Recent Question/Assignment

Contents
Navigating the Document 3
Instructions for using this Assessment Booklet 4
Project 4 8
Task 1 - Unpack a unit of competency 8
Task 2 - Analyse LLN requirements to determine core and work skills 13
Task 3 - Determine the LLN skills of the learner group 15
Task 4 - Access specialist learning support 16
Task 5 - Review and Customise Delivery and Assessment Support Strategies 19
Task 6 - Select and prepare to use resources and strategies to address LLN skill requirements 21
Task 7 - Use customised resources to deliver and assess LLN learner group 25
Task 8 - Feedback and evaluation 26
Task 9 - LLN skills checks for real vocational learners 29
Project 5 31
Task 1 - Questions 31
Appendix A 33
How to send videos. 33
Navigating the Document
When you first open your assessment booklet there will be a Navigation pane on the left-hand side of the screen. If it’s not there you can open it by clicking on VIEW and then click on NAVIGATION PANE.
You can use this easily go straight to the tasks you want to work on. Leave the navigation pane open and it will save you time when working on your assessment.
To go to another part of the assessment just click on that in the Navigation pane

Instructions for using this Assessment Booklet
This assessment booklet is designed to be used as a Clustered Assessment for the qualification or skill set you have enrolled in.
If you are completing the full qualification, then you must complete all assessments in this assessment booklet as directed by the Forsythes trainer/assessor.
If you are completing part of this Clustered assessment in your program, you only complete the colour coded tasks as shown below based on the unit of Competency you are completing. If you are unsure of your requirements, then speak to your trainer/assessor or email studentsupport@forstythestraining.com.au
The units of competency and colour codes for this Cluster are
TAEDES401 TAEDES401 Design and develop learning programs
TAEDES402 TAEDES402 Use training packages and accredited courses to meet client needs
TAELLN411 TAELLN411Address adult language, literacy and numeracy needs

ASSESSMENT TASK COLOUR CODES FOR ASSESSMENT TASKS
Project 1
Task 1 Analyse the training package, qualification and specific unit of competency TAEDES401 TAEDES402
Task 2 Developing a Learning and Assessment Program TAEDES401 TAEDES402
Task 3 Developing and Customising Instructional/ Delivery strategies TAEDES401
Project 2
Task 1 Analyse the training package, qualification and specific unit of competency TAEDES401 TAEDES402
Task 2 Developing a Learning and Assessment Program TAEDES401 TAEDES402
Task 3 Developing and Customising Instructional/Delivery strategies TAEDES401
Project 3
Research and Knowledge Evidence TAEDES401 TAEDES402
Project 4
Task 1 Unpack a unit of competency TAELLN411
Task 2 Analyse LLN requirements – Determine the requirements of the training specification & work skills TAELLN411
Task 3 Determine the LLN skills of the learner group TAELLN411
Task 4 Access specialist learning support TAELLN411
Task 5 Review and Customise Delivery and Assessment Support Strategies TAELLN411
Task 6 Select and prepare to use customised resources to deliver and assess LLN learner group TAELLN411
Task 7 Use customised resources to deliver and assess LLN learner group TAELLN411
Task 8 Feedback and evaluation TAELLN411
Task 9 LLN skills checks for real vocational learners TAELLN411
Project 5
Knowledge Evidence TAEDES401 TAEDES402 TAELLN411

Note to Participants regarding the resource –
This document contains Training Package information that was correct at the time of release. It is the participant’s responsibility to check the release is current prior to using the information contained in this document. It is the participant’s responsibility to reflect in their assessment if a newer version is applied. Package data if there is a newer version. Assessment Booklets and Source documents are version controlled
Note to participant regarding the resource –
This document contains Hyperlinks to make it easier for you to navigate through the assessment booklet. Simply place the mouse over the Table of Contents assessment task in the front of this booklet you want to go to and press CTRL + Click to follow the link
Assessor Observations –
Practical demonstrations conducted throughout this assessment will be documented by a Forsythes Training assessor on Assessor Observations, which are located on Moodle. Where assessors cannot observe tasks directly, you must provide video evidence submitted on a USB or other data transfer method. NB – there is not enough space to upload these with your assessment booklet on Moodle.

