BSBLED401A: Develop teams and individuals

Descriptor: This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills: This unit contains Employability Skills
Application: This unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.
Competency Field: Workforce Development – Learning and Development

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in bold italics are elaborated in the Range Statement.
1. Determine development needs	1.1 Systematically identify and implement learning and development needs in line with organisational requirements 1.2 Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3 Encourage individuals to self‑evaluate performance and identify areas for improvement 1.4 Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1 Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4 Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies 2.5 Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1 Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2 Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4 Document and maintain records and reports of competency according to organisational requirements

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:

anti‑discrimination legislation
ethical principles
codes of practice
privacy laws
occupational health and safety (OHS)

facilitation techniques to encourage team development and improvement
organisational policies, plans and procedures
career paths and competency standards relevant to the industry.

Essential skills:

communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities
leadership skills to gain trust and confidence of clients and colleagues
literacy skills to read, write and understand a variety of texts; and to edit and proofread
documents to ensure clarity of meaning, accuracy and consistency of information
negotiation skills to achieve mutually acceptable outcomes
technology skills to support effective communication and presentation.

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Learning and development needs may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment
Organisational requirements may include:	access and equity principles and practices anti‑discrimination and related policy business and performance plans confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Learning delivery methods may include:	conference and seminar attendance formal course participation induction involvement in professional networks on‑the‑job coaching or mentoring presentations/demonstrations problem‑solving work experience
Equipment and resources may include:	facilities funding guest speakers technological tools and equipment time training equipment such as whiteboards and audio‑visual equipment
Coaching and mentoring assistance may include:	fair and ethical practice non‑discriminatory processes and activities presenting and promoting a positive image of the collective group problem‑solving providing encouragement providing feedback to another team member respecting the contribution of all participants and giving credit for achievements

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.