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BSBXTW401 - Session Plan Flipbook PDF
BSBXTW401 - Session Plan
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Session plan BSBXTW401 Lead and facilitate a team
Unit of competency details BSBXTW401 - Lead and facilitate a team This document is to help the trainer plan their sessions for delivering the learning content and identify any adjustments that need to be made. Number of learners allocated to a trainer
25 (Maximum)
Trainer name Relevant units previously completed by learner group (Complete as appropriate) Points from previous learning that may need reinforcement e.g. misconceptions: (Complete as appropriate) Addressing the needs of individuals: ➢ Pre-assessment checklist (UPAC) ➢ Terminology explained ➢ Being aware of individual needs i.e. learning requirements ➢ Differentiated Handouts (This is not a necessary requirement) Unit elements ➢ ➢ ➢ ➢
Methods of assessment
Plan team outcomes Coordinate team and individuals Support team Monitor team performance
Unit description/application This unit describes the skills and knowledge required to effectively lead and facilitate a team in a workplace within any industry. This unit has a specific focus on the teamwork skills required for team leader or supervisor level (depending on organisational structure) workers with responsibility for others or teams. No licensing, legislative or certification requirements apply to this unit at the time of publication. Prior to commencing sessions: ➢ Explain relevant terminology ➢ Make reasonable adjustments for content delivery and assessments ➢ Prepare relevant handouts Technology/Software required for learners and trainers 2|Page
• • •
Computer Internet MS Office
Resources for learners (Provided by RTO)
Resources for trainers/assessors (Provided by RTO)
• •
Skype Appropriate PDF Software i.e. Adobe PDF
• • • • • • • • • • • •
Assessment pack (student) PowerPoint presentation Learner handbook unit/class activities book Self-study guide Staff available to students to address their learning needs Administrative support required Case studies (real workplace based scenarios) Role playing activities for interaction with others as a part of assessments. Templates and additional resources to complete the assessment tasks. Access to a number of additional free learner tutorials, tools and videos All students will be provided with training resources and assessment materials for all units of competency and additional training documents as required.
All staff involved in the delivery and assessment of this skill set, have direct access to the current version of the relevant training package including: • • • • • • • • • • • • • •
Units of competency Assessment pack (student) Assessor pack Session handouts/ session plans PowerPoint presentations Qualification structure AQF level summaries and learning outcomes criteria Assessment guidelines pack Adequate computer and internet access Login and instructions for all media to be used Additional resources for each unit as applicable (e.g. policies, sample documents, links to legislation, websites, texts, reference materials) Print and electronic copies of the assessment tools Sufficient resources to meet the requirements of students with special needs Access to the software required to implement the program.
Resources for third party
N/A
Health and safety considerations
N/A
General considerations
Ensure all learners have required resources and learner workbooks/guides. If sharing training with another students/learner, ensure that they have own copies of each resource and are aware of individual assessment requirements.
Assessment submission requirements
Trainer/Assessor must confirm assessment submission details for each unit assessment task (UAT).
3|Page
Performance evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria, and foundation skills of this unit, including on at least one occasion, evidence of the ability to: • • • • •
assign tasks to team members with appropriate instruction and considering any required contingencies provide feedback and assistance to team members collate feedback on individual and team performance identify and implement development opportunities for others manage conflicts and challenges according to organisational requirements
Knowledge evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of: • organisational requirements relevant to workplace teams: o workplace policies o codes of conduct o organisational reputation and culture • legislative requirements relevant to the workplace • facilitation techniques to encourage team cohesion and effectiveness • mentoring and coaching techniques to support team members • strategies for conflict resolution and negotiation • different methods and styles of communication • key principles of cross-cultural communication and communication with individuals with special needs or disabilities professional behaviours to role model as a leader • typical workplace contingencies that can impact teams: o unplanned leave or absence of workers o re-allocation of work tasks o succession planning for important team roles • teamwork challenges relevant to performance evidence: o difficulties performing tasks o conflicts with clients or team members o potential risks or safety hazards o unethical or inappropriate behaviour
Assessment conditions
Mandatory conditions for assessment include: •
A safe working or simulated environment
Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.
