Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Estimated Time | 20 Minutes | ||||||||||||||||||||
Objective | To provide you with an opportunity to ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers by creating a job description and explaining why it is important to give clear project role descriptions | ||||||||||||||||||||
1. Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Create a job description for one of the positions you are familiar with at your organisation. Strategies and processes Every employee working within the organisation has their responsibility followed with some rules (Shahzad, Bajwa, Siddiqi, Ahmid, & Raza Sultani, 2016). His or her managers give the duty of every employee in an organisation. Passing down the information of trust can be very challenging at times. If a scenario is considered where a manager of NIKE company must provide a job description to his or her employees, then the manager must follow the below five steps. Communicating responsibilities The job description is incomplete without showing the list of duties and responsibilities that are associated with the role. The time expectation of each task is also important to mention. It is essential to keep the job description as short as possible or else it will become more like a manual for the employees. A small company generally demand more workload from its managers, but it is essential to keep the number of tasks low to achieve maximum efficiency. The description of duties should not be more than two or three sentences in length and must contain all the purpose, objective and action.
2. Why is it important to give clear project role descriptions? Clear job descriptions
Performance feedback This is a communication process that takes place between the employeeand the management. It always stays ongoing, and changes are made as per the input from the employees. The dialogue between the employer and the employee is a never-ending process. Feedback is mechanisation to determine the right from wrong (Parker, Halgin&Borgatti, 2016). Progress towards targets/goals Creating a standardise progress report to track progress and performance can be helpful. Having a standardized template to show the progress report can provide the managers with necessary data to help them achieve the predestined goal. For an accounting manager, the progress report should contain motivational skills, team building, and conflict resolution. However, the responsibility may not be achieved due to these couple of reasons. These are, Time restraints, conflict, motivation, illness and many more Career development information Career development information should be provided to the employees of the company to understand their position in the company better. It helps the employees to keep looking up to a personal goal within the organisation (Sharf, 2016). Employee reviews Accounting manager’s self-assessment Employees reviews showing self-assessment
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Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | Jaya Melina John | |||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | Jaya Melina John | |||
Assessor’s signature |
Activity 1B
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to identify consultation processes which can be implemented and/or developed to ensure that employees have the opportunity to contribute to issues related to their work role. |
1. What is a consultation process? Consulting demands are understanding the views of the employees and taking account of such views as well. However, it must be conducted before taking any decisions because making a pretence of consulting can create serious trust issues among the staff of a company. It is always helpful to decide on the level of consultation first and to inform the people what the decision-making process will be. Consulting does not necessarily mean that every decision must be taken from their point of view and there are many practical reasons available for not doing so (Davidson, 2016). It requires free exchange of opinion and intelligence that is affecting the interest of employees and organisations. To avoid any conflict within the organisation, it is most advisable for management and recognised union to have a side on the issues, which will be the subject matter of consultation. 2. What consultation methods can you use to ensure that employees have the opportunity to contribute to the resolution of issues related to their work role? Every organisation havetheir consultation method and will of necessity. There is not a single and fixed arrangement that will suit all working environment. Therefore, it is very much crucial for the organisation to make its decision carefully regarding the consultation procedure to get maximum efficiency. However, some factors may influence this choice, and they are.
