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BSBMGT401A Show leadership in the workplace
Assessor guide
Important advice about this Assessor guide:
This document provides detailed guidance for assessors or teachers only. It
is to be used as a reference document for assessing student work on a
specific assessment. The matching assessment tasks are available for
download on www.tale.edu.au – search for the following item:
BSBMGT401A Show leadership in the workplace - Assessment.
It is not for use as a recording document.
It is not appropriate under any circumstances to issue this document to
students.
Contents
About this guide
2
Assessment mapping
3
Elements of competency & performance criteria ........................ 3
Range statement ........................................................................ 4
Critical aspects of evidence ........................................................ 4
Evidence required for each element of competency &
performance criteria ................................................................... 4
Special conditions of assessment .............................................. 5
Recording & reporting of assessment ........................................ 5
Assessment task 1: Leading by example
6
Part 1 .......................................................................................... 6
Part 2 .......................................................................................... 7
Part 3 .......................................................................................... 8
Assessment task 2: Implementing and evaluating customer
service strategies
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Part 1 ........................................................................................ 11
Part 2 ........................................................................................ 11
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BSBMGT401A Show leadership in the workplace
About this guide
This document contains advice for assessors and teachers, to help them to
provide feedback to students and to allocate marks or results for all the
learning activities for unit of competency BSBMGT401A Show leadership in
the workplace. It should be used in conjunction with the TAFE NSW Unit
Guide which includes:

General assessment information

Guidelines for the collection of sufficient evidence

Aspects of evidence

Suggested assessment strategies

Recording and reporting of assessment (reproduced below for easy
reference)

Recognition

Assessment in specific contexts

Assessment requirements for students
The purpose of the Assessor guide is to ensure that adequate information is
provided for consistent marking to take place. This will help ensure that
Australian Quality Training Framework requirements for assessment
reliability are met.
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Assessment mapping
Elements of competency & performance criteria
Element
Performance criteria
Model high
standards of
management
performance &
behaviour
1.1 Ensure management performance and
behaviour meets the organisation’s
requirements
1.2 Ensure management performance and
behaviour serves as a positive role model
for others
1.3 Develop and implement performance plans
in accordance with organisation’s goals
and objectives
1.4 Establish and use key performance
indicators to meet organisation’s goals and
objectives
Enhance
organisation’s
image
2.1 Use organisation’s standards and values in
conducting business
2.2 Question, through established
communication channels, standards and
values considered to be damaging to the
organisation
2.3 Ensure personal performance contributes
to developing an organisation which has
integrity and credibility
Make informed
decisions
3.1 Gather and organise information relevant
to the issue/s under consideration
3.2 Facilitate individuals and teams active
participation in decision making processes
3.3 Examine options and assess associated
risks to determine preferred course/s of
action
3.4 Ensure decisions are timely and
communicate them clearly to individuals
and teams
3.5 Prepare plans to implement decisions and
ensure they are agreed by relevant
individuals and teams
3.6 Use feedback processes effectively to
monitor the implementation and impact of
decisions
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BSBMGT401A Show leadership in the workplace
Range statement
Organisation’s standards and values: stated or implied by the way the
organization conducts its business; formal or informal
Feedback processes: from internal or external sources
Critical aspects of evidence
Critical aspects for assessment & evidence
required
Articulation of organisational values and
expectations of behaviour
Instances where leadership and decisionmaking have been demonstrated and which
have led to positive changes in the workplace
Knowledge of leadership styles and concepts
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Assessment tools
Task 1 Part 3
Task 2 Part 1
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Task 1 Part 1
Task 1 Part 2
Task 1 Part 3
Task 2 Part 2
Task 1 Part 1
Task 1 Part 2
Task 1 Part 3
Evidence required for each element of competency &
performance criteria
Performance Criteria
Assessment
Evidence
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6
Task 1: part 1
Task 1: part 2
Task 1: part 3
Task 2: part 1
Task 2: part 2
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Note: a check-mark indicates that the activity contributes to the
demonstration of competence by the student, not necessarily that it provides
sufficient evidence of a student’s competence on its own.
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BSBMGT401A Show leadership in the workplace
Special conditions of assessment
Assessment must ensure access to workplace documents.
Recording & reporting of assessment
Grade Code: 42 : Competency (Ungraded)
The student result is based on the evidence provided to meet the criteria for
competence as specified in the unit of competency.
The result AC or NC is entered in CLAMS representing Competent or Not
yet Competent respectively.
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BSBMGT401A Show leadership in the workplace
Assessment task 1: Leading by
example
Part 1
Answer key:
1. Kouzes and Posner’s 5 Practices of Exemplary Leadership is called an
‘evidence-based leadership model’ because:
a) It resulted from an intensive research process
b) They devised a personal-best leadership survey consisting of 38 openended questions
c) They asked ordinary people to describe extraordinary experiences, and
analysed their stories to find patterns of success
d) All of the above
2. Creating an ideal and unique image of what an organisation can become
and getting people to see exciting possibilities for the future is an example
of:
a) Modelling the way
b) Challenging the process
c) Creating a shared vision
d) Enabling others to act
e) Encouraging the heart
3. The practice of ‘encourage the heart’ could best be described as:
a) Fostering collaboration and building spirited teams
b) Recognising contributions and celebrating accomplishments
c) Establishing principles concerning the way people should be treated
d) Unravelling bureaucracy when it impedes action
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BSBMGT401A Show leadership in the workplace
4. Leaders accept the inevitable disappointments that occur from making
mistakes and taking risks because:
a) They see them as learning opportunities
b) Failure is a part of life
c) They don’t have a choice
d) They want to show others where they went wrong
5. I could ‘model the way’ for my team members by:
a) Working alongside them and demonstrating the correct way to complete
tasks
b) Complying with my organisation’s policies and procedures
c) Create opportunities for team members to achieve their personal and
professional goals
d) All of the above
Part 2
Answer should provide a brief explanation of one of the theories or models
of leadership outlined in the reading notes. Answer could include:

reference to ensuring that the organisation’s requirements are met,

that leader behaviour serves as a positive role model for others,

that leaders question behaviours, standards or values considered to
be damaging to the organisation, and

that leaders ensure that their personal performance contributes to
developing an organisation which has integrity and credibility
Answer should link this theory with specific suggestions about how the
student could develop their own leadership style in a particular circumstance
or situation, eg at work.
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BSBMGT401A Show leadership in the workplace
Part 3
Question 1
Answer should contain reference to the organisation’s vision, values, and
David’s customer satisfaction KPI as outlined in the case study. Students
could give specific examples of behaviors related to the vision and values.
Question 2
Answer should show evidence that the student has assessed their leadership
style as one of the following, and that they have considered how this
leadership style might affect David:
Authoritarian leadership (Autocratic)
Authoritarian leaders provide clear expectations for what needs to be done,
when it should be done, and how it should be done. There is also a clear
division between the leader and the followers. Authoritarian leaders make
decisions independently with little or no input from the rest of the group.
It is likely that this style might:

Inhibit David’s decision-making. Researchers found that decisionmaking was less creative under authoritarian leadership. This would
be appropriate if David’s manager is the most knowledgeable
member of the group.

Be viewed by David as controlling, bossy, and dictatorial.
3 ways a leader could adapt this style to improve the relationship with David
could include:

Acknowledge David’s experience and previous achievements

Ask David how his behaviour could better reflect the organisation’s
vision & values

Involve David in developing strategies to achieve his customer
service KPI
Participative leadership (Democratic)
Lewin’s study found that participative (democratic) leadership is generally
the most effective leadership style. Democratic leaders offer guidance to
group members, but they also participate in the group and allow input from
other group members.
It is likely that this style might:
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Assist David to feel valued for his previous contributions

Encourage David to participate in developing strategies to improve
his performance

Ensure that David understands that the final say in decision-making
rests with the team leader
3 ways a leader could adapt this style to improve the relationship with David
could include:

Ask questions to ensure that David is engaged in the decisionmaking process

Provide guidance and feedback to monitor performance
improvement

Consider incentives & rewards to encourage improvement

Ensure that David clearly understands the implications if
improvements are not made
Delegative (Laissez-faire)
Delegative leaders offer little or no guidance to group members and leave
decision-making up to group members. While this style can be effective in
situations where group members are highly qualified in an area of expertise,
it often leads to poorly defined roles and a lack of motivation.
It is likely that this style might:

Lead David to believe that his behaviour is acceptable because of
lack of feedback

Cause David to continue to make decisions that continue to
adversely affect his customer service performance

Contribute further to David’s apparent lack of motivation or
understanding of his role

Be appreciated by David if he does not see that there is a problem.
3 ways a leader could adapt this style to improve the relationship with David
could include:

Provide David with clear guidelines about what the organisation
expects of him

Ask questions to ensure that he understands and appreciates his role
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Provide feedback to monitor and encourage performance
improvement.
Question 3
Performance plan should contain:

A performance goal/target KPI that is specific measurable,
achievable, realistic, time-frames & trackable

A list of logical, relevant and specific action steps designed to
achieve the goal/target/KPI. Check that the action steps include
monitoring strategies (and/or that these are listed after the
performance plan), and that the final action step indicates
determining the achievement of the goal.