Knowledge Evidence Questions
These questions are to be completed during your study and research for the program. All questions must be completed to a satisfactory level and must be your own work. Your answers do not need to be lengthy, but you must ensure that each part of the question is answered sufficiently.
A definitions guide has been provided for you to use as a benchmark along with a word count expectation in brackets after each definition. This guide will used by your assessor when marking your work.
Plagiarism: Please refer to 6.1of the Forsythes Training Pty Ltd Student Information Handout for details regarding your assessment and plagiarism
Knowledge Evidence Definitions Guide
Explain - make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts (50-75 words)
Describe - give a detailed account in words of (75-100 words)
Compare - estimate, measure, or note the similarity or dissimilarity between (75-100 words)
Briefly explain- using few words; concisely (25-50 words)
List - a number of connected items printed consecutively, typically one below the other. (10-25 words – dependent on the question)
Outline - a general description of the essential features of something but not the detail (10-25 words)
Provide example – reference a real workplace situation either past or present to show understanding and/or application (Reference briefly explain 25-50 words).
Research or Reference – Allows for researching and copy/paste of information but must be referenced back to the source (e.g. name of textbook, website etc).no need for formal Harvard Referencing
Project Assessment tasks are as follows;
Task 1 Unpack a unit of competency
Task 2 Analyse LLN requirements – Determine the requirements of the training specification & work skills
Task 3 Determine the LLN skills of the learner group
Task 4 Access specialist learning support
Task 5 Develop and Customise Delivery and Assessment Support Strategies
Task 6 Select and prepare to use resources and strategies to address LLN skill requirements
Task 7 Use customised resources to deliver and assess LLN learner group
Task 8 Feedback and evaluation
Task 9 LLN skills check for real vocational learners
Project 4
Task 1 - Unpack a unit of competency
Task instructions
For this assessment task you are required to refer to the unit of competency BSBLDR403 Lead team effectiveness. This is a core unit for the Certificate IV in Leadership and Management qualification. You are required to unpack the unit of competency using the following template. There is no need to download the unit of competency from Training.gov.au as it has been copied into the template for you to review.
After reviewing the unit of competency contents, you are to answer the following questions by highlighting the key areas as summary of the overall requirements. There is an example in the template for you to use as a guide.
Unpacking the Unit of Competency
Unit of Competency Code and Name BSBLDR403 Lead team effectiveness
EXAMPLE ONLY
Application of the unit
Who is the unit intended for?
Highlight the key areas for application of the unit of competency This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.
It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.
Application of the unit
Who is the unit intended for?
Highlight the key areas for application of the unit of competency This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.
It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.
Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.
No licensing, legislative or certification requirements apply to this unit at the time of publication
Performance Criteria
Elements describe the essential outcomes. The performance criteria is needed to demonstrate achievement of the elements
Highlight 5 key areas in the performance criteria for the unit of competency ELEMENT 1
1.1. Lead the team to identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members
1.2. Engage team members to incorporate innovation and productivity measures in work plans
1.3. Lead and support team members in meeting expected outcomes
ELEMENT 2
2.1. Provide opportunities for input of team members into planning, decision making and operational aspects of work team
2.2. Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities
2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions
2.4. Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required
2.5. Model expected behaviours and approaches
ELEMENT 3
3.1. Actively encourage team members to participate in and take responsibility for team activities and communication processes
3.2. Give the team support to identify and resolve problems which impede its performance
3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
ELEMENT 4
4.1. Maintain open communication with line manager/management at all times
4.2. Communicate information from line manager/management to the team
4.3. Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken
4.4. Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken
Performance Evidence
What skills must the learner demonstrate?
Highlight 5 key areas from the Performance Evidence Evidence of the ability to:
apply knowledge of organisational goals, objectives and plans
develop a teamwork plan including documentation of how it was generated and how it will be monitored
identify and incorporate innovation and productivity measures into a teamwork plan
communicate with team members and management to identify and establish the team purpose, roles, responsibilities, goals, plans and objectives and resolve problems
use techniques to consult, encourage, support and provide feedback to team members
model team leadership behaviours and approaches
liaise with management to develop the teamwork plan, resolve issues and ensure follow-up action is taken.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Knowledge Evidence
What knowledge must be confirmed by the learner?
Highlight 5 key areas from the Knowledge Evidence To complete the unit requirements safely and effectively, the individual must explain principles and techniques associated with:
• delegation and work allocation
• goal setting
• group dynamics and processes
• individual behaviour and difference
• leadership styles
• motivation
• negotiation
• problem solving
• planning
• workplace innovation
• workplace productivity.
Assessment Conditions
For this unit of competency, what conditions can the assessment be conducted under?
Highlight key areas of the Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
• information about the organisation, including organisational structure, goals, objectives and plans
• case studies, and where possible, real situations
• workplace equipment and resources
• interaction with others.
• Assessors must satisfy NVR/AQTF assessor requirements.
Unpacking the Unit of Competency – cont’d
Foundation Skills
Language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Highlight key areas of the Foundation Skills Skill Description
Writing Prepares workplace plans that communicate intent and elicits feedback clearly and effectively
Oral communication • Engages in discussions or provides information using structure and language appropriate to the audience and situation
Interact with others • Selects and uses appropriate conventions and protocols when communicating with team members
• Adapts personal communication style to model required behaviours, build trust and positive working relationships and to show respect for the opinions and values of others
• Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done • Develops, implements and monitors plans and processes to ensure team engagement and effectiveness
• Uses formal analytical thinking techniques to identify issues and generate possible solutions, seeking input from others as required

Project 4
Task 2 - Analyse LLN requirements to determine core and work skills
You are required to analyse the BSBLDR403 Lead team effectiveness and identify at least three (3) of each of the core skill requirements. You are then required to map each of the 3 core skill requirements directly to the workplace by providing generic examples. You are then required to determine the level of each core skill using the LLN Core Skill Mapping Reference in the Source Document.
Analyse LLN requirements – Determine the requirements of the training specification & Work skill mapping
ACSF Core Skill Requirement one - map the LLN core skills directly to the unit of competency, refer to performance criteria, required skills and knowledge Requirement two – You are now required to link 3 of the responses you provided in the previous task for the LLN cores and make it specific to the workplace Work place
ACSF Level
Reading
What does the person have to read Reading
Example – PC the organisation's image within the work team Example – Workplace Code of Business Conduct Unit of Competency
ACSF Level
1. 1.
2. 2.
3. 3.
Writing
What does the person have to write? Writing
Example – PE develop a teamwork plan Example – Document customer job packs and KPIs Unit of Competency
ACSF Level
1. 1.
2. 2.
3. 3.
Analyse LLN requirements – Determine the requirements of the training specification & Work skill mapping – cont’d
ACSF Core Skill Requirement one - map the LLN core skills directly to the unit of competency, refer to performance criteria, required skills and knowledge Requirement two – You are now required to link 3 of the responses you provided in the previous task for the LLN cores and make it specific to the workplace Work place
ACSF Level
Oral
Who does the person verbally interact with? What does the person have to say? Verbally communication
Example – PC liaise with management Example – Discuss team outcomes with manager Unit of Competency
ACSF Level
1. 1.
2. 2.
3. 3.
Learning
What does the person need to learn? Learning
Example – PE resolve issues and ensure follow-up action Example – Team risk assessments Unit of Competency
ACSF Level
1. 1.
2. 2.
3. 3.
Numeracy
Do they need to use numbers for anything? Numeracy
Example – PC productivity measures in work plans Example – KPIs to productivity of team Unit of Competency
ACSF Level
1. 1.
2. 2.
3. 3.

Project 4
Task 3 - Determine the LLN skills of the learner group
Task instructions:
You have been provided with a core skills validated tools, downloaded from Precision Consultancy website that relate to the Reading, Writing, Oral communication, Learning and Numeracy core skills.
You will need to evaluate the levels of learners who have completed the LLN validated tool so you can evaluate their current skill level. This will assist in providing a base line of the potential LLN issues that may be identified and which will need to be addressed.
You are then required to determine the level of each core skill using the LLN Core Skill Mapping Reference in the Source Document.
Case Studies
• Billy Hanafan, Trade Team Leader (completed the Accident report) Communication (listening and writing were assessed in this case study)
Billy is 27 years old and is an experienced operator, he has just joined the business and he is excited about his new job as Team Leader but feels pressure to perform. He is keen to learn but has openly stated he doesn't like to read or write as he feels he is unable to complete written tasks to the level that he feels is expected. When he was at school he had difficulty spelling and often got letters and numbers mixed up. He may need some additional support throughout the course. Billy has completed a LLN Validated Assessment that you will use to identify his ACSF Core Skill Levels
• Jack Jackson, Manager (completed the write Away assessment, writing, reading and oral communication was assessed in this case study)
Jack is a new employee and has recently had a career change and is working as a Manager. He is working with a lot of younger workers and lacks the confidence that they exhibit. His literacy skills are limited as it takes him time to put down in words what he is thinking but he can read and write. He has a slight stutter when nervous and may need some additional support throughout the course. Jack has completed a LLN Validated Assessment that you will use to identify his ACSF Course Skill Levels (refer to Source Documents)
Insert brief notes of your findings
Billy Hanafan
Jack Jackson

