review educator’s supervision of
outdoor play.
a. Answer the questions defined in each step in the process
STEP 1: Defining the task: Supervision of outdoor play (3 – 5 year olds)
What is the task? Assessing educator knowledge and skill in the use of appropriate
supervision of children 3-5 years engaged in outdoor play.
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What are the
legislative
standards
required?
Children (Education and Care Services National Law Application) Act 2010 Education
and Care Services National Regulations 2011
What skills and/or
knowledge are
necessary for the
educator to
adequately
perform outdoor
supervision?
o complying with <title of state/territory children’s services licensing
regulations or national standards>adult/child ratios;
o ensuring that children are supervised at all times;
o considering the design and arrangement of children’s environments
to support active supervision;
o using supervision skills to reduce or prevent injury or incident to
children and adults;
o guiding staff/carers to make decisions about when children’s play
needs to be interrupted and redirected;
o supporting staff/carers and their caregiving strategies;
o providing consistent supervision strategies when the service
requires relief staff; and
acknowledging and understanding when supervision is required for high risk
experiences and/or the ratio of adults to children is increased
What, if any, are
the potential risks
to the educator
while involved in
the performance
of outdoor
supervision?
 Educators must aware of the different ages, personalities, behavioursand
characteristics of the children in their care.
 Services should have safety check system in place that allow the educators to
easily monitor, removed and report hazards.
 Regular check of spiders, vermin and foreign objects such as syringes and
broken glass are also necessary.
 Play areas designed for safety will also assist in the supervision of children
and will include: safe fall zone; good traffic flow; minimal trip of hazard;
equipment that does not have pinch point, sharp edges, things that protrude,
tangle or that may cause entrapment.
Who is
responsible for
monitoring the
effectiveness of
the educator’s
knowledge and
skill in the
provision of
outdoor
supervision?
a) Staff
b) Child
c) Families
d) Management
STEP 2: Observing (evaluating performance)
List the items In order to understand that the trainer or the supervisor, supervising the
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could you include
on a simple
observation
checklist that
would assist you
when evaluating
the educators in
their supervision
of the outdoor
environment.
children is apt and reliable a simple checklist can be made. On the basis of
the checklist made, the trainer can be assessed and his performance can
be judged. In this particular context it can be asserted that the first criteria
of the checklist should be if the educator or the supervisor is consistent
enough regarding his job. That is, if the educator lacks focus in
between or is consistent towards his duty.
The next criteria should be if the educator has enough potential to
handle and supervise a group of children at a time. This is one of the
major key criteria of an able supervisor. In case the supervisor is found
incapable to handle a group at a time, he or she should not be endowed
with the responsibility of child-care, since it is a sensitive issue. The
supervisor is expected to be extra cautious if the outdoor activities are
done near water bodies. The checklist must also ensure that if the
supervisor or the educator is using the latest strategies and
supervision methods in order to supervise the children. The
checklist must also contain points that would check the consistency of the
methods and strategies used by the supervisor or the educator while
supervising the children.
Apart from that, the check list must also include the criteria like how far
the educator has been able to prevent injury and accident to
children during the outdoor activity. It is also expected that the
educators and the supervisors keep a constant check that apart from
preventing accidents and injuries to the children are able to keep a
constant check on the parameters that are accident prone to the children.
The educators must also keep a close check at the behaviour of the
children. It is the duty of the supervisors to report noticeable change in
behaviour of the children to the guardians, management, teachers, staffs
and the concerned authorities.
NO ANSWER
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List 2 questions
that you could ask
educators to
check for
underpinning
knowledge of
supervision of the
outdoor
environment.
The two questions that would comply with the given requirement are as follows:
What was the learning outcome? What are the criteria in which the learning
outcome can be assessed?
What future scope does the job hold?
Or
How can you evaluate the future scope of this job?
NO ANSWER
STEP 3:
Examining
What you would do with the information
What would you
do with the
information
gathered after
completing steps
1 & 2?
The information that has been gathered in step 1 and step 2 is extremely
helpful to assess all the factors related to child-care and the role of an
educator. In this context, it would be apt to assert that the two sections
contains note worthy information related to the factors that may impact
the role of on educator or a supervisor, particularly in the area of
supervising children in outdoor activities.
The information provided in both the sections of the study, if evaluated
carefully can possibly result in the remedies and solutions related to the
issues that may crop up in the workplace environment in child-care centres
and in nurseries. It provides essential information about the job role and
responsibilities of educator and supervisor during outdoor activities.
