BSBLED401 Develop teams and individuals Knowledge Assessment

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
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 1 of 28

BSBLED401 Develop teams and individuals
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
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 2 of 28

BSBLED401 Develop teams and individuals
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?
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 3 of 28

BSBLED401 Develop teams and individuals
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.
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 4 of 28

BSBLED401 Develop teams and individuals
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.
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 5 of 28

BSBLED401 Develop teams and individuals
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
Queensford College
BSBLED401 Develop teams and individuals
Assessment V 3.1_March 2016Page 6 of 28