Project 4
Task 4 - Access specialist learning support
Task Instructions:
Use the template below to record
1. The previously identified ACSF levels of the unit of competency from task 2
2. In Task 3 you evaluated the results of the completed validated LLN tools. you are required to record your judgement of the learner’s skills levels
3. You will need to record the training support that you could offer internally to support learners in the business
4. Record appropriate strategies to support the learner should specialist support be required.
Access Specialist Learning Support
Participant’s Names Billy Hanafan and Jack Jackson
Unit Code and Title BSBLDR403 Lead team effectiveness
Date Assessed
Assessed by
Integrity of support provided
How will you ensure the integrity of the support provided will not compromise the evidence requirements for assessment

Access Specialist Learning Support – cont’d
Summary of core LLN skills
Skill ACSF level of unit of competency and expected in the workplace
Please tick ACSF level of performance based on participants completed & validated assessment Please tick Training Support
If someone was identified with any of the below needs, list the support strategies that you could provide as their trainer to assist the learner/s Specialist Support
Research a LLN specialist and outline a minimum of 2 strategies they recommend to use to support your learner
Reading
? Level 1
? Level 2
? Level 3
? Level 4
? Level5 Billy
? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
Further testing required Jack
? Level 1
? Level 2
? Level 3
? Level4
? Level5
Further testing required
Writing
? Level 1
? Level 2
? Level 3
? Level 4
Level5 Billy
? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
Further testing required Jack
? Level 1
? Level 2
? Level 3
? Level4
? Level5
Further testing required
Oral Comms
? Level 1
? Level 2
? Level 3
? Level 4
Level5 Billy
? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
Further testing required Jack
? Level 1
? Level 2
? Level 3
? Level4
? Level5
Further testing required
Learning
? Level 1
? Level 2
? Level 3
? Level 4
Level5 Billy
? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
Further testing required Jack
? Level 1
? Level 2
? Level 3
? Level4
? Level5
Further testing required
Numeracy
? Level 1
? Level 2
? Level 3
? Level 4
Level5 Billy
? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
Further testing required Jack
? Level 1
? Level 2
? Level 3
? Level4
? Level5
Further testing required

Project 4
Task 5 - Review and Customise Delivery and Assessment Support Strategies
You will be required to review a learning resource and customise the delivery and assessment support strategies to address LLN requirements of the identified core skills of the group that you have analysed based on the unit of competency unpacked. For BSBLDR403 Lead team effectiveness, you are now to consider two (2) delivery support strategies and two (2) assessment support strategies you could use for learners who identify as having LLN support requirements such as Jack and Billy.
You have been provided with a range of handouts that are available on Moodle that can be used for this assessment task. You are to select one document only to review and customise. The handouts include:
HANDOUT 1 Ethical principles in business – relates to BSBLDR403 PC2.5 Model expected behaviours and approaches
HANDOUT 2 Communicate to the team – relates to BSBLDR403 PC 4.2 Communicate information from the line manager/manager to the team
HANDOUT 3 Fatigue Management – relates to BSBLDR403 PC 1.3 Lead and support team members in meeting expected outcomes
List below suggested strategies you could use in the delivery and assessment of the information contained in the handout selected. You may simply summarise these ideas below, so you can refer these when creating a delivery and assessment session plan in Task 6. It is important that the adjustments you make do not jeopardise the requirements or integrity of the content.
Delivery and Assessment Support Strategy Justification

Project 4
Task 6 - Select and prepare to use resources and strategies to address LLN skill requirements
You are now required to develop and prepare a delivery and assessment plan that will describe the support strategies from Task 5. This will include your delivery strategies and techniques, practical learner tasks and assessment tasks (10-15minute duration). You will need to include how you will provide support to accommodate for learners including Billy Hanafan and Jack Jackson from the scenario.
Use the templates provided to record the training and assessment preparation and delivery session.
Delivery and Assessment Preparation Plan
Unit code and name: BSBLDR403 Lead team effectiveness
Presentation title:
Presenter’s name:
Learning outcomes:
Who are your participants? Billy Hanafan and Jack Jackson
Why are they being trained? Identified LLN needs through ACSF validated assessment tools
What participant LLN needs may impact on the way you deliver the coaching session (minimum 2)
How will you customise/adjust your learning resources to support the learning process
What resources are required to conduct the coaching session?
How will you confirm the resources and environment are available prior to your coaching session?
Delivery and Assessment Delivery Plan
Session 1
Ets Time
(10-15min) Content / Key Points Activity PowerPoint Resources / Aids
Introduction –
Introduce session, trainer, participant
Discuss importance of topic to work role and support available in the workplace
Discuss assessment requirements
Body/content –
Tell them
Show them
Get them involved
Conclusion –
Review topic
Knowledge assessment
What 3 open questions will you use to ensure knowledge transfer?
Practical assessment x 2
What will you do to ensure skill transfer?
Gather feedback

