1. technology and computing
2. operating systems
3. unix

Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBLED501A Develop a Workplace Learning Environment &
BSBLED502A Manage Programs that Promote Personal Effectiveness
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 10 weeks to complete.
I DECLARE THAT :

no part of this book (i.e. Answers to Questions,
Documentation etc) has been copied from
another person’s work except where referenced
accordingly

no other person has written any part of this
book/assessment, except where such
collaboration has been authorized by
Queensland Polytechnic

I hold a copy of the documentation within this
book, which can be produced should the original
be lost or damaged, or is deemed necessary

the signature is my own and/or the email that I
have sent, which includes this book, is my own
personal email address

this book has not been submitted for any other
study requirements
Name & Signature of Student:
ADDITIONALLY:

I have completed a pre-training review and have
contributed to development of my training plan /
qualification

I am aware that this assessment item/book can
be adapted to meet my individual needs if
required

I am aware that I can apply for RPL or RCC
based on my previous experience of expertise

I am aware that this assessment approach is
negotiable and by undertaking this ‘book’, I have
agreed upon this format

I am aware of my responsibilities with regards to
assessment items
BSBLED501A DWLE & BSBLED502A MPPPE
________________________________________
Or, if submitted electronically, the receipt of the email
is sufficient for electronic submission.
Page 1 of 57
Student Number (if known):
Student Contact Details
Phone:
Email:
Marking of Assessment:
Name & Signature of Assessor
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
Was a Re-submission granted?  Yes  No  N/A
________________________________________
(Can be handwritten or electronic)
By signing the Assessment Cover Sheet, the student agrees that if a
resubmission is required, they will make the suggested improvements
Resubmission Date Due: _______________
Was an extension granted?  Yes  No  N/A
Extension Due Date: __________________
Assessment Summary / Final Checklist
 Assessment 1, Oral/Written Questions
 Successful  Unsuccessful
 Assessment 2, Documentation Evidence, such documentation will include items like:


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Professional Development Forms (examples are made available to you within this booklet)
Evidence of Health Issues
Training Plan (examples of will be made available to you, within this booklet)
Policies and procedure documents
Evaluation form/s
Progress reports
 Successful  Unsuccessful
 Assessment 3, A discussion/observation with Trainer and Third Party
 Successful  Unsuccessful
Final Result -  Competent  Not Yet Competent
Name & Signature of Student:____________________________________
Name & Signature of Assessor ____________________________________
Feedback / Comments
Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be
provided by either phone call / email. By signing the Assessment Cover Sheet, the student agrees that
feedback will be provided in this manner.
This guide and all related learning resources contain material copied in reliance upon the Educational
Copying Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under
Part VB of the Copyright Act 1968. Distribution is limited to enrolled students of Queensland
Polytechnic/ACIL Training and their partners.
BSBLED501A DWLE & BSBLED502A MPPPE
Page 2 of 57
USING THIS BOOK
The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One
unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from the
Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets – generally it is
one book per unit, however at times, you may have a book that covers two units. You will be given one book at a time to complete.
Within this book you will find all the materials you need to undertake your study i.e. hand-written question and answers, supervisor
and trainer third party observation forms, readings, and documentation/evidence that you need to collect and/or further
assessment instructions.
If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at other
positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using Excel or a
PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the appropriate
place (ready for marking).
The books and the time it should take you to complete each one, varies considerably, depending on the requirement of the unit,
your skills levels and/or previous experience and qualifications.
WELCOME TO QUEENSLAND POLYTECHNIC
Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your
career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and are
here to support you in your training program.
The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined by
the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a
framework for training and assessment and specify what competencies an employee at a particular level within a particular industry
can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is made up of
a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each element that makes
up that skill. Competency-based assessment involves collecting evidence and making judgements about whether competency has
been achieved.
Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already read
about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it, and its
relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any of the
information, please feel free to contact your Trainer / Assessor.
Recognised Prior Learning (RPL)
The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency
standards that form part of the program they are undertaking.
Queensland Polytechnic recognises that skills and knowledge are gained through work, educational, and life experience regardless
of how, when or where it was acquired, provided that the learning is relevant to the competency outcomes in a unit. Credit for
these skills and knowledge may be given by Queensland Polytechnic towards unit and/or programs it currently offers. Recognition
will be given to any applicant who has successfully completed units of competency which give equivalence into training programs
offered by Queensland Polytechnic, and/or which have been gained with another recognised training organisation, eg TAFE.
Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency, Validity,
Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other assessment. All
RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland Polytechnic strives
for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on appeal to any RPL
applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please contact your Trainer /
Assessor.
Exemptions, National Recognition and Credit Transfer
If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been
studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning
outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before credit
transfer can be obtained. An application can be made for any of the above when the student believes that they have already
attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be recognised,
please contact your Trainer / Assessor.
BSBLED501A DWLE & BSBLED502A MPPPE
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Flexible Delivery
Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning
rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has
greater control over what, when and how you learn.
Rules of Evidence
AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,
fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning
outcomes for students.
Table 2, Rules of Evidence
Validity
This means that the evidence
relates to the unit
competency, addresses
essential skills and knowledge,
dimensions of competency and
employability skills
A valid assessment assesses
what it claims to assess
Reliability
This means that the
assessment tool and process
will produce consistent
outcomes when applied by a
range of assessors in a range
of contexts. Thus,
‘consistent’ outcomes are
achieved in assessment
regardless of who does the
assessment, when it is
conducted and in whatever
context it was conducted
Evidence collected is relevant
to the activities and
demonstrates that the
performance criteria have
been met
Fairness
Flexibility
This means that the assessment
will not disadvantage any person
and will take into account the
Assessment Tasks and the
Assessment Tools are structured
so that they do not disadvantage
This means that the assessment
tool and process allows for
assessment in a range of
assessment contexts
Assessment practices and
methods are equitable to all
learners and their characteristics
Participants will be able to have
their previous experience or
expertise recognized (RPL or
RCC)
Assessment procedures and the
criteria for judging performance
are made clear to all learners
The assessment approach can be
adapted to meet the needs of all
participants and workplaces
Opportunities will be provided
to allow participants to
challenge assessments and have
the opportunity of reassessment
The assessment strategy
adequately covers both the on
and off-the-job components of
training
Where practical and
appropriate, assessment will be
negotiated and agreed between
the assessor and the student
Types of Evidence
Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include:
Direct
demonstration/observation
Indirect demonstration
Products
Workplace documents
Questions - written and oral
Assignments
Third party reports
Self-assessment
Simulation
Portfolios
BSBLED501A DWLE & BSBLED502A MPPPE
Performance of a task, or range of tasks, either in the workplace or in a
simulated work environment, witnessed directly by an Assessor
Use of photographs, videos, etc. showing performance of a task when the
Assessor cannot be present
Models, items, objects that have been made, fixed or repaired by the student
Rosters, budgets, reports, standard operating procedures etc. developed by
the student
Asking the student about real or hypothetical situations to check
understanding, task management and contingency management skills. May be
short answer, discussion, multiple choice, etc.
Projects, reports, essays, etc, relevant to the learning, literacy and numeracy
(LLN) requirements of the unit of competency
Documented and verified reports from supervisor, colleague, subject expert,
Trainer or others
A student’s personal statement on their performance (not generally sufficient
in isolation)
Simulated activity to accommodate difficult to demonstrate criteria e.g.
emergencies, contingencies, difficult behaviors etc.
Collections of evidence compiled by the student
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Equity Groups and Reasonable Adjustment
'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all
students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made
to the assessment process to meet the individual needs of students.'
Equity groups may include, but are not limited to:
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Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students and/or students in remote locations
Women in non-traditional industries
Students with sensory impairment and/or students with physical or intellectual disabilities
Reasonable adjustment may mean:
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Making learning materials and methods accessible
Adapting the physical environment and equipment
Making adjustments to the procedures for conducting assessment
Making adjustments to the evidence gathering techniques
In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language or
any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order to
afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and knowledge in
another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer / Assessor.
Withdrawal from a Unit of Competency / Qualification
If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student,
employer and Queensland Polytechnic at any time.
Quality Improvements
Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its
processes. From time to time materials may change due to improvement.
Learner Surveys / Questionnaires
Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes
approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey
focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your
perceptions of the quality of your competency development and of the support that you have received during your training.
Data collected from the surveys, will help support continuous improvement processes ensuring that:
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Queensland Polytechnic continue to provide quality training and assessment across all our
operations
Queensland Polytechnic adhere to principles of access and equity and continue to maximise
outcomes for our clients
Queensland Polytechnic’s Management systems continue to be responsive to the needs of
our clients (you), staff and stakeholders
BSBLED501A DWLE & BSBLED502A MPPPE
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UNIT DESCRIPTION
BSBLED501A Develop a workplace learning environment - this unit describes the performance outcomes, skills and knowledge
required to encourage and support the development of a learning environment in which work and learning come together.
Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning
performance. Details of the competencies of this unit can be accessed at: http://www.training.gov.au
BSBLED502A Manage programs that promote personal effectiveness - this unit describes the performance outcomes, skills and
knowledge required to manage programs within a health and wellbeing focus. The unit addresses the management of the range of
programs that would typically be associated with health and wellbeing such as stress management, smoking cessation, exercise,
Employee Assistance Programs (EAPs). Details of the competencies of this unit can be accessed at: http://www.training.gov.au
EMPLOYABILITY SKILLS
Employability Skills are defined as "skills required not only to gain employment, but also to progress within
an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions".
Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes referred to as
generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills, essential skills,
necessary skills, and transferable skills. Industry's preferred term is Employability Skills.
An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the
Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight (8)
‘skill grouping’ Employability Skills, which are outlined in Table 1, below.
Table 1, Employability Skills
Communication
Teamwork
Problem Solving
Initiative & Enterprise
Planning & Organising
Self-Management
Learning
Technology
that contribute to productive and harmonious relations between
employees and customers
that contribute to productive working relationships and outcomes
that contribute to productive outcomes
that contribute to innovative outcomes
That contribute to long term and short term strategic planning
that contribute to employee satisfaction and growth
that contribute to ongoing improvement and expansion in employee
and company operations and outcomes;
that contribute to effective execution of tasks
More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/.
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, Karen@polytechnic.qld.edu.au
Mobile: +61 439 817 361
BSBLED501A DWLE & BSBLED502A MPPPE
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AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)
Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels
appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency.
Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills
The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the
Certificate IV in Business and the Diploma of Management.
UNIT CODE & TITLE: BSBLED502A Manage programs that promote personal effectiveness
& BSBLED501A Develop a workplace learning environment
PERFORMANCE
EXAMPLE OF ACTIVITIES
WORKPLACE & EMPLOYMENT APPLICATION
LEVEL 4
AT THIS LEVEL
- Read text and prepare a
- Analyses, compares and contrasts information gained from tables and charts, e.g.
ACSF Reading
presentation. Read and
information on products and materials in order to determine the suitability for
Skills Level
comment on an article about
use in different locations
ACSF Writing Skills
Level
-
a contemporary issue
-
Write a report on a topic of
interest
Write procedures on minute
taking
-
-
-
ACSF Oral
Communication
Skills Level
-
-
-
-
ACSF Numeracy
Skills Level
-
Communicate with people
from diverse backgrounds.
Prepare and lead a discussion
Understands vocabulary
specific to a topic
Follows oral texts which
include vocabulary that
creates shades of meaning
Responds to cues such as
change of pace and particular
words which indicate a new
or important point is about to
be made
Reflects on the effectiveness
of the interaction as it occurs
requesting clarification,
and/or variation in volume
and pace as necessary
Interprets gestures and other
non-verbal features
Responds to topic shifts and
points of clarification, and
gives non-verbal feedback
Calculate and compare
annual income options.
Calculate area of an office
-
-
-
-
-
-
BSBLED501A DWLE & BSBLED502A MPPPE
Demonstrates understanding of texts describing interrelationships of events, e.g.
reviews conflicting incident reports to identify key issues and possible follow up
action
Prepares an induction manual or standard operating procedures to be used in
the workplace
Documents roles, responsibilities and timeframes for a project plan
Compiles a report (e.g. on sales figures) with input from a range of sources
Writes clear and detailed instructions organised sequentially, for individual
members of a group in order to complete a group activity
Prepares data for a team/group using graphs to compare production or activity
over a period of time, and includes recommendations for improvements
Gathers information from a range of sources and rewrites using headings,
instructions and layout that meet the needs of the audience and purpose of the
text, e.g. job instructions or evacuation instructions
Writes an instruction manual for a new piece of equipment or machinery
Creates a range of formal texts incorporating specific workplace proformas and
language and maintains records on a computer, e.g. memos, letters to clients,
agendas, minutes, emails or reports
Demonstrates understanding of a text describing complex interrelationships of
events, e.g. writes a letter to a customer apologising for a lost item or prepares a
report for a manager detailing a problem and steps taken to address it
Explains technological concepts to a work group unfamiliar with the concepts
involved, using visual aids such as photos and diagrams
Leads a discussion with a focus group to explore solutions to a complex
workplace problem
Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarising
Expresses own values, ideas and attributes through language choice as
appropriate to various contexts, e.g. job interview or group discussion
Negotiates a win-win outcome with a work colleague, demonstrating conflict
resolution skills
Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from changing
work practices as a result of installation of a new computer system
Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models) to
explain technological concepts or scientific phenomena to an audience or work
group
Collects, represents, summarises and interprets a range of statistical data
appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central
tendency (mean, median, mode) and simple measures of spread
Works in a group to investigate and report on the options and costs for the use
of a fleet of vehicles for the running of a business, e.g. comparing the use of cars
versus motor bikes for a courier service or comparing leasing cars versus outright
purchase
Works in a team to plan and develop an operating budget for a task or project,
including the income from different sources (e.g. government funding,
membership fees or sales) and expenses (e.g. staffing, materials, marketing,
overheads, travel, training or IT support)
Collects and accurately records data (e.g. measurements, quantities or digital
outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors and
Page 7 of 57
-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
can respond appropriates by acting to correct processes or inputs
Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. building, workplace, office or shop) in
order to allocate working space and furniture
Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs, charts
or averages) to show different interpretations and influences
Calculates, compares and interprets the probabilities of some given or described
events in both numerical and qualitative terms, e.g. production numbers or
faults, or accidents
Organise own workplace professional development/training plan to achieve a
negotiated outcome with consideration of personal priorities and demands on
time
Actively seeks feedback from others as a way of improving performance, e.g.
approaches peers, manager or customers
Makes changes to work routine to meet deadlines, drawing on insights gained
from previous experiences
Uses organisational file sharing and storage systems
Actively encourages others to learn
Initiates team problem solving sessions
Participates in and contributes to change management in the workplace
PERFORMANCE VARIABLES
These variables may influence the individual’s performance at any time
Support
Works independently and
initiates and uses support
from a range of
established resources
Context
Text Complexity
Task Complexity
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task organisation and analysis
involving application of a number of
steps
Processes include extracting,
extrapolating, inferencing, reflecting,
abstracting
EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION
Text Type
Personal & Community
Workplace & Employment
Education and Training
Procedural
Recipe
Standard operating procedures
Instructions for completing assessment
task
Persuasive
Email to local council complaining
about cat registration bylaws
Informative
Club newsletter
Creative
Report for CEO presenting argument and
recommendations for a particular piece of
new equipment
Report of different approaches to risk
management used in the industry
Oral presentation on an issue in area of
study/expertise
Research paper on main developments
in WH&S in the last 20 years
Poem
Design project
Advertising copy or short story
Technical
Explanation of parts of a camera
Instruction manual for a new piece of
equipment
Report on advantages of new computer
system in library
Regulatory
Council planning permission form
Industry standards list
Course completion requirements
Descriptive
Recount of trip to botanic gardens
Memo outlining new office furniture
Essay comparing two paintings
MATERIALS & RESOURCES REQUIRED

All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty
Training Manual” available on the intranet. Additional readings relating to this unit can be found on the intranet and/or
requested by yourself (to be send to you via email).

