CRICOS Code: 03595K | RTO Provider ID: 70252

BSBLED501

Develop a workplace learning environment

Learner Workbook

Table of Contents

Table of Contents 1

Instructions to Learner 3

Assessment instructions 3

Assessment requirements 6

Candidate Details 7

Assessment – BSBLED501: Develop a workplace learning environment 7

Observation/Demonstration 8

Third Party Guide 9

Third party details (required information from the learner) 9

Activities 10

Activity 1A 10

Activity 1A checklist – for assessor 11

Activity 1B 12

Activity 1B checklist – for assessor 13

Activity 1C 14

Activity 1C checklist – for assessor 15

Activity 1D 16

Activity 1D checklist – for assessor 17

Activity 1E 18

Activity 1E checklist – for assessor 19

Activity 1F 20

Activity 1F checklist – for assessor 21

Activity 2A 22

Activity 2A checklist – for assessor 23

Activity 2B 24

Activity 2B checklist – for assessor 25

Activity 2C 26

Activity 2C checklist – for assessor 27

Activity 2D 28

Activity 2D checklist – for assessor 29

Activity 2E 30

Activity 2E checklist – for assessor 31

Activity 3A 32

Activity 3A checklist – for assessor 33

Activity 3B 34

Activity 3B checklist – for assessor 35

Activity 3C 36

Activity 3C checklist – for assessor 37

Activity 3D 38

Activity 3D checklist – for assessor 39

Summative Assessments 40

Section A: Skills Activity 41

Summative Assessments: Section A checklist 42

Section B: Knowledge Activity (Q & A) 43

Summative Assessments: Section B checklist 44

Section C: Performance Activity 45

Summative Assessments: Section C checklist 46

Workplace Documentation – for learner 47

Workplace documents checklist 47

Supplementary Oral Questions (optional) – for assessor 48

Competency record to be completed by assessor 51

Instructions to Learner

Assessment instructions

1. Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

2. Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.

3. Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

4. Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one’s own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

5. Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

6. Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

7. Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

8. Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

9. Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

10. Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

11. Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

12. Assessment can either be:

• Direct observation
• Product-based methods e.g. reports, role plays, work samples
• Portfolios – annotated and validated
• Questioning
• Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

13. Third parties can be:

• Supervisors
• Trainers
• Team members
• Clients
• Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – BSBLED501: Develop a workplace learning environment

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBLED501: Develop a workplace learning environment.

Name: _____________________________________________________________

Address: _____________________________________________________________

_____________________________________________________________

Email: _____________________________________________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work based skill or task
• Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

• Performing a skill or task that is asked of you
• Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

14. The reasons to use a third party may include:

• Assessment is required in the workplace
• Where there are health and safety issues related to observation
• Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

15. Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature: _____________________________________ Date: ___________________

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

Activity 1A

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify potential formal and informal learning opportunities.
	Suggest at least three benefits to providing learning opportunities in the workplace. Identify two examples of both formal and informal learning opportunities that could be introduced in your workplace.

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to recognise how to identify learning needs of individuals in relation to the needs of the team and/or enterprise and available learning opportunities.
	Provide two examples of tasks that can be monitored within your workplace when assessing current performance levels. Suggest two organisational changes that would result in employees having learning needs. Why is it important to meet these needs?

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to develop and implement learning plans as an integral part of individual and team performance plans.
	What is a learning plan and what key details should it include? Why is it important to include a review date in a learning plan? Provide at least two reasons.

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1D

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to identify how to develop strategies to ensure that learning plans reflect the diversity of needs.
	Provide four examples of learning needs that might exist in your workplace. Outline the actions required to facilitate a team development meeting in order to identify and plan improvement.

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1E

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify how to ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities.
	What procedures will it important to check in relation to access to and participation in learning opportunities within your workplace? Provide at least two examples.

Activity 1E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1F

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to identify how to ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance.
	Provide two benefits to using an existing employee to act as a specialist and lead training activities. Suggest at least three benefits and drawbacks to using computer-based training/e-learning as a method of training and development. In no more than 200 words, evaluate whether sending employees on training courses is an effective method of enhancing individual, team and organisational performance.

Activity 1F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2A

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to identify how to develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team.
	Provide at least three examples of strategies that could be used within your workplace to encourage people to take part in learning opportunities. How can employees share the skills and knowledge they have gained through learning with others in the workplace? Describe at least two communication channels.

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2B

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify how to implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes.
	What procedures could be introduced to ensure that learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes?

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to implement policies and procedures to encourage team members to assess their own competencies and to identify their own learning and development needs.
	Provide two examples of occasions where employees can be invited to evaluate their own performance. What key questions should employees be asked in order to encourage self-evaluation? Provide at least three examples.