At large all these information would be helpful to figure out the loopholes
in the organisation. Since the research work has been done before hand, it
would be easier to detect the gap or the lack of performance on the part of
the educator or the supervisor. Section 1 and 2 also provides necessary
information related to the code of conduct and the way educators are
expected to behave. It has a detailed discussion about the roles and
responsibilities of the educators and supervisors regarding children care at
outdoors. In this context, it would be worth mentioning that the
organisation can now track the development and mark the progress of the
Educator in respect to his or her conduct with the children. The complaints
of the parents or guardians can also be taken care of since the role of the
supervisor is noted. The organisation need not worry about unrealistic
complaints from parents and only those complaints needs to be addressed
that has reference to the role and responsibilities of an educator.
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NO ANSWER
STEP 4:
Identifying the
consequences
Possible consequences
What could
happen if
supervision is not
carried out in
accordance with
policy and
procedures?
It is very important to carry out a strict supervision both in terms of
supervising children and in terms of monitoring work of the educator or
any such assistant, allocated for supervising children. An organisation
may face detrimental consequences in case the supervision is not
carried out according to the policy and procedures. Children (Education
and Care Services National Law Application) Act 2010 Education and
Care Services National Regulations 2011 are the two legislative acts
according to which the supervision of the children in any organisation
should be carried out. Any organisation is liable for punishment and
may face judicial clauses in case are found not complying with the rules
and the regulations stated in the two acts.
For instance, it is expected that all the organisations follow the criteria
of safety and security of the children laid out in the two above
mentioned acts. Organisations are intermittently visited by officers and
concerned authorities for the purpose of inspecting if the organisations
are following its module properly. In case it is found that any
organisation is lagging behind, legal consequences may follow up. It is
likely that organisations may be seized depending on the percentage of
negligence found. Apart from that, such educational organisations may
also have to pay high amount of fees and are susceptible to suspension
for some time.
Hence, to avoid all the legal and financial consequences, it becomes
mandatory for all the organisations to follow the structure, the rules
and the regulations as laid down by Children (Education and Care
Services National Law Application) Act 2010 Education and Care
Services National Regulations 2011.
NO ANSWER
STEP 5: Action
Plan
Steps that can be put in place
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What steps can be
put into place to
ensure
supervision is
correctly carried
out at all times by
all educators?
 Encourage child care professionals to read policies and
discuss whether the service’s
current practices meet with recommendations. Where
necessary, identify how they can be improved.
 Have policy discussions as a regular agenda item at staff
and/or carers’ meetings so that the whole team can raise
concerns and be involved in policy review. This may be
done as a practical exercise. This can build an
understanding of the link between what is written and
practical implementation. It
can also identify where inconsistencies exist between the
policy and actual practice.
 Develop a plan to review each policy every 18 months to
two years as this will assist services to
keep up to date with current recommendations from
recognised authorities and encourage consultation with
stakeholders.
 Identify a ‘champion’ of policy who is enthusiastic about a
practice or has the skills and knowledge to mentor peers.
This may include providing them with training so that they
can share their knowledge with others. Invite professionals
to the service to demonstrate and inform child care
professionals about best practice.
 Encourage child care professionals to monitor each other’s
practice, ask questions and seek
clarification. This might involve rephrasing statements such
as “I think you should supervise children this way” to
“Would you consider using this strategy to supervise”.
 Team new or inexperienced staff and carers with
experienced and skilled child care professionals who can
monitor the formers’ understanding of policy and practice
and role model appropriate practice.
 Plan professional development opportunities for child care
professionals to learn about current best practice and to
share the information with their colleagues.
 Provide professional resources about recommended
practice in common areas such as staff rooms and play
session venue.
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Assessor Notes:
Questions Reviewed Date:
Satisfactory Un-Satisfactory
Assessor
In ticking each task above and signing below, I declare that I have observed the Student demonstrate successfully the
required tasks within the workplace to industry standards. I declare the Studentcan perform the ticked tasks
independently with no additional training required.
Signature: _____________________________Date: __ / __/ ________
Student’s signature
In signing, I declare that I have sufficiently demonstrated the individual tasks required within this unit, and I am ready for
the practical assessment component.
Signature: _______cgbalona_____________Date: __ / __/ ________
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