All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator,
printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar) software
applications, for completion of the Certificate IV in Business and/or the Diploma of Management

Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing
this, please contact your Trainer or immediate supervisor, ASAP

During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you
cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be
provided to you.

Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals
BSBLED501A DWLE & BSBLED502A MPPPE
Page 8 of 57
ASSESSMENT REQUIREMENTS

Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a three
(3) monthly basis.

Signed assessment cover sheets (the front page of this book), must accompany each assessment/book.

Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed competent
in the unit.

Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the first
submission.

Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide
reassessment on appeal to any applicant, if requested.
ASSESSMENT INSTRUCTIONS & DETAILS
Part of your assessment for this unit is that you demonstrate you can meet designated timelines.
This means submitting work within the timeline indicated in your study schedule, outlined
below. You will also have the chance to develop and practice employability skills such as
communication, teamwork, problem solving, initiative and enterprise, planning and organizing,
self-management, learning, and technology.
In order to achieve Competency for these TWO units, this book, and all of its all assessment tasks
must be completed to a satisfactory level. An acceptable or satisfactory performance level for
assessments will be based on what would be expected of a person completing a similar task in
the workplace. You may request feedback and advice from your Trainer/Assessor at any time
prior to submitting the completed book.
The assessment tasks for this unit will require you to complete the following:
Assessment 1, Oral/Written Questions: answer a number of questions / scenario case studies and provide examples, comments or
explanations to particular incidents/activities that occur within Thrifty Car Rentals. Provide as much detail as you can since the more
knowledge you show, the less time it will take you to be deemed competent in the unit.
Assessment 2, Documentation Evidence: provide hard copy evidence/documentation. This will be required to be attached to the
booklet where indicated.
Such documentation will include items like:






Professional Development Forms (examples are made available to you within this booklet)
Evidence of Health Issues
Training Plan (examples of will be made available to you, within this booklet)
Policies and procedure documents
Evaluation form/s
Progress reports
Assessment 3, A discussion/observation with the Trainer & Third Party: have your immediate supervisor and Trainer, sign off on
your competence in the relevant areas, after discussing your training program with you.
BSBLED501A DWLE & BSBLED502A MPPPE
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ASSESSMENT MARKING
It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work
differently.
Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question, including:





writing continuous paragraphs of text
using headings and sub-headings to organise text
using bullet points rather than, (or as well as, continuous text
providing examples and illustrations from experience – particularly relevant work experience
submitting workplace documents that are examples of work completed in the workplace
Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily
completed based on the following considerations:
 all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the
competency requirements set out for the unit, on the training.gov website ie. all Elements of the Performance Criteria,
Required Skills, Required Knowledge, Critical Aspects have been meet

your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor

your work is has acceptable formatting, expression, language, spelling and grammar

the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please note,
while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly practical
tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to texts and
learning materials when answering questions which focus on knowledge and how to apply it to specific situations. Learning
to reference appropriately also helps student develop skills that will be essential should they decide to go on to higher
education/university, later.
If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you
determine competency in the assessment item.
STUDY / WORK SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented and
started on this unit. At this time, your Trainer/Assessor will go through this book and the Assessment requirements/tasks. Should
you not fully understand a question and/or assessment, please ask for assistance.
The remaining weeks, you will complete your study by working through the activities within this booklet and attaching the required
evidence, as instructed.
The training/wellbeing program that you develop (as your assessment item for this unit) will need to be planned, implemented and
reviewed. The time it takes to get approval for your training plan and to implement this into your department / branch, will impact
upon the length of time you take to complete this unit. If you have any concerns, please contact your Trainer.
In the last week of your course, you will need to organise to have a discussion with the Trainer and your immediate supervisor,
which will be documented. After this, you can then submit this booklet to your Trainer, in hard copy format. Make sure that all the
evidence/documentation is attached to the booklet where required/indicated.
The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow this
schedule to complete and hand in your work you will have no trouble being ready for the final submission of this booklet. It should
only take you 10 weeks (100 hours) to complete the reading and assessment activities. Please note however, the time you will need
to spend on your learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing
skills.
Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a way of
growing bigger over time – so your Trainer who is assessing your work would much rather hear from you early so any
issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply within one day.
BSBLED501A DWLE & BSBLED502A MPPPE
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ASSESSMENT 1 - RECOMMENDED STUDY AND READING SCHEDULE FOR
BSBLED501A Develop a workplace learning environment
& BSBLED502A Manage programs that promote personal effectiveness
Week
Topic Covered
Week
Identifying
employee
health issues
1
RS2 DWLE
CA1, CA3
MPPPE (partial)
RK1 MPPPE
(partial)
Resources and Assessments
What are the health issues of the staff within your department/branch /location? List these.
Attach evidence of this information in the booklet, where indicated – this evidence could be emails
between yourself and staff, or a survey form that you have collected from staff.
HINT:
 smoking
 obesity
 lack of physical fitness
 stress
 depression and anxiety
 diet
 alcohol or drug use
 diabetes
PC 1.1 MPPPE
RS2 DWLE
What are the implications of these health issues for the organisation as a whole, or the business
goals of Thrifty? You may need to conduct some external research on the areas.
PC1.2 MPPPE
HINT: productivity, increased illness and absenteeism, high turnover
CA1, CA3
MPPPE (partial)
BSBLED501A DWLE & BSBLED502A MPPPE
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Identifying
learning needs
of staff within
your
department
Thinking of the health issues you have identified, what are the LEARNING NEEDS of the staff in
terms of these health issues? I.e. What do staff need to learn about these health issues to ensure
they take more care of themselves?
PC1.2 DWLE
RS2, RS3(d)
DWLE
CA1, CA3
MPPPE (partial)
BSBLED501A DWLE & BSBLED502A MPPPE
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Addressing
health concerns
of employees
through the
provision of the
development of
learning
programs
How can you address the health issues? What are the options available to you?
HINT: lunch options, conduct information awareness programs, develop policies on stress management, offer more flexibility
in working hours, offer gym memberships, subsidise exercise programs, develop training programs based on group
fitness/exercising after work
CA1, CA3
MPPPE (partial)
RK1 MPPPE
(partial)
PC 1.3 MPPPE
PC1.1 DWLE
Are there any INFORMAL learning opportunities available at Thrifty already (nationally, or within
your branch) that will address these health issues?
YES / NO. Explain.
BSBLED501A DWLE & BSBLED502A MPPPE
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PC1.1 DWLE
What about STRUCTURED FORMAL learning opportunities? These are activities conducted outside
and/or within the workplace such as:






Accredited training through a Registered Training Organisation (RTO) like Queensland
Polytechnic
Short courses
Workshops
Coaching, mentoring, shadowing
Exchange or job rotations
Induction
See Reading 1 for an explanation of some of these.
Week 2
CA2 DWLE
Could any of these ‘models’ be helpful in regards to addressing the health issues within the
department and/or branch? Explain
PC1.4 MPPPE
RS1 (d) DWLE
Go to your supervisor and/or Managing Director and inform him/her of your findings. Explain the
options you have discovered to address these issues and get him/her to commit to supporting at
least one option. List below, which option this is and why.
BSBLED501A DWLE & BSBLED502A MPPPE
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PC2.1 MPPPE
Plan a training program in consultation with others within the organisation (individuals who can
help you) which will improve the overall wellbeing of the staff. Outline below (in draft format), what
your program will consist of. Make sure you answer the following questions:
What are the overall goals (or outputs) of the program? I.e. what do you want to achieve?
How long will the program go for?
BSBLED501A DWLE & BSBLED502A MPPPE
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PC2.2 MPPPE
What kinds of administrative structures/resources are you going to need for the program?
What other resources will you need?
Consultation
Who are you going to have to liaison with (internally or externally, or both) to help you develop
your training program to ensure that it enhances BOTH the staff and the organization’s
performance, overall? Eg. Training Experts
PC1.6 DWLE
BSBLED501A DWLE & BSBLED502A MPPPE
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Plan a health
and wellbeing
program
Who will be responsible for the program? List the individuals who will be involved and what their
roles will be.
PC2.3, MPPPE
(partial)
Who are the stakeholders in this program?
PC2.3, 2.4,
MPPPE (partial)
PC3.2 MPPPE
How will you communicate within Thrifty (or your department or branch) about your program? I.e.
how will you communicate information about the program to stakeholders?
How will you provide support, assistance and mentoring to staff about the program?
BSBLED501A DWLE & BSBLED502A MPPPE
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PC2.4 MPPPE
PC3.3 MPPPE
How will you market your program to ensure you get a lot of employees on board?
What key performance indicators or standards would you focus on?
(partial)
PC3.3 MPPPE
What sort of tracking systems will you put in place to ensure that these goals / standards (that you
listed above) are being met?
(partial)
BSBLED501A DWLE & BSBLED502A MPPPE
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PC3.3 MPPPE
What format will these tracking devices take (i.e. progress reports)? Attach (where indicated in this
book) an example of the progress report you will use/have used (after implementation process)
(partial)
PC3.4 MPPPE
What milestones and agreed time lines will you need to have to ensure that progress is being
made?
PC3.1 DWLE
What about WH&S issues – how will you ensure these are being met whist you conduct the
training?
(partial)
BSBLED501A DWLE & BSBLED502A MPPPE
Page 19 of 57
Would your program be focusing on improving processes and procedures within your department /
branch? YES / NO. Explain.
BSBLED501A DWLE & BSBLED502A MPPPE
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Developing a
Training Plan
that factors in
 Diversity of
Needs
 Learning
Strategies
Make sure you remember the diverse nature of your department (e.g. Different personality styles,
different learning styles, different ages/generations, males vs females, part time vs full time staff,
different ethnic/cultural backgrounds etc).
The strategies you use in your training plan will need to reflect this diversity. E.g. Group work vs
individual work, hands on training vs thinking or reading, etc.
You may like to re-read Reading 1.
Explain how have you taken this into account?
PC1.4 DWLE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 21 of 57
PC1.5 DWLE
Week 3
Program
Management
Plan
How will you ensure that your training program allows as many staff members as possible within
your department to participate? I.e. How will you maximise access to your program?
Now it is time to turn your ‘draft’ Training Plan ideas, into a formal document. See Reading 2 –
Example of a Training Plan.
Attach your formal training plan, where indicated in this booklet.
RS3 (a) DWLE
PC2.5 MPPPE
(partial)
Communication
Strategies
What strategies would you need to develop to ensure that your training program is supported by
the management and staff at Thrifty, and that everyone will be happy to share their
skills/knowledge/ benefits / concerns with each other?
BSBLED501A DWLE & BSBLED502A MPPPE
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PC2.2 DWLE
PC2.3 DWLE
(partial)
What PROCEDURES (i.e. steps) will you need to implement in the organisation to ensure the training
program contributes to the development of knowledge, skills and attitudes?
What POLICIES and PROCEDURES will you need to implement to encourage staff to assess their own
health concerns and to identify their own development needs, in this area?
HINT: check out Thrifty’s work-life balance policy and see if you get any ideas from this.
Week
3-5
(this could
be longer)
Develop policy
and/or
procedure
documents
PC2.3 DWLE
It’s now time to get serious about your program. You have planned it all out, and now it is time to
DEVELOP a policy and/or procedure document and implement in into Thrifty, in regards to your
program. Attach the policy and/or procedure document to this booklet, where indicated.
Explain what your document covers.
Make sure your policy/procedure asks individuals to realistically assess their competencies/skills to
identify their training needs.
PC3.1 MPPPE
(Partial)
BSBLED501A DWLE & BSBLED502A MPPPE
Page 23 of 57
Implementing
the program
It’s now time to IMPLEMENT your training program – depending on how long the program is, will
depend on how fast you can move onto the next section of the booklet.
Have fun!
PC2.1,2.2,2.3
DWLE (partial)
PC3.1 MPPPE
(partial)
Rewarding
employees
Recognising learning/development achievements in the workplace is important. How do you
propose to do this to ensure timely, appropriate rewards and/or feedback is provided to staff? E.g.
How can you make sure that staff are rewarded if they participate in your program and do well at it.
PC2.5 DWLE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 24 of 57
Week 6
PC2.4 DWLE
(or could
be longer)
How will you share the BENEFITS of your training program with others in the organisation?
How will you EVALUATE your program to determine if it’s been successful or not?
Monitoring and
reviewing
workplace
learning
HINT: collect data/information in a survey format, obtain feedback from staff, conduct a cost vs. benefit analysis
Attach evidence of this in this book (where indicated). I.e. a survey form you have developed which
asks for feedback about your program
RS3 © DWLE
PC 2.5 MPPPE
(partial)
CA2 MPPPE
RK2 MPPPE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 25 of 57
PC 3.1 DWLE
(partial)
How are you going to monitor the performance of staff (in regards to your training program) to
ensure that you have covered all the necessary areas?
PC 2.1 MPPPE
(partial)
CA2 MPPPE
Improvement
strategies
What feedback / continuous improvement ideas can you obtain along the way, from staff members
to help you improve upon the Training Program (for future use)?
PC3.2 DWLE
PC4.1, 4.3
MPPPE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 26 of 57
After you have run the program for the first time, reflect back on it.
RS3 (e), PC3.3
DWLE
What adjustments will need to be made, to improve the efficiency and effectiveness of the process
next time?
NOTE: you may need to discuss/negotiate your ideas with a T&D expert. If so, outline these
discussions below.
Record keeping
and
management
methods
What processes will you need to put into place to ensure that records and reports are documented
and maintained (so the organisation can use these in the future)?
HINT: maybe you needed to get staff to sign waiver forms, which needed to be filed on staff records.
PC3.4 DWLE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 27 of 57
PC4.2 MPPPE
PC2.1 DWLE
Required Skills
RS1 DWLE
How will you communicate information about the program’s success to the stakeholders and other
members of the organisation? Eg. Email? Newsletters?
It is very important that a ‘learning culture’ is always encouraged amongst staff. What
things/activities could you do / could have done within the organisation to ensure staff take
advantage of the training opportunities made available to them (ie. Like the Certificate IV or
Diploma of Management traineeships or the training program you just developed)?
There are vast arrays of skills that are needed to develop a workplace learning program. These
include but are not limited to communication, literacy, planning, organising, research and analysis.
Explain with an example (for each) how you used these skills when developing your workplace
learning program.
Communication skills - to deal with people openly and fairly
Communication skills - to encourage colleagues to share their knowledge and skills
BSBLED501A DWLE & BSBLED502A MPPPE
Page 28 of 57
Communication skills - to gain trust and confidence of colleagues
RS2 DWLE
Planning and Organising skills – to facilitate, promote and monitor the learning environment in
particular:
RS1 MPPPE
RS2 MPPPE

Having the ability to schedule and monitor activities

Having the ability to coach and mentor colleagues to ensure they support the learning
environment you are trying to provide

Having the ability to select and use ‘work based activities’ to create learning environments