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2D

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to identify how to share the benefits of learning with others in the team and organisation.
	Suggest two different barriers that employees may put up in relation to participating in learning opportunities. What approaches can be used to share the benefits of learning with others in the organisation?

Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2E

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to identify how to recognise workplace achievement by timely and appropriate recognition, feedback and rewards.
	In relation to learning opportunities, what actions taken by employees might be requiring of recognition? Provide three examples. Briefly describe the difference between recognition and reward, and provide two different examples of rewards which could be used within the workplace.

Activity 2E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work‑based support required and any Work Health and Safety (WHS) issues.
	Provide at least three examples of strategies that could be used to monitor team and individual performance. What consideration do you have to make in relation to Work Health and Safety when monitoring learning activities in the workplace? Suggest two examples.

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to use feedback from individuals and teams to identify and introduce improvements in future learning arrangements.
	Provide at least four aspects that it may be necessary to gain feedback about from those who have participated in workplace learning. What sorts of improvements can be made to learning opportunities on the basis of feedback?

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3C

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify how to make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning.
	Provide three examples of adjustments that it might be deemed necessary to make to improve the efficiency and effectiveness of learning.

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3D

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify how to use processes to ensure that records and reports of competency are documented and maintained within the organisation’s systems and procedures to inform future planning.
	What information is it important to share with management figures regarding the progress of learning and development activities? Suggest three reasons why it is important to maintain records and reports of competency following training within the workplace.

Activity 3D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.

16. Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

17. Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

18. Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

• Learning
• Reading
• Writing
• Oral Communication
• Navigate the world of work
• Interact with others
• Get the work done.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Within your workplace environment, develop strategies to develop learning plans for a range of employees with a diversity of learning needs. Consider the skills and knowledge required by employees and the learning opportunities required to meet their needs.

2. Review a range of information regarding current performance levels, including written information, to determine how learning opportunities can be applied to the workforce.

3. Use information from a range of sources to develop and document learning plans for at least two employees. Ensure that these are produced using technical and organisational vocabulary.

4. Within your workplace environment, hold a meeting to establish the learning needs of a team or department. This should involve:

• Presenting information using appropriate language and features
• Using questioning and listening techniques to identify learning needs and obtain feedback
• Playing an active role in facilitating effective group interaction
• Applying a range of communication strategies to encourage others to share their knowledge and skills and reflect on the effectiveness of the interaction.

5. Within 300 words, explain a situation where you have had to recognise and respond to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements.

6. Use a range of strategies to monitor individual and team performance following the implementation of learning opportunities. Identify and necessary changes to learning provision and negotiate these with the learning supervisor.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

• Explain how management of relationships can achieve a learning environment
• Identify principles and techniques involved in the management and organisation of:

• adult learning
• coaching and mentoring
• consultation and communication
• improvement strategies
• leadership
• learning environment and learning culture
• monitoring and reviewing workplace learning
• problem identification and resolution
• record keeping and management methods
• structured learning
• work based learning.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. In approximately 200 words, outline the benefits of encouraging a learning culture with the work team.

2. Identify the key principles and techniques involved in the management and organisation of the following:

• Adult learning
• Coaching and mentoring
• Consultation and communication
• Improvement strategies
• Leadership
• Learning environment and learning culture
• Monitoring and reviewing workplace learning
• Problem identification and resolution
• Record keeping and management methods
• Structured learning
• Work-based learning.

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

• Collaboratively review performance development needs of individuals and teams
• Plan professional development for individuals and teams that enhances organisational performance
• Develop and implement learning plans
• Liaise with training and development specialists
• Recognise workplace achievement by giving feedback, recognition and rewards
• Monitor and improve workplace learning
• Record and report workplace learning outcomes.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Working with line managers and employees, review the performance development needs of individuals and teams within the organisation.

2. Based on the identified development needs, plan professional development for individuals and teams to enhance organisational performance.

3. Within your workplace environment, develop and implement learning plans for teams and employees with varying development needs.

4. Select the appropriate development specialists to carry out the learning activities and liaise with them to make all necessary arrangements.

5. During or following the completion of workplace learning, recognise the achievement of others by providing feedback, recognition and rewards where necessary.

6. Monitor workplace learning activities and make and improvements where it is needed.

7. Record and report workplace learning outcomes according to the organisation’s systems and procedures.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Workplace Documentation – for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.

Document name/description	Document attached
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents?	Yes No (Please circle)
If not originals, have the originals been validated or checked?	Yes No (Please circle)
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?	Yes No (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic	Yes No (Please circle)
Valid	Yes No (Please circle)
Reliable	Yes No (Please circle)
Current	Yes No (Please circle)
Sufficient	Yes No (Please circle)

Learner is deemed:	Not yet competent	Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature