1. business and industrial
2. business operations
3. human resources

Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBMGT401A Show Leadership in the Workplace
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 4 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

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
BSBMGT401A Show Leadership in the Workplace
Name & Signature of Student:
________________________________________
Or, if submitted electronically, the receipt of the
email is sufficient for electronic submission.
Page 1 of 37
Student Number (if known):
Student Contact Details
Phone:
Email:
Name & Signature of Assessor
Marking of Assessment:
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
________________________________________
(Can be handwritten or electronic)
Was a Re-submission granted?  Yes  No  N/A
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 Requested
 Successful  Unsuccessful
 Assessment 3, Practical Observation by Trainer & 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.
BSBMGT401A Show Leadership in the Workplace
Page 2 of 37
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.
BSBMGT401A Show Leadership in the Workplace
Page 3 of 37
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
BSBMGT401A Show Leadership in the Workplace
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
Page 4 of 37
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:





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:




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:



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
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, [email protected]
Mobile: +61 439 817 361
BSBMGT401A Show Leadership in the Workplace
Page 5 of 37
UNIT DESCRIPTION
This unit describes the performance outcomes, skills and knowledge required to work with teams and individuals,
their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried
out within routine and non-routine methods and procedures which require the exercise of some discretion and
judgement. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of
endorsement.
Frontline management provides the first level of leadership within the organisation. This unit applies to people who
are making the transition from being a team member, to taking responsibility for the work and performance of
others. Frontline managers have a strong influence on the work culture, values and ethics of the teams they
supervise. As such it is important that frontline mangers model good practice, professionalism and confidently
represent their organisation. 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/.
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 and examples/templates relating to this unit can
be found on the intranet and/or requested by yourself (for the trainer to 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
BSBMGT401A Show Leadership in the Workplace
Page 6 of 37
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: BSBMGT401A Show Leadership in the Workplace
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
EXAMPLE OF ACTIVITIES
AT THIS LEVEL
-
-
WORKPLACE & EMPLOYMENT APPLICATION
Read text and prepare a
presentation. Read and
comment on an article about
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
-
-
-
-
-
-
-
BSBMGT401A Show Leadership in the Workplace
Analyses, compares and contrasts information gained from tables and charts, e.g.
information on products and materials in order to determine the suitability for
use in different locations
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
can respond appropriates by acting to correct processes or inputs
Page 7 of 37
-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
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
Context
Works independently and
initiates and uses support
from a range of
established resources
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Text Complexity
Task Complexity
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
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.
BSBMGT401A Show Leadership in the Workplace
Page 8 of 37
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, selfmanagement, learning, and technology.
In order to achieve Competency for this unit, 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: Requested throughout this Guide.
Assessment 3, Practical Observation by Trainer & Third Party: have your trainer and immediate
supervisor sign off on your competence in the relevant areas, after observing you in a workplace
situation.
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.
BSBMGT401A Show Leadership in the Workplace
Page 9 of 37
STUDY 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 the Assessment items for 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. NOTE: There is no need to word process
your answers to the Questions within this book.
In the last week of your program, you will need to 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 finishing the unit. It should take you about 50 hours of
study over a 4 week period 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.
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ASSESSMENT 1: BSBMGT401A SHOW LEADERSHIP IN THE WORKPLACE
Activity & Questions
Topic Covered
Definitions:
Organisational Image
Resources and Assessments
Values are stable, evaluative beliefts that guide our preferences for outcomes or courses of
actions in a variety of situations. Values are conscious perceptions about what is good or bad,
right or wrong.
Organisational Values are shared values that people within the organisation or work unit have
in common.
CA 1.1 (partial)
CA1.1 (partial)
Question: What are your workplace organisational values?
Give an example of management’s expectations of behaviour aligned with the organisation’s
values.
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E 2 PC2.2 (partial)
Provide an example of when you have identified workplace behaviours/standards that have not
been aligned to your organisation’s goals and values.
PC 2.2 (partial)
How and to whom did you communicate your concerns about the organisation’s goals and
standard not being met?
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PC1.1, 1.2, 2.3
How do you ensure that your own work performance and behaviour is aligned with the
organisation’s goals and values, and serves as a positive role model? Give an example, if this
helps explain your answer.
Think about intergrity and credibitlity - how does your personal performance contribute to such
concepts within the organisation?
PC 2.1
Give 3 examples of how you have used the organisation’s standards/values in conducting
business on a day-to-day basis. Attach evidence of these standards to the back of this book. Eg.
uniform policy, vehicle standards, branch standards, personal appearance standards
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Standards of Management
performance and behavior
Performance Plans and setting goals is the process of motivating employees and clarifying their
role perceptions by establishing performance objectives.
Key Performance Indicators (KPIs) are a name attached to measures for monitoring/evaluating
the efficiency/effectiveness/performance of an organization. They may also be used to
demonstrate accountability and to identify areas for improvement.
Performance indicators can be expressed in many ways, they can for example be:





Quantitative – presented as numbers
Practical – organizational processes
Directional – if the organization is getting better or not
Actionable – controlling change
Financial – economic indicators
Examples:
 A business may have as one of its Key Performance Indicators the percentage of its
income that comes from return customers.
 A school may focus its Key Performance Indicators on graduation rates of its students.
 A Customer Service Department may have as one of its Key Performance Indicators, in
line with overall company KPIs, percentage of customer calls answered in the first
minute.
 A Key Performance Indicator for a social service organization might be number of
clients assisted during the year.
PC 1.3
Activity: Develop your own performance plan for your job for the next twelve
months. (Alternatively, attach a performance plan you have already developed &
implemented to the back of this book, where indicated)
Develop and implement
performance plans
Ensure that your performance plan meets the organisational goals and objectives and contains
key performance indicators
PC 1.4
Explain how the use of the established KPIs in your performance plan, helps meet the
organiastion’s goals/objectives.
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Teams are groups of two or more people who interact with and influence each other, are
mutually accountable for achieving common goals associated with organisational objectives and
perceive themselves as a socal entity within an organisation.
Teams all exist to fulfill some purpose and are held together by their interdependence and need
for collaboration to achieve common goals. To achieve these goals, team members need to
communicate effective and participate within the decision making process.
Group – two or more individuals, interacting and interdependent, who have come together to
achieve particular objectives. A formal group is a designated work group defined by the
organisation’s structure.
Roles – a set of expected behaviour patterns attributed to someone occupying a given position
in a social unit.
Role expectation – how others believe a person should act in a given situation.
RK1.1 (partial)
Who is in your team/group at work? What role do they take on? What responsiblities do they
have?
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There are 5 stages of group development – forming, storming, norming, performing and
adjourning.
RK1.1 (partial)

Forming stage – the first stage in group development, characterised by much uncertaintly.
Eg. You have just started a new job at Thrifty and you don’t really know how you fit into the
organisation.

Storming stage – the second stage of group development, characterised by intragroup
conflict. Eg. You have started to work at Thrifty and know your way round, but you start to
‘stand up’ for yourself and say you don’t like things a certain way.

Norming stage – the third stage of group development, characterised by close relationships
and cohesiveness. Norms are acceptable standards of behaviour within a group. These
could be standards of performance, appearance, resource allocation. Norms are important
in this stage as they become ‘shared’ standards of the group. Eg. If someone is not
performing to the standard you expect, you will let them know.

Performing stage – the fourth stage, when the group is fully functional.

Adjourning stage – the final stage, characterised by concern with wrapping up activities
rather than task performance. This stage could happen when a new staff member enters
your ‘group’ and you have to go through the process of knowing them, and ‘fitting’ them
into your group.
What stage of group development do you think your team is at? Why - provide an example,
based on each member’s behaviour?
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Cohesiveness – the degree to which group members are attracted to each other and are
motivated to stay in the group. The higher the group cohesiveness the higher productivity will
be within the group.
To increase group cohesiveness:







RK1.1 (partial)
Always make the group small
Encourage agreement with group goals
Increase time members spend together
Make ‘group admission’ difficult
Stimulate competition with other groups
Give rewards to the group NOT individuals
Physically isolate the group
What level of group cohesivness do you think your group has? Explain / Why
Disadvantages of Group
Group Think – a phenomenon in which the norm for consensus overrides the realistic appraisal
of alternative courses of action. ie. The group members all start to ‘think’ the same and a
diversity of views disappears. Group members could start to think the same because there is
increased presssure to conform or there is domination by one or a few members.
Group Shift – a change in the amount/degree of risk an individual would take versus the group
members taking. This risk can be towards a more conservatism decision or a more more risker
decision. Ie. Some individuals would take a risk in a group, but would never do it if they had to
make that decision alone.
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RK1.1 (partial)
Are there any disadvantages to working in your group/team? List and explain.
Activity: Think about a recent significant descision that you participated in which
changed the way you and your team work or new procedures that you helped
introduce into your workplace that impacted on the way you and your team work.
Making Informed Decisions
RS (decision making skills)
PC 3.1 (partial)
Explain your role in the decision making process using the following decision making steps:
Step 1: Identify the purpose of your decision.
What was exactly the problem to be solved? Why should it be solved?
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PC 3.1 (partial)
Step 2: Gather information.
What factors did the problem involve?
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PC 3.2
Step 3: Identify the principles/stakeholders to judge the alternatives.
What organisational standards and goals should the solution meet?
Who was consulted? Who should have been consulted?
(HINT: Think about the individuals/team members/departments that actively participated in the decision making
process)
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PC 3.3 (partial)
Step 4: Brainstorm and list different possible choices.
How did you / your team generate ideas for possible solutions? Give an example.
Who was consulted and participated in this step?
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PC 3.3 (partial)
Step 5: Evaluate each choice in terms of its consequences.
Explain with examples, of how you/your team used the organisation’s standards and goals to
determine the cons and pros of each alternative/choice you came up with in Step 4.
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PC 3.4
PC 3.5 (partial)
Step 6: Determine the best alternative.
Who participated in this step?
How did everyone communicate/agree on the best solution?
How long did it take to get to this step? Do you think this was an efficent use of time – why or
why not?
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PC 3.5 (partial)
Step 7: Put the decision into action. Transform your decision into a specific plan of action
steps. Execute your plan.
Explain how did you do this step?
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PC 3.6 (partial)
Step 8: Evaluate the outcome of your decision and action steps.
This is an important step for further development of your decision making skills and judgement.
How did you monitor the implementation of your decision? Ie. What methods/techniques did
you use to obtain feedback?
PC 3.6 (partial)
What impact did these ‘feedback processes’ you adopted, have on the organisation or on the
final decision?
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PC 3.6 (partial)
What lessons can be learnt from the decision making process, overall?
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RS1 (partial)
RS (partial)
Provide, using 2 examples, of how you ‘model’ professionalism in your workplace.
Provide 2 examples of when you have used your communication and presentation skills to
represent the organisation.
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RK1.2 (partial)
Leadership style is the manner and approach of providing direction, implementing plans, and
motivating people. Kurt Lewin (1939) led a group of researchers to identify different styles of
leadership. This early study has been very influential and established three major leadership
styles. The three major styles of leadership are:
1.
Authoritarian or autocratic
2.
Participative or democratic
3.
Delegative or Free Reign
Although good leaders use all three styles, with one of them normally dominant, bad leaders
tend to stick with one style.
AUTHORITARIAN (AUTOC RATIC)
This style is used when leaders tell their employees what they want done and how they want it
accomplished, without getting the advice of their followers. Some of the appropriate conditions
to use it is when you have all the information to solve the problem, you are short on time, and
your employees are well motivated.
Some people tend to think of this style as a vehicle for yelling, using demeaning language, and
leading by threats and abusing their power. This is not the authoritarian style, rather it is an
abusive, unprofessional style called “bossing people around.” It has no place in a leader's
repertoire.
The authoritarian style should normally only be used on rare occasions. If you have the time and
want to gain more commitment and motivation from your employees, then you should use the
participative style.
PARTICIPATIVE (DEMOC RATIC)
This style involves the leader including one or more employees in the decision making process
(determining what to do and how to do it). However, the leader maintains the final decision
making authority. Using this style is not a sign of weakness, rather it is a sign of strength that
your employees will respect.
This is normally used when you have part of the information, and your employees have other
parts. Note that a leader is not expected to know everything — this is why you employ
knowledgeable and skillful employees. Using this style is of mutual benefit — it allows them to
become part of the team and allows you to make better decisions.
DELEGATIVE (FREE REI GN)
In this style, the leader allows the employees to make the decisions. However, the leader is still
responsible for the decisions that are made. This is used when employees are able to analyze
the situation and determine what needs to be done and how to do it. You cannot do everything!
You must set priorities and delegate certain tasks.
This is not a style to use so that you can blame others when things go wrong, rather this is a
style to be used when you fully trust and confidence in the people below you. Do not be afraid
to use it, however, use it wisely!
NOTE: This is also known as laissez faire (or lais·ser faire), which is the noninterference in the
affairs of others. [French : laissez, second person pl. imperative of laisser, to let, allow + faire, to
do.]
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FORCES
A good leader uses all three styles, depending on what forces are involved between the
followers, the leader, and the situation. Some examples include:




Using an authoritarian style on a new employee who is just learning the job. The leader
is competent and a good coach. The employee is motivated to learn a new skill. The
situation is a new environment for the employee.
Using a participative style with a team of workers who know their job. The leader
knows the problem, but does not have all the information. The employees know their
jobs and want to become part of the team.
Using a delegative style with a worker who knows more about the job than you. You
cannot do everything and the employee needs to take ownership of her job! In
addition, this allows you to be at other places, doing other things.
Using all three: Telling your employees that a procedure is not working correctly and a
new one must be established (authoritarian). Asking for their ideas and input on
creating a new procedure (participative). Delegating tasks in order to implement the
new procedure (delegative).
Forces that influence the style to be used included:
 How much time is available.
 Are relationships based on respect and trust or on disrespect?
 Who has the information — you, your employees, or both?
 How well your employees are trained and how well you know the task.
 Internal conflicts.
 Stress levels.
 Type of task. Is it structured, unstructured, complicated, or simple?
 Laws or established procedures such as OSHA or training plans.
POSITIVE AND NEGATIVE APPROACHES
There is a difference in ways leaders approach their employee. Positive leaders use rewards,
such as education, independence, etc. to motivate employees. While negative employers
emphasize penalties. While the negative approach has a place in a leader's repertoire of tools, it
must be used carefully due to its high cost on the human spirit.
Negative leaders act domineering and superior with people. They believe the only way to get
things done is through penalties, such as loss of job, days off without pay, reprimanding
employees in front of others, etc. They believe their authority is increased by frightening
everyone into higher levels of productivity. Yet what always happens when this approach is used
wrongly is that morale falls; which of course leads to lower productivity.
Also note that most leaders do not strictly use one or another, but are somewhere on a
continuum ranging from extremely positive to extremely negative. People who continuously
work out of the negative are bosses while those who primarily work out of the positive are
considered real leaders.
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RK 1.1(partial)
What leadership style do you adopt in most situations? Explain with examples, why you believe
this to be true.
Provide an example of a situation, where you have adopted a secondary leadership style.
RK 1.1(partial)
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RK 1.1(partial)
In your opinion, what are the skills of a good leader?
Why do you think leadership skills are important?
How do you develop your leadership skills further?
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ATTACH TO THIS WORKBOOK