Having the ability to establish a workplace which is conducive to learning
Research and analysis skills – to explore health issues
BSBLED501A DWLE & BSBLED502A MPPPE
Page 29 of 57
Research and analysis skills – to review data to determine whether employee health initiatives are
meeting their objectives
Relationship
Management
Explain with an example, how you manage the relationships at work, to ensure you achieve the
outcomes you desire (ie. The learning environment you are aiming for)
RK1 DWLE
CA4 DWLE
Terminology
Training Principles & Techniques: Give a brief overview of the following terms. You may use an
example, or a definition to help you explain:
RK2 DWLE
Adult Learning
Coaching and mentoring
Consultation and communication
BSBLED501A DWLE & BSBLED502A MPPPE
Page 30 of 57
Improvement strategies
Leadership
Learning environment / learning culture
Monitoring workplace learning
Problem identification
Structured learning
Work based learning
BSBLED501A DWLE & BSBLED502A MPPPE
Page 31 of 57
Performance
Development
Provide three examples of how an organisation can review your performance? Eg. How can they
provide you with feedback on your development needs?
HINT: formal performance appraisals, conducting observations / mystery shoppers
CA1 DWLE
Professional
Development
Models
CA2 DWLE
Attach an example of a professional development / appraisal document that is used within your
organisation. Look on the Intranet for this document or you may need to ask your immediate
supervisor for assistance, if you do not know where these are kept.
Alternatively, refer to the document attached at the back of this book (Reading 3).
Explain how the document (from your organisation OR the example documentation, in Reading 3) is
filled out/used.
BSBLED501A DWLE & BSBLED502A MPPPE
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Professional
Development
Options
Outline the ‘options’ you have available at Thrifty, for professional development?
CA3 DWLE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 33 of 57
ATTACH EXAMPLE OF PROFESSIONAL DEVELOPMENT FORM FROM
YOUR ORGANIZATION, IF POSSIBLE, HERE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 34 of 57
ATTACH EVIDENCE OF HEALTH ISSUES, HERE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 35 of 57
ATTACH FORMAL TRAINING PLAN, HERE
(OR FILL OUT THE ONE BELOW)
TRAINING PLAN
Training Title:
TRAI NI NG PLAN AI M
PERFORMANCE OBJECTI V ES
RESOURCES
TEACHI NG AND LEARNI NG
ACTI VI TI ES
DURATION
ASSESSMENT
EVALUATI ON
BSBLED501A DWLE & BSBLED502A MPPPE
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ATTACH POLICY AND/OR PROCEDURE DOCUMENT, HERE
BSBLED501A DWLE & BSBLED502A MPPPE
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ATTACH EVIDENCE OF EVALUATION OF THE PROGRAM, HERE.
EG. FEEDBACK FORMS
BSBLED501A DWLE & BSBLED502A MPPPE
Page 38 of 57
ATTACH PROGRESS REPORT, HERE
BSBLED501A DWLE & BSBLED502A MPPPE
Page 39 of 57
ASSESSEMENT 3 - BSBLED501A Develop a workplace learning environment - Trainer/Assessor & Third Party Workplace Discussion Form
Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the workplace. As the trainee’s immediate supervisor,
you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important that evidence gathering through observation takes places over a number of shifts, and under a
range of circumstances and at various times. Observation may be undertaken in either a formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place. ‘Informal’
settings provide opportunities for you to observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on performance.
Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response/behavior/action, and you believe they have the knowledge/skills to show
competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses.
Student/Trainee’s Name:
Student/Trainees Job Position:
Dates/Shifts/Times:
Observer (i.e. Supervisor or Senior Co-worker):
Assessor (ie. QP’s marker):
Performance Element
Performance Criteria
Can the trainee identify potential formal and informal learning
opportunities?
Create learning
opportunities
Could include:
 Short courses
 WHS courses
 Courses such as Cert IV or Diploma of Management
 Kingmill Courses
 Induction training
 Upskilling / coaching or mentoring from management
Can the trainee Identify learning needs of individuals in relation to
the needs of the team and/or Thrifty, and available learning
opportunities?
S or US
S or US
Eg. Learning needed to progress to next level of Thrifty or Learning
needed to fix the gaps in understanding
Can the trainee develop and implement learning plans as an
integral part of individual and team performance plans?
S or US
Eg. KPIs, WHS, performance appraisal findings, department
findings on overall performance
Can the trainee develop strategies to ensure that learning plans
reflect the diversity of needs?
S or US
Eg. Different ages, sexes, style of learning preferences
Can the trainee ensure Thrifty’s procedures maximise individual
and team access to, and participation in, learning opportunities?
S or US
BSBLED501A DWLE & BSBLED502A MPPPE
Comments
S or US
Page 40 of 57
Can the trainee ensure that effective liaison occurs with training
and development specialists and contribute to learning
opportunities which enhance individual, team and Thrifty’s
performance?
S or US
Internally, this is Training & Development Manager
Facilitate and promote
learning
Externally, this could be Queensland Polytechnic or Kingmill T&D
managers
Can the trainee 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?
Eg. Team members share learning experiences & knowledge to
help Thrifty as a whole
Can the trainee implement Thrifty’s procedures to ensure
workplace learning opportunities contribute to the development
of appropriate workplace knowledge, skills and attitudes?
Eg. The implementation of Jonday-based, Kingmill-based or
external based training in areas such as Sales training, upselling,
cars plus knowledge
Can the trainee implement policies and procedures to
encourage team members to assess their own competencies,
and to identify their own learning and development needs?
S or US
S or US
S or US
Eg. Self assessment quizzes, online training via intranet, mentoring
of junior/new staff
Does the trainee share the benefits of learning with others in the
team and organization?
Monitor and improve
learning effectiveness
Can the trainee recognise workplace achievement by timely and
appropriate recognition, feedback and rewards?
Can the trainee 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 & Safety (WH&S) issues?
Does the trainee use feedback from individuals and teams to
identify and introduce improvements in future learning
arrangements?
Does the trainee make adjustments, negotiated with training and
development specialists, for improvements to the efficiency and
effectiveness of learning?
BSBLED501A DWLE & BSBLED502A MPPPE
S or US
S or US
S or US
S or US
S or US
Page 41 of 57
Required Skills
Does the trainee use processes to ensure that records and reports
of competency are documented and maintained within Thrifty’s
systems and procedures to inform future planning?
Can the trainee demonstrate communication skills to:
 deal with people openly and fairly
 encourage colleagues to share their knowledge and skills
 gain the trust and confidence of colleagues
 use consultation skills effectively
Does the trainee use literacy skills to access and use workplace
information?
Does the trainee use their planning and organisational skills to
facilitate, promote and monitor learning by:
 developing learning/training plans
 establishing a workplace which is conducive to learning eg.
Mentoring, sharing of information is encouraged
 evaluating the effectiveness of learning eg. Benefits vs costs
 identifying learning needs on an individual / branch basis
 negotiating learning arrangements with training and
development specialists eg. Internal & external providers
 selecting and using work activities to create learning
opportunities eg. Management workshops, branch meetings,
area meetings, Kingmill-wide initiatives
 using coaching and mentoring to support learning
Required Knowledge
Critical Aspects
(Evidence Required)
Does the trainee have the knowledge required to manage
relationships so as to achieve a learning environment?
Does trainee have knowledge of principles and techniques
involved in the management and organization of:
 adult learning eg. Being responsible
 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
 Did the trainee review performance development needs and
provide feedback on those needs?
 Did the trainee know a range of methods/techniques of how
this could be done?
Eg. Interview, formal training, informal training, coaching,
mentoring
BSBLED501A DWLE & BSBLED502A MPPPE
S or US
S or US
S or US
S or US
S or US
S or US
S or US
Page 42 of 57
Did trainee understand models for planning professional
development? Ie. Internal models of training (Jonday-based),
external models of training (outsource experts or refer to Kingmillbased training), face to face, online, mentoring/buddying,
induction, post induction, group training, department training,
individual based training.
Did Trainee understand options available for professional
development? Eg. This traineeship course, university,
telephone/sales training etc
Did the trainee have the knowledge required to manage
relationships to achieve a learning environment?
S or US
S or US
S or US
ASSESSMENT 3 - BSBLED502A Manage programs that promote personal effectiveness
Trainer/Assessor & Third Party Workplace Discussion Form
Performance Element
Performance Criteria
Can the trainee identify and collect information on employee
health issues from appropriate internal and external sources?
Research and analyze
employee health issues
S or US
Comments
S or US
Eg. Alcohol or drug use, diet, lifestyle related diseases such as
diabetes, mental health including depression, physical fitness,
smoking, stress
Can the trainee review findings and their implications for Thrifty
and business objectives?
S or US
Eg. Increase productivity, reduce illness and absenteeism
Can the trainee develop options for addressing identified health
issues?
S or US
Eg. Offering flexible working hours or leave arrangements, offering
bootcamp training, developing policies on diet, food, exercise or
stress management in terms of how it pertains to work
Plan health and
wellbeing programs
Can the trainee obtain support from senior managers for
preferred option/s?
S or US
Can the trainee develop program/s scope and objectives in
consultation with appropriate industry consultants, colleagues
and managers?
S or US
Can the trainee plan and create administrative structure and
resources for the program/s?
S or US
Can the trainee establish program responsibilities and clearly
communicate to all stakeholders?
S or US
Eg. All locations/metroplexes, owners
BSBLED501A DWLE & BSBLED502A MPPPE
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Can the trainee plan communications and marketing strategies
in conjunction with stakeholders?
Can the trainee establish suitable evaluation methods, develop
an overall program management plan and communicate this
plan to stakeholders?
Implement, administer
and monitor programs
Evaluate programs
Required Skills
Critical Aspects
(Evidence Required)
S or US
Can the trainee prepare policy documents, and implement and
monitor strategies in conjunction with program team members?
S or US
Can the trainee provide appropriate support, assistance and
mentors to relevant personnel?
S or US
Can the trainee implement and monitor tracking systems
according to program guidelines?
S or US
Can the trainee reach program milestones within the agreed
time lines and provide regular progress reports to stakeholders?
S or US
Can the trainee use agreed evaluation methods to assess the
effectiveness of the program at specific stages?
S or US
Eg. Collection of data, cost vs benefit analysis, feedback from
staff, interviews
Can the trainee communicate information from program
evaluation process to stakeholders?
S or US
Can the trainee incorporate evaluation process and outcomes
into continuous improvement strategies, enterprise agreements
and future corporate plans?
S or US
Did the trainee have planning and organising skills to be able to
schedule and monitor activities?
S or US
Did the trainee have research and analysis skills to explore
employee health issues and to review data to determine whether
employee health initiatives are meeting their objective?
Required Knowledge
S or US
S or US
Did the trainee have knowledge of a range of employee health
issues and options for improving health outcomes?
S or US
Did the trainee have knowledge of the employee health
program in terms of design and evaluation techniques?
S or US
Did the trainee conduct research on employee health issues and
a plan to improve employee health in one or more areas?
S or US
BSBLED501A DWLE & BSBLED502A MPPPE
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Did the trainee demonstrate techniques for monitoring an
employee health program and evaluating its effectiveness?
S or US
Did the trainee have knowledge of a range of employee health
issues and options for improving health outcomes?
S or US
QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
The trainee is competent in this unit.
Satisfactory