Many organisations throughout the world are adopting consultation as one |
Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | Jaya Melina John | |||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | Jaya Melina John | |||
Assessor’s signature |
Activity 1C
Estimated Time | 20 Minutes | ||||||||||||||||||||
Objective | To provide you with an opportunity to identify how to facilitate feedback to employees on outcomes of the consultation processes. | ||||||||||||||||||||
1. What methods can you use to inform employees about the outcomes of the consultation process? There are many ways to communicate with the employees regarding the results of the consultation process. However, keeping the message short and simple can sometimes be challenging. There are the best ways for communicating regarding the outcomes of the consultation. 2. How can you decide which communication method to use? Facilitate feedback Sending letters – sending letters regarding the outcomes is a perfect way for communication. However, it is not useful because most of the times the selection of an idea means rejection of another idea. This, in turn, can create conflict among the employees regarding the work issues. On the other hand, it can help save time and most of the employees can be reached through this process. Face to face interact – face to face interaction between the upper-level management and the employees can help avoid conflict, but it can be hectic. It is within many company’s cultures to avoid negativity and look for the positivity in work. The above method makes all the employees feel their importance in the company, and despite the rejection of their idea, they feel their involvement in the company’s internal affairs. Answering the employees as soon as possible – the decision made in the meeting should be enforced within a short time. Providing information on such enforcement can further boost the morale of the employees. This also helps in keeping a scheduled time to inform the employees. Some company decide a matter but fail to notify the employees before they realise the implementation of plans. To avoid such a situation, the company should keep a schedule of when the decision made should be known to the employees. Putting up a hall meeting – putting up a hall meeting from the upper management with the lower can fill-in the gap of hierarchy, which is a good thing. 3. How can you put the outcomes of the consultation process across to personnel? Report for remedial action
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Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | Jaya Melina John | |||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | Jaya Melina John | |||
Assessor’s signature |
Activity 1D
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to identify how to develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel. |
1. When someone raises a workplace issue, it’s important that they are referred to the relevant person(s) in order to achieve a resolution. Identify how you can find the appropriate person(s) to refer an issue to. Workplace issues Acting on the issues rather than reacting to them- our manager needs to have better stress management to make the necessary changes. Providing good time off to all the employees-, providing time off to the employees can help them to reduce the stress level and make a good improvement in work. Proper appointment of staffs- some staffs can deal with situations that no other can. Keeping them in standby for any upcoming issues might help reduce the work issues to a significant level. In the case of a small organisation, the manager knows the person needed or the task. However, in the fact of a large organisation, it is challenging to find out the person most suitable for the work. Here are some of the steps that can be taken to find out the right employee in a big organisation.
2. Which aspects of a problem should be addressed by a root cause analysis? Root cause analysis The root cause analysis is a method to find out the real reason for the problem. It is a systematic process, and it is based on the idea that efficient management needs more than solving problems (Latino, Latino & Latino, 2016). It also looks for the method to prevent such issues from the equation. There are five whys to root cause analysis, and they are defined, measure, analyse, improve and control. Here are some other ways to conduct root cause analysis
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Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | Jaya Melina John | |||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | Jaya Melina John | |||
Assessor’s signature |
Activity 2A
Estimated Time | 30 Minutes |
Objective | To provide you with an opportunity to identify policies which ensure that the organisation’s cultural diversity and ethical values are adhered to. |
1. What is cultural diversity? Cultural diversity is nothing but the availability of many different cultures. Many benefits are there for having employees belonging from diverse culture. It includes people with disabilities, people from another culture, women, aged workers, foreign workers, local workers, and trainees (Ang & Van Dyne, 2015). 2. What is the difference between internal and external accountability? While stabilising policies making accountable for the action taken is very important. Taking responsibility for a particular work in the organisation is very important. For example, the production manager should be held responsible for not delivering the product on time. Similarly, the accounts manager should be held accountable for not being able to file proper income tax, salary to the staff and many more. An appropriate organisational structure always helps the employees to contact the right person at the right time. 3. Organisations should have policies in place to ensure that they are not biased in any way towards any particular culture. Which policies and procedures are in place at your organisation? Policies and procedures may relate to All the eagle duties of the company, internal as well as external. These policies should promote equal opportunities for good relationships and many more. Other duties and principal It includes training of staffs, promoting cultural activities, helping social support services and many more. |
Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | Jaya Melina John | |||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | Jaya Melina John | |||
Assessor’s signature |
Activity 2B
Estimated Time | 30 Minutes |
Objective | To provide you with an opportunity to identify how to gain and maintain the trust and confidence of colleagues and external contacts through professional conduct. |
1. What is a professional code of conduct? A professional code of conduct is a document laid out by an organisation or professional body in which expectations for behaviour, responsibilities, and actions of members are clearly stated. It provides a professional framework for workers incorporates positive values and attitudes. 2. How can you demonstrate each of the following professional behaviours? Respect
Integrity
Honesty
Conscientious
Limitation awareness
Avoiding conflict of interest
Responsibility for others
Cooperation
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Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2C
Estimated Time | 20 Minutes | ||||||||||||||||||||
Objective | To provide you with an opportunity to identify how to adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process. | ||||||||||||||||||||
1. Complete the following table, demonstrating your knowledge of passive, assertive and aggressive styles of communication.
