BSBLED401 Queensford College: Knowledge Assessment Team Development

This document presents a completed Knowledge Assessment for BSBLED401: Develop Teams and Individuals, likely completed as part of a course at Queensford College. The assessment covers key concepts such as the National Quality Standard (NQS) Element 7.2.2, identifying individual training needs, performance management in early education and care services, team types within children's services, reasons for conducting performance reviews, Adair's Functional Approach to team development, strategies for building trust in the workplace, and the stages of team development (forming, storming, norming, and performing). The student provides detailed answers, demonstrating an understanding of these principles and their application within an early childhood setting.

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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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.
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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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BSBLED401 Develop teams and individuals
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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