A timeframe, or due by date, for each action step

An indication of the person/s responsible for completing or
contributing towards the completion of each action step

A list of resources (could be training space, equipment, stationery,
materials) and approximate costs where applicable.
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© NSW DET 2008
BSBMGT401A Show leadership in the workplace
Assessment task 2: Implementing and
evaluating customer service strategies
Part 1
Answer should contain:

Copies of two examples of policies/procedures.

A list of values (general words/phrases expressing underlying
beliefs) that are reflected in each of the above documents submitted,
for example work/life balance, quality.

A list of specific workplace behaviours exhibited by both managers
and staff that would enhance the image of the organisation internally
& externally. In relation to the two values above, behaviours might
include:
o Work/life balance: taking regular holidays (all); facilitating
the leave requests of team members (managers)
o Quality: completing all tasks to the required quality standard
(all); monitoring task completion to required standard &
rewarding high quality work (managers)
Part 2
Question 1
Part A
Answer should include description of a range of methods used to gather
information about the problem eg observation of the work performance of
Bill or Kosta, talking with Kosta or Bill, asking questions of team-mates,
interviewing customers, reviewing company documents such as payroll
records (incident 1), sales targets & quotes (incident 2).
Students could address the following questions:

What do I think is wrong?

What is the issue or situation that needs to improve?

What is the opportunity I need to respond to?
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BSBMGT401A Show leadership in the workplace
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What are the signals that tell me there is a problem, issue or
opportunity?

Is this really ‘my’ problem? Does it really belong to someone else?
How can I best bring it to their attention?
Part B
Others to be involved in the decision-making process could include:

team members

company manager

other team leaders

customers or suppliers.
Part C
Answer should show consideration of:

different ways to deal with the same problem

coming up with two or more options

using input from other people involved
Analysing risks could involve taking each of the options identified above
and indicating:

what resources would be needed for each option (people, materials,
money or time)

the positive and negative things that could happen if any of these
options are implemented

how the negative consequences could be dealt with.
Part D
Answer should indicate the preferred option from the list above, with
reasons why this solution is recommended. Students should particularly
indicate the challenges or difficulties they would face implementing this
solution. Their answer should address how their performance should
contribute to the company’s integrity and credibility by referring to the
information in Case Study #2 about the Car Company’s vision & values.
Students could also refer to their learning from the reading notes on ethical
tests & guidelines, for example:

Know and live by your values

Be ethically watchful

Avoid euphemisms

Recognise people as people

Refrain from rationalising
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BSBMGT401A Show leadership in the workplace
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Find your balance

Seek guidance
Part E
Students should provide a description of what methods they would use to
consult with others in the development of a plan to implement the solution.
In particular, answers should include reference to how Bill or Kosta could
be encouraged to use the organisation’s standards & values. They could
include methods discussed in the reading notes ‘Enhance organisation’s
image’ such as:

lead with a purpose

empower your team to participate in decision-making

aim for agreement among team members

direct the team interactions
Question 2
Students should use the action plan template to record:

How they will go about implementing the decision in a number of
specific, logical, relevant actions steps

Who’ll they would need to involve/consult with at each step

What resources would be needed at each step

When each step would be complete, or how long each step might be
expected to take.
Question 3
Answers should briefly describe how the plan would be communicated to
those that are involved or impacted by it. For example:

Email

Intranet

Memo

Discussion

Information session

One-on-one discussions

Team meetings or briefings

Voicemail
Whatever methods are recommended, there should be a way for people to
ask questions and to clarify points that they are unsure about.
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BSBMGT401A Show leadership in the workplace
Answers could also indicate why the method/s were recommended (see
reading notes ‘Enhance organisation’s image)
Question 4
In reviewing the decision-making process and the effectiveness of the
solution, students should explain how they could gather & analyse relevant
information. They could refer to:

Direct observation

Survey questionnaires

Interviews

Focus groups, and

Reading
Students could explain how they could reflect on this information to address
questions such as:

Did things go according to plan?

How did I deal with the unexpected?

Did I feel OK with the result?

What feedback did I get from my team members, manager,
customers and suppliers?

How are my problem-solving and decision-making skills? Are they
improving?
Reviews of decision-making could address:

Chosen solutions have been implemented as planned:
o That there are monitoring measures in place
o The measures are being used, i.e. read, examined and
analysed
o The measures are being used correctly.

The solution is working, that is:
o Have the changes made to address the problem had the
outcome that was planned or envisaged?
o Has the problem been solved or adequately reduced?
o Have any of the processes, influences or factors surrounding
the area in which the problem arose changed, and if so has
that change caused any alteration in the problem and its
effects?

Are there any new or additional issues or problems:
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BSBMGT401A Show leadership in the workplace
o Have new problems or the potential for new problems arisen
anywhere in the area being examined?
o Have any of the introduced solutions caused a worsening of
the potential of future problems?
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