Your current performance plan.
Please Note: Make sure the performance plan has the KPIs
outlined and it indicates that your behavior/performance
meets the organization’s requirements/goals & objectives
PC1.1, PC1.3
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ASSESSMENT 3: BSBMGT401A Show Leadership in the Workplace
Trainer/Assessor & Third Party Workplace Observation / 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, 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
Model high standards
of management
performance and
behaviour
Enhance organisation's
image
Performance Criteria
S or US
Can the trainee ensure management performance and behaviour meets the
Thrifty’s requirements?
S or US
Does the trainee ensure management performance and behaviour serves as a
positive role model for others? Eg. he/she walks the talk, he/she does what
he/she say they will do
Can the trainee develop and implement performance plans in accordance with
organisation's goals and objectives? Eg. can he/she conduct a performance
appraisal (formal or informal) on a staff member that is under performing in their
area
Can the trainee establish and use key performance indicators to meet Thrifty's
goals and objectives? Eg. are the number of walk ups, vehicle upgrades, purchase
order costing being met and/or enforced
Does the trainee use organisation's standards and values in conducting
business? These can be standards that are formalised in policies and procedures
or they can be implied standards / values?
S or US
Comments
S or US
S or US
S or US
Eg. Uniform standards, branch standards, vehicle standards, personal appearance
standards, turning up for work on time/lunch break standards etc
Does the trainee articulate (communicate) organisational values and
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S or US
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expectations of behaviour? (Critical Aspect)
Make informed
decisions
Required Skills
Does the trainee question, through established communication channels,
standards and values considered to be damaging to Thrifty Car Rentals?
Eg. using the chain of command (supervisors, area managers, general managers,
operations manager) are standards that are not being met, addressed?
Does the trainee ensure personal performance contributes to developing an
organisation which has integrity and credibility?
Can the trainee gather and organise information relevant to the issue/s under
consideration?
Can the trainee facilitate individuals and teams active participation in decision
making processes?
Can the trainee examine options and assess associated risks to determine
preferred course/s of action?
Eg. looking at the number of vehicles at a location each day and then assessing
the risks of not having enough vehicles and then organising staff to change the
situation if required
Does the trainee ensure decisions are timely and communicate them clearly to
individuals and teams?
Can the trainee prepare plans to implement decisions and ensure they are
agreed by relevant individuals and teams?
Does the trainee use feedback processes effectively to monitor the
implementation and impact of decisions?
Feedback processes may be:
 formal or informal eg. Emails, newsletters, intranet, msm messaging,
internal phone calls
 from internal or external sources eg. Letters
Does the trainee use communication and presentation skills to represent Thrifty,
to explain its work to others and to model professionalism?
Does the trainee use decision making skills to demonstrate good judgement and
follow through?
Many different techniques of decision making have been developed, ranging
from simple rules of thumb, to extremely complex procedures. The method
used depends on the nature of the decision to be made and how complex it
is. Generally, there are 7 stages to making a decision:
 Listing all possible solutions/options
 Setting a time scale and deciding who is responsible for the decision
 Information gathering and then weighing up the risks involved
 Deciding on values, or in other words what is important
BSBMGT401A Show Leadership in the Workplace
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
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
Required Knowledge
Critical Aspects
(Evidence Required)
Weighing up the pros and cons of each course of action & then making
the decision.
Does the trainee understand the basic theory of group behaviour? Eg.
Advantages of groups, disadvantages of groups, how to make groups work more
cohesively together & achieve common goals
Does the trainee understand leadership styles and concepts? Also a critical
aspect.
Eg.
Does the trainee show examples of instances where leadership and decision
making have been demonstrated and which have led to positive changes in the
workplace?
S or US
S or US
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 
Satisfactory
 Unsatisfactory 
Assessor: KAREN LAMKIN
Thrifty Staff Member:
Signature: .................................................Date: ..............................
Signature: ..........................................Date: ..............................
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Assessment Method
Y/N
Performance
Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge
(RK)
Critical
Aspects
(CA)
√
√
√
Job Role Environment
Skills
√
√
Contingency Planning
Skills
√
√
Task Management
Skills (Variables)
√
√
Task Skills
√
Technology
ALL
√
Learning
Y
1.1(partial)
Dimensions of Competency
Self-Management
2.1
RK 1.1, 1.2
(partial)
Planning & Organising
Y
RS1 (partial)
Initiative & Enterprise
ALL
Problem Solving
Y
Oral/Written Questions
Teamwork
Communication
Mapping Matrix for BSBMGT401A Show Leadership in the
Workplace
Assessment 1
Employability Skills
√
Assessment 2
Documentation/evidence
of standards
√
√
Assessment 3
Practical Observation by
Trainer & Third Party
BSBMGT401A Show Leadership in the Workplace
ALL
ALL
ALL
√
√
√
√
√
√
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Please attach any evidence you have of Thrifty’s standards/values in conducting business on a day-to-day basis. Eg. uniform
policy, vehicle standards, branch standards, personal appearance standards
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