Project 4
Task 7 - Use customised resources to deliver and assess LLN learner group
You are required to conduct your session (delivery and assessment strategies) using your plan and customised resources, where available to a group of learners. Your assessor will complete an Assessor Observation Checklist when observing your completion of this task. This task can be completed as a co-delivery session (10-15 minute duration) with another class participant but must be shown clearly in the plan which person delivered each component. Each person must be seen to conduct an equal share of the session.
Video evidence can be presented when an assessor is not available.
Conducting the practical demonstration
• When ready to do so, your assessor will observe you conduct the task in a simulated environment
• Your assessor will record notes on the observation checklist and will give you verbal feedback on completion of the practical demonstration.
• The assessor will record a satisfactory (S) or not yet satisfactory (NYS) outcomes on the observation checklist
• A copy of the completed assessor observation checklist will be stored in your Moodle account for you to access

Project 4
Task 8 - Feedback and evaluation
You are required to collect feedback from a minimum two (2) participants using the Participant Feedback template provided. Using this feedback, you are then required to complete the Self-reflection and Evaluation template.
Participant Feedback
Name
Title of training BSBLDR403 Lead team effectiveness
Date
How did you find the overall learning/assessment program changes that have been made?
Explain how the resource strategies could be improved further?
Explain how the Delivery strategies could be improved further?
Explain how the Assessment strategies could be improved further?
Self-reflection and Evaluation
Name
Title of training BSBLDR403 Lead team effectiveness
Date
How did you find the overall learning/assessment program changes you have made?
What did you like about it, how will they support the learner?
How did find the overall learning strategies you developed, what could be improved?
How did you find the overall assessment strategies you developed, what could be improved?
What would you change about how you addressed LLN support?
In your workplace, who can you seek feedback and support from?
How you do plan to monitor and evaluate the learning and assessment support strategies implemented to determine further areas for improvement?

Project 4
Task 9 - LLN skills checks for real vocational learners
Review the LLN Skills checks in your Source Document to determine the level of two (2) real vocational learners enrolled in training at Forsythes Training using the ACSF chart. You are required to assess and record the Reading, Writing and Numeracy core skill levels only
LLN skills checks for real vocational learner 1
Core skill ACSF level - Please tick
Learner 1
Due to confidentiality the names have been removed, please refer to the learners as Learner 1 and Learner 2. Reading ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Writing ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Oral Communication ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Learning ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Numeracy ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
LLN skills checks for real vocational learner 1
Core skill ACSF level - Please tick
Learner 2
Due to confidentiality the names have been removed, please refer to the learners as Learner 1 and Learner 2. Reading ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Writing ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Oral Communication ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Learning ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Numeracy ? Level 1
? Level 2
? Level 3
? Level 4
? Level 5
? Further testing required
Project 5
Task 1 - Questions
You are required to research the following questions and summarise key points requested. Please do not copy and paste directly from the web site you have researched. You need to demonstrate a basic understanding (in your own words) of each question
1. Outline two (2) different cultural or social scenarios where you would have to consider you approach to providing LLN support
Answer: –
2. Outline two (2) resources or strategies of LLN support available in your own training organisation or department and the process for accessing them
Answer: –
3. Outline two (2) techniques for evaluating your own training and assessment practice
Answer: –
4. Briefly explain where you will access an LLN specialist when you need their advice or assistance with support strategies
Answer: –
Appendix A
How to send videos.
Link
Click on the link below to upload your video to the Forsythes video sharing portal.
Videos for TAE Cluster 1
Naming your files
Please ensure each file is named as follows:
• Your name- Project #- Task #
For example: J. Smith- Project 1-Task 2
Need help uploading?
Check out our 2 minute video which shows you how to upload your videos in three simple steps.
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