Unsatisfactory

Assessor: KAREN LAMKIN
Signature: .................................................Date: ..............................
BSBLED501A DWLE & BSBLED502A MPPPE
Satisfactory

Unsatisfactory

Thrifty Staff Member:
Signature: ..........................................Date: ..............................
Page 45 of 57
Assessment Method
Y/N
Performance Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge (RK)
Critical
Aspects (CA)
Dimensions of Competency
Self-Management
Learning
√
√
√
√
√
√
√
√
Y
1.3 (Learning/Training
Plan)
ALL
ALL
CA1
(Evaluation,
Progress)
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Job Role Environment
Skills
Planning & Organising
ALL
Contingency Planning
Skills
Initiative & Enterprise
ALL
Task Management Skills
(Variables)
Problem Solving
ALL
BSBLED502A Manage programs that promote personal effectiveness (MPPPE)
Task Skills
Teamwork
ALL
BSBLED501A Develop a workplace learning environment (DWLE)
Technology
Communication
Y
MAPPING MATRIX for
Assessment 1
Employability Skills
Oral/Written Questions
BSBLED501A DWLE
BSBLED502A MPPPE
Assessment 2
Documentation Evidence
BSBLED501A DWLE
BSBLED502A MPPPE
PD Form, Health Issues,
Training Plan, Policies &
Procedures, Evaluation Form,
Progress Forms
CA1
(research on
health issues)
1.1 (collect info on health
issues)
3.1 (policy documents)
Assessment 3
Y
ALL
ALL
ALL
ALL
Discussion - Trainer & Third
Party
BSBLED501A DWLE
BSBLED502A MPPPE
BSBLED501A DWLE & BSBLED502A MPPPE
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Reading 1 – Principles & Techniques
used in Training Programs
Adults As Learners
Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens,
adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new
area of study. The field of adult learning was pioneered by Malcom Knowles. He identified the following
characteristics of adult learners:
 Adults are AUTONOMOUS and SELF-DIRECTED. They need to be free to direct themselves. Their teachers
must actively involve adult participants in the learning process and serve as facilitators for them.
Specifically, they must get participants' perspectives about what topics to cover and let them work on
projects that reflect their interests. They should allow the participants to assume responsibility for
presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their
own knowledge rather than supplying them with facts. Finally, they must show participants how the class
will help them reach their goals (e.g., via a personal goals sheet).
 Adults have accumulated a foundation of LIFE EXPERIENCES and KNOWLEDGE that may include workrelated activities, family responsibilities, and previous education. They need to connect learning to this
knowledge/experience base. To help them do so, they should draw out participants' experience and
knowledge which is relevant to the topic. They must relate theories and concepts to the participants and
recognize the value of experience in learning.
 Adults are GOAL-ORIENTED. Upon enrolling in a course, they usually know what goal they want to attain.
They, therefore, appreciate an educational program that is organized and has clearly defined elements.
Instructors must show participants how this class will help them attain their goals. This classification of
goals and course objectives must be done early in the course.
 Adults are RELEVANCY-ORIENTED. They must see a reason for learning something. Learning has to be
applicable to their work or other responsibilities to be of value to them. Therefore, instructors must identify
objectives for adult participants before the course begins. This means, also, that theories and concepts
must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose
projects that reflect their own interests.
 Adults are PRACTICAL, focusing on the aspects of a lesson most useful to them in their work. They may not
be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will
be useful to them on the job.
 As do all learners, adults need to be shown RESPECT. Instructors must acknowledge the wealth of
experiences that adult participants bring to the classroom. These adults should be treated as equals in
experience and knowledge and allowed to voice their opinions freely in class.
Motivating the Adult Learner
Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult
learning:






Social relationships: to make new friends, to meet a need for associations and friendships.
External expectations: to comply with instructions from someone else; to fulfill the expectations or
recommendations of someone with formal authority.
Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve
ability to participate in community work.
Personal advancement: to achieve higher status in a job, secure professional advancement, and stay
abreast of competitors.
Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a
contrast to other exacting details of life.
Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an
inquiring mind.
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Barriers and Motivation
Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of
learning. Because of these responsibilities, adults have BARRIERS AGAINST PARTICIPATING IN LEARNING.
Some of these barriers include lack of time, money, confidence, or interest, lack of information about
opportunities to learn, scheduling problems, "red tape," and problems with child care and transportation.
Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a
requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to
maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply
with company directives.
The best way to motivate adult learners is simply to ENHANCE their reasons for enrolling and DECREASE the
barriers. Instructors must learn why their students are enrolled (the motivators); they have to discover what is
keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy
includes showing adult learners the relationship between training and an expected promotion.
Learning Tips for Effective Instructors
Educators must remember that learning occurs within each individual as a continual process throughout life.
People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning
situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction.
Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or
recall information. Instructors should present materials that stimulate as many senses as possible in order to
increase their chances of teaching success.
There are four critical elements of learning that must be addressed to ensure that participants learn. These
elements are
1.
2.
3.
4.
motivation
reinforcement
retention
transference
Motivation. If the participant does not recognize the need for the information (or has been offended or
intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must
establish rapport with participants and prepare them for learning; this provides motivation. Instructors can
motivate students via several means:



Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that
shows the participants they will help them learn.
Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance
of the objective. If the material has a high level of importance, a higher level of tension/stress should be
established in the class. However, people learn best under low to moderate stress; if the stress is too high,
it becomes a barrier to learning.
Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge
participants but not so high that they become frustrated by information overload. The instruction should
predict and reward participation, culminating in success.
In addition, participants need specific knowledge of their learning results (FEEDBACK). Feedback must be
specific, not general. Participants must also see a REWARD for learning. The reward does not necessarily have to
be monetary; it can be simply a demonstration of benefits to be realized from learning the material. Finally, the
participant must be interested in the subject. Interest is directly related to reward. Adults must see the benefit
of learning in order to motivate themselves to learn the subject.
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Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, instructors
encourage correct modes of behavior and performance.