4|Page
Sessions Session 1 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks - What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ X 2 break)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: • • • • •
Content of the session:
Welcome participants to the session Self-introductions students and teacher Introduction to unit Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: • • • • • •
Introduction Overview Identify common objectives of workplace team, responsibilities and required outcome(s) Use performance plans to establish expected outcomes, goals, and behaviours for individual team members in accordance with team objective and relevant policies Select appropriate strategies to ensure team members are accountable for their roles and responsibilities Plan for contingencies that could impact the team
Discuss related to assessment:
5|Page
Power-point
Slides: 1-14
Learner Handbook and Self-Study Answers
Read and complete
Chapter 1: Plan team outcomes Class Activities Book
Complete the following activities during the online session: Questions:1,2,3 Activity 1
Self-Study Guide
Refer to: Self-study guide
(For Independent Study after the delivery session)
Self-study guide (Criteria 1.1-1.4)
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasonable adjustments:
As required according to the cohort of students
Session outcome:
6|Page
Sessions Session 2 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks - What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: • • •
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: • • • •
Communicate common team objectives and responsibilities to team members Allocate tasks to team members based on staff expertise or development potential and provide appropriate instructions Facilitate open and respectful communication and collaboration between team members, considering the needs of those from diverse backgrounds Identify opportunities for cross collaboration amongst external and internal teams and individuals
Discuss related to assessment:
7|Page
Power-point
Slides: 15-23
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 2: Coordinate team and individuals
Questions: 4,5,6 Activity 2 Self-Study Guide
Refer to:
(For Independent Study after the delivery session)
Self-study guide (Criteria 2.1-2.4)
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasonable adjustments:
As required according to the cohort of students
Session outcome:
8|Page
Sessions Session 3 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks - What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: • • •
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: • • • •
Provide coaching to staff to enhance workplace culture Support individuals according to organisational requirements to work towards common team goals Facilitate team to identify, brainstorm, report and resolve task related issues and inefficiencies Use problem solving skills to deal with any team, task or individual challenges
Discuss related to assessment:
9|Page
Power-point
Slides: 24-29
Learner Handbook and Self-Study Answers
Read and complete Chapter 3: Support team
Class Activities Book
Complete the following activities during the online session: Questions: 7,8,9
Self-Study Guide
Refer to:
(For Independent Study after the delivery session)
Self-study guide (Criteria 3.1-3.4)
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasonable adjustments:
As required according to the cohort of students
Session outcome:
10 | P a g e
Sessions Session 4 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks - What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: • • •
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: • • • •
Measure team member performance against agreed work plans Provide timely and constructive performance feedback to team members according to expected organisational standards Identify specific learning and development opportunities to improve team and individual performance and behaviours Implement action plans to address individual and team training needs
Discuss related to assessment: Power-point
Slides: 30-35
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the online session:
Chapter 4: Monitor team performance
Questions: 10,11,12 11 | P a g e
Self-Study Guide
Refer to:
(For Independent Study after the delivery session)
Self-study guide (Criteria 4.1-4.4)
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasonable adjustments:
As required according to the cohort of students
Session outcome:
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Sessions Session 5 Location
Classroom
Commencement date:
TBA
Time required for session:
4 Hours
Learner activities/tasks - What are they doing and/or learning?
▪ ▪ ▪ ▪ ▪
Listening to instructor Completing workbook activities Having class/group/pair discussions Writing notes Asking questions
Small breaks (10 minutes’ x 2 breaks)
Maximum = 20 minutes’ break for 1 session
Introduction
For the first 5-10 minutes, address the following: • • •
Content of session:
Welcome participants to the session Discuss each activity as they arise and ensure learners fully understand what they are expected to do. Use your discretion as to whether they should be completed in groups/pairs/individually, although some activities may state what is best.
Topics to cover during the session: •
Go through all chapters, presentations and assessment
Summative assessment Discuss related to assessment: Power-point
Slides:
Learner Handbook and Self-Study Answers
Read and complete
Class Activities Book
Complete the following activities during the Complete the following questions
Self-Study Guide
Refer to:
(For Independent Study after the delivery session) 13 | P a g e
Special equipment/materials required:
As required according to the cohort of students
Special considerations/reasonable adjustments:
As required according to the cohort of students
Session outcome:
14 | P a g e
Session Evaluation (For trainer/assessor’s use to evaluate their sessions and check if learning outcomes have been met) Have the Learning Outcomes been met? Learning Outcomes
To what extent were the Learning Outcomes met by all/most/some learners – and how do you know? Evidence?
Identifying Good Practice (What did you do well? What could you change for future sessions?)
Reflection on Learning Outcomes (Was everything understood? Will anything need re-explaining?) Learning points that need reinforcement in future session(s)
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