POSITIVE REINFORCEMENT is normally used by instructors who are teaching participants new skills. As
the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
NEGATIVE REINFORCEMENT is the contingent removal of a noxious stimulus that tends to increase the
behavior. The contingent presentation of a noxious stimulus that tends to decrease a behavior is called
Punishment. Reinforcing a behavior will never lead to extinction of that behavior by definition.
Punishment and Time Out lead to extinction of a particular behavior, but positive or negative
reinforcement of that behavior never will.
When instructors are trying to change behaviors (old practices), they should apply both positive and negative
reinforcement.
Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to
use it on a frequent and regular basis early in the process to help the students retain what they have learned.
Then, they should use reinforcement only to maintain consistent, positive behavior.
Retention. Students must retain information from classes in order to benefit from the learning. The instructors'
jobs are not finished until they have assisted the learner in retaining the information. In order for participants to
retain the information taught, they must see a meaning or purpose for that information. The must also
understand and be able to interpret and apply the information. This understanding includes their ability to
assign the correct degree of importance to the material.
The amount of retention will be directly affected by the degree of original learning. Simply stated, if the
participants did not learn the material well initially, they will not retain it well either.
Retention by the participants is directly affected by their amount of practice during the learning. Instructors
should emphasize retention and application. After the students demonstrate correct (desired) performance,
they should be urged to practice to maintain the desired performance. Distributed practice is similar in effect to
intermittent reinforcement.
Transference. Transfer of learning is the result of training -- it is the ability to use the information taught in the
course but in a new setting. As with reinforcement, there are two types of transfer: POSITIVE and NEGATIVE.


Positive transference, like positive reinforcement, occurs when the participants uses the behavior taught
in the course.
Negative transference, again like negative reinforcement, occurs when the participants do not do what
they are told not to do. This results in a positive (desired) outcome.
Transference is most likely to occur in the following situations:




ASSOCIATION -- participants can associate the new information with something that they already know.
SIMILARITY -- the information is similar to material that participants already know; that is, it revisits a
logical framework or pattern.
DEGREE OF ORIGINAL LEARNING -- participant's degree of original learning was high.
CRITICAL ATTRIBUTE ELEMENT -- the information learned contains elements that are extremely
beneficial (critical) on the job.
Although adult learning is relatively new as field of study, it is just as substantial as traditional education and
carries and potential for greater success. Of course, the heightened success requires a greater responsibility on
the part of the teacher. Additionally, the learners come to the course with precisely defined expectations.
Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish
benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the
benefits will be longer lasting.
By Stephen Lieb
Senior Technical Writer and Planner, Arizona Department of Health Services
and part-time Instructor, South Mountain Community College
from VISION, Fall 1991
Source: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
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WHAT IS MENTORING ?
A mentoring relationship is usually where one wiser and more experienced person assists another person to grow and learn. It is
not a new management technique. Since humans have lived in social groups we have learnt our norms, values and behaviours by
the example and coaching of others.
The business world has adopted the tradition of an older and wiser person fostering the growth and development of the younger
generation. This has sometimes resulted in perpetuation of old ways at the expense of diversity and development. However, new
adaptations of mentoring allowing individuals to interact as colleagues in a helping relationship, on a more equal basis, can
cultivate growth and learning to mutual benefit.
Experience, skills and a genuine desire to help are more valuable assets in a mentoring relationship than age or position. Open and
assertive communication and the trust of both parties are essential.
Both partners in the mentoring relationship benefit. Learning must be a lifelong process and one of the most effective ways to
learn is to assist in the development of others. The best teachers learn much from their students, counsellors constantly learn
from clients and partners in any successful relationship grow and develop along the way.
Mentoring happens in all organisations whether it is fostered as a development strategy; allowed or encouraged as an informal
process; or is an activity that occurs below the consciousness of individuals. People ARE learning from others, adopting modelled
behaviours and attitudes and absorbing the culture and perceived values of the organisation through their personal interactions
with co-workers.
Organisations may choose to:

Leave mentoring as an informal process, in which case it will operate randomly. Its impact on individuals and the
organisation will be a matter left to chance and will be largely unrecognised by the organisation;
Help mentoring, by formally or informally providing an environment where mentoring is regarded favourably, selfdevelopment is encouraged and it is acceptable to take time for the mentoring activity; or,
Focus and develop mentoring, by designing a mentoring tailored to the achievement of the organisation's specific
mentoring objectives. This approach will harness the benefits of effective informal mentoring within a formal and managed
framework.


Benefits to the Organisation















Increase in morale and motivation
Greater productivity
Discovery of talent
Development of leadership for future survival and prosperity
Communication of values, goals and plans
Demonstration of personal and professional standards
Achievement of excellent service
Implementation of equity initiatives
Fostering of shared values and team work
Enhancement of leadership and people management skills of managers
Re energise plateaued managers
Increase in staff satisfaction
Building a learning organisation
Managed careers
Development of cross-organisational networks
Benefits to the Mentoree











Development of potential and knowledge about the organisation
Flexibility - Mentorees negotiate with their mentors to work within available time and other commitments
Self directed learning - Mentorees choose specific learning objectives
Complements ongoing formal study and/or training and development activities
Leads to career mobility and more opportunities as a result of the mentor relationship
Give and receive feedback
Receive encouragement and support to achieve goals
Develop new networks
Develop new and/or different perspectives
Get assistance with ideas
Demonstrate strengths and explore potential
BSBLED501A DWLE & BSBLED502A MPPPE
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

Develop visibility within or outside an organisation
Be challenged to use talents and share expertise
Benefits to the Mentor









Obtain a greater understanding of the barriers experienced at lower levels of the organisation
Enhance their own skills in coaching, counselling, listening and modelling
The sense of being needed and recognised professionally
Develop and practise a more personal style of leadership
Gain additional recognition and respect
Learn new perspectives and approaches
Contribute something to others in the organisation
Extend professional networks
Demonstrate expertise and share knowledge
Why organisations implement mentoring programs









Induction, to help new recruits, trainees or graduates settle into the organisation;
Skills Enhancement, to enable skills to be passed on in the workplace by experienced, highly competent staff to others
who need to acquire specified skills;
Career Development, to help staff in the planning, development and management of their careers and to help them
become more resilient in times of change, more self-reliant in their careers and self-directed learners;
Affirmative Action, to assist women and minority groups to redress the imbalance at higher levels in organisations,
provide support and help overcome barriers that often block their progress;
Leadership and Management Development, to encourage the development of competencies more easily gained through
example, guided practice or experience than by education and training;
Education Support, to bridge the gap between theory and practice. Formal education or training is complemented by the
knowledge and the hands-on experience of a competent practitioner;
Organisational Development and Culture Change, to share the values, vision and mission of the organisation. To
communicate and work on a one-to-one basis to develop required changes; and
Customer Service, to model desired behaviours, encourage the development of competencies, motivate for service
quality, and above all to cultivate the right attitudes.
Staff retention
Source: http://www.growconnect.com.au/mentor.html
BSBLED501A DWLE & BSBLED502A MPPPE
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WORKPLACE COACHING - STAFF DEVELOPMENT
Staff in any organisation, large or small, are motivated when three elements are present. When they believe the
work that they do is worthwhile, when they’re in control of achieving their own goals and when they’re recognised
or appreciated for their efforts.
46% of people leave jobs because they feel unappreciated. People generally don’t leave companies; they leave
managers. By having a Coach in a work situation, the lid is taken off the pressure cooker, staff can discuss issues as
they arise. Through working with staff and with the management team, strategies can be put in place that fit the
organisation and achieve the goals that management and staff wish to achieve for that business.
Having personal values in line with company values is a great base for a successful outcome.
By consulting with management or owners of a business, it is possible to identify how productivity, happiness and
success in the workplace could be enhanced with Coaching or additional training by determining the best course of
action for individual staff members.
®
By using tools such as the Myers Briggs Type Indicator Type (see: http://www.humanmetrics.com/cgiwin/JTypes2.asp for a free test) staff members are able to have clearer self-awareness and motivation. Adaptations
and suggestions for increased enjoyment and increased productivity can be incorporated into their jobs. On some
occasions, this may result in the position being “revamped” or changed considerably to suit the skills of the holder
of that role. Alternatively, it could mean people moving within the organisation or managed out of the
organisation where their skills, knowledge, values, interests and personality could be better engaged.
Workplace coaching and consulting incorporates recruitment, team building, outplacement, leadership training;
any areas where an independent, and objective, perspective will gain clarity for the team.
What is workplace coaching?
Coaching is about building on potential. Coaching is about having a vision for how you want things to be. Coaching
is about working out what you want and then systematically achieving that through creating new goals. Coaching
is asking questions rather than telling. Coaching is a conversation with a purpose resulting in the staff member
setting goals to develop skills, enhance performance and/or develop personally and professionally. Coaching looks
to the future. Coaching embraces change and allows individuals to grow through it. Coaching facilitates a shift in
attitude and perspective and enhances emotional intelligence. Coaching can become a positive culture in an
organisation – “simply the way we do things around here”.
What coaching isn’t
Coaching isn’t counselling or training. Coaching doesn’t focus on problems. Coaching is a perk, not a
punishment! Coaching isn’t supervision with a different name. Coaching isn’t telling someone what to do or how
to do it.
Individuals within the organisation and the organisation itself benefit from workplace coaching. High achievers,
low performers, front-line staff, talented staff, management, team leaders, technical staff, creative staff. Coaching
allows people to shine!
BSBLED501A DWLE & BSBLED502A MPPPE
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Why workplace coaching works
Workplace Coaching works because there is consistency and commitment to continuous personal and professional
growth based on mutual respect and trust between coach and coachee. Outcomes are measurable; Goals are
reached; New goals set; Change embraced; Productivity rises; Self-confidence improves; Communication
enhanced; Staff are happier and more satisfied and they appreciate the investment made in them.
What difference does coaching make in the workplace?
Better communication, greater co-operation, increased self-awareness, less conflict, overall improvement in
performance, reduced turnover of staff.
Source: http://www.followyourbliss.com.au/workplace%20coaching%20%20&%20staff%20dev.htm
BSBLED501A DWLE & BSBLED502A MPPPE
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WHAT IS A LEARNING CULTURE?
To become a learning organisation is to accept a set of attitudes, values and practices that support the process of
continuous learning within the organization.
Training is a key element in the business strategy of an organization dedicated to continuous learning.
Through learning, individuals can re-interpret their world and their relationship to it. A true learning culture continuously
challenges its own methods and ways of doing things. This ensures continuous improvement and the capacity to change.
Leading management thinker, Peter Senge, has identified five disciplines of a learning culture that contribute to building a
robust learning organization. These elements are:

personal mastery – create an environment that encourages personal and organizational goals to be developed and
realized in partnership

mental models – know that a person’s 'internal' picture of their environment will shape their decisions and behavior

shared vision – build a sense of group commitment by developing shared images of the future

team learning – transform conversational and collective thinking skills, so that a group’s capacity to reliably develop
intelligence and ability is greater than the sum of its individual member's talents

system thinking – develop the ability to see the 'big picture' within an organization and understand how changes in
one area affect the whole system.
Source: http://www.training.com.au/pages/menuitemfa8c35992f940190f9fa5a1017a62dbc.aspx
BSBLED501A DWLE & BSBLED502A MPPPE
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Reading 2 – Example of a Training Plan
TRAINING PLAN
Training Title:
TRAI NI NG PLAN AI M
PERFORMANCE OBJECTI V ES
RESOURCES
Introduction to Computers
Thrifty Car Rentals aims to equip all team members with the skills to work effectively in an online
environment including the successful navigation and operation of the company intranet, on-line
training programs and basic Microsoft Word applications, thus improving organizational
effectiveness.
At the end of the training program participants will be able to:
 Apply the computer start up and shut down procedures
 Use the intranet tool 'Cars Plus ' to print pay slips, rosters and positions vacant, accesses
company policies and amend their team member personal information.
 Utilize Microsoft Word to create word processing
 Access and operate the online learning programs offered by Thrifty Car Rental. E.g.
documents such as letters.
 Recognize the opportunities available to advance computer skills utilizing the tools available
at Thrifty Car Rental.
 1 x Facilitator & 1 x Assistant (to provide roving assistance to participants)
 5 x PC's – 4 participants and 1 for facilitator (located in Small Training Room, Workplace
Development)
 5 x Access codes for participants and facilitator,
 Complimentary tea, coffee and snacks (available staff dining room)
 Data projector, White Screen, PowerPoint presentation, Cars Plus,
 Whiteboard and markers
 5 x online training brochures/application forms
 6 x Assessment Task Activity Sheets (per session)
 4 x Assessment Marking Guides (per session)
 4 x Evaluation Questionnaires
 6 x workbooks and pens
TEACHI NG AND LEARNI NG
ACTI VI TI ES






Group discussions
Training notes
Experiential Activity
Questions and Answers
Lecture
Hands on Application
DURATION





4 x 1.5 hour sessions
1 x 1.5 hour Session – Introduction to Thrifty’s Car Plus
1 x 1.5 hour Session – Introduction to Microsoft Word
1 x 1.5 hour Session – Introduction to Microsoft Excel
1 x 1.5 hour Session – Introduction to On-line Learning
ASSESSMENT
Skills Test
EVALUATI ON
 Group discussion (were objectives participants set at the commencement of the program
met)
 Anonymous Evaluation Questionnaire
 Follow up with participants 6 months later
 Monitor changes in the number of participants utilizing the company’s on-line learning
programs, more advanced computer programs and the voluntary take up of the on-line
refresher program.
BSBLED501A DWLE & BSBLED502A MPPPE
Page 55 of 57
Reading 3 – Example of a Professional Development Model
CONTINUING OF PROFESSIONAL DEVELOPMENT (CPD) RECORDING FORM
Trainers, please use this form to record your CPD points over a one (1) year period. 100 CPD points per year are needed to
maintain your currency as a Trainer of Queensland Polytechnic. You are required to complete this form on a 12 monthly basis
and return it to the Managing Director with attached evidence for recording purposes and inclusion on your employee
development file.
Trainer’s Name
Position
Year
Total Points
1. Industry, Tertiary &/or Vocational Training Education
 Relevant industry and vocational training education includes tertiary education, accredited courses, workshops
(VocEd, IBSA, ATQF, VELG etc), short courses & seminars.
 10 points per event. A maximum of 50 points may be claimed per year.
CPD Activities
Activity Details
Documentary evidence yes/no
(attach awards, certificates of attendance etc)
Points
Claimed
2. Professional
 Includes membership of a relevant industry/professional associations or committees, participating in
industry/management/strategic meetings.
 2 points per membership or 1 point per industry body meeting. A maximum of 14 points may be claimed per year
CPD Activities
Activity Details
Documentary evidence yes/no
Points
Claimed
Documentary evidence yes/no
Points
Claimed
(attach membership, agenda and/or minutes of
meetings & details of company)
3. Industry Magazine/Journal Subscriptions
 Subscription to industry-based journals, newsletters and magazines.
 1 point per subscription per year. Maximum of 3 points per year
CPD Activities
BSBLED501A DWLE & BSBLED502A MPPPE
Activity Details
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5. Industry or Education Email Subscriptions
 Subscription to industry-based journals, newsletters and magazines.
 1 point per subscription per year. Maximum of 10 points per year
CPD Activities
Activity Details
Documentary evidence yes/no
Points
Claimed
6. Industry Validation &/or Moderation Meetings
 Industry meetings are held regarding development, delivery, assessment and/or moderation of course materials
 10 points per event. A maximum of 40 points may be claimed per year.
CPD Activities
Activity Details
Documentary evidence yes/no
(attach validation evidence)
Points
Claimed
7. Industry Experience
 Relevant industry experience.
 1 point per hour. Minimum of 10 points per year to a maximum of 35 points per year.
CPD Activities
Activity Details
Documentary evidence yes/no
(attach letter and/or statement of service, details of
company)
Points
Claimed
Note: A A minimum of 10 hours per year of relevant industry experience is required
8. Other Industry Currency
 Relevant industry currency ie. strategic meetings, management meetings, industry networking activities.
 1 point per hour. Minimum of 10 points per year to a maximum of 35 points per year.
CPD Activities
Activity Details
(attach validation evidence)
BSBLED501A DWLE & BSBLED502A MPPPE
Documentary evidence yes/no
Points
Claimed
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