2. Identify three ways in which you can support team members to identify their own communication styles and the communication styles of other people around them, including those of different cultures. |
Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 3A
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to identify how to use networks to build workplace relationships providing identifiable outcomes for the team and the organisation. |
1. What is networking? 2. List three benefits of networking. a) Sharing of knowledge: It assists in expanding one’s knowledge and helps in widening their perspective. b) Opportunities: It helps in the acquisition of various opportunities. c) Connections: It provides a person with exposure to various things resulting in strengthening their relationships. 3. Identify three methods you use to help staff members to begin networking. |
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 3B
Estimated Time | 30 Minutes |
Objective | To provide you with an opportunity to identify how to conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained. |
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Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4A
Estimated Time | 30 Minutes |
Objective | To provide you with an opportunity to identify how to develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved. |
1. What type of evidence can you collect to ascertain whether there are any workplace difficulties? 2. Additional communication training may be needed for team members to help them become better communicators and prevent misunderstandings that lead to workplace conflicts. Give a description of each of the following training methods:
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Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4B
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to identify how to establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures. |
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Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4C
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to identify how to provide guidance, counselling and support to assist co-workers in resolving their work difficulties. |
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Activity 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4D
Estimated Time | 20 Minutes | ||||||||||||||||||
Objective | To provide you with an opportunity to develop and implement an action plan to address any identified difficulties. | ||||||||||||||||||
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Activity 4D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment,performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
- Writing
- Interact with others
- Navigate the world of work
- Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
- This skills based activity will require you to identify any difficulties affecting workplace relationships. You will then be expected to write and implement an action plan for the successful resolution of these difficulties. Appropriate vocabulary, grammatical structure, and conventions should be incorporated within the action plan.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
- Choose a member of your team and track their progress over a period of time agreed with your assessor (i.e. one week, one month, one quarter etc.). During this time, you should:
- Create a progress report for the employee
- Conduct an employee review
- Give performance feedback.
While giving performance feedback, you will need to adapt your personal communication style to build trust and a positive working relationship. You must also play a lead role when giving feedback, showing your support and facilitation skills, and ability to engage and motivate others.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
- Draft a recruitment drive which shows evidence of being inclusive towards a diverse workforce. You must follow organisational policies regarding diversity and ethical conduct when developing this draft.
A diverse workforce includes:
- People with disabilities
- Women
- Indigenous Australians
- Overseas workers
- Mature workers
- Trainees
- People from different cultural backgrounds.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Explain how systems, policies and procedures can support the development of effective work relationships focusing on interpersonal styles, communications, consultation, cultural and social sensitivity, networking and conflict resolution
- Outline legislation relevant to managing effective workplace relationships.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Give five tips for developing effective working relationships through networking. Explain how work systems, policies and procedures help you to develop these relationships.
- Give examples of four acts of Australian law which relate to discrimination in the workplace. How does this legislation help to manage effective workplace relationships?
Summative Assessments:Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the followingperformanceevidence:
- Develop and/or implement processes to manage ideas and information
- Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to
- Provide leadership through own behaviour
- Plan for, and manage, the use of networks to support identifiable outcomes for the team and the organisation
- Develop and/or implement processes and systems to manage difficulties.
Answer the activity in as much detail as possible, considering your organisational requirements.
- Conduct (or simulate) a consultation process with 3-5 employees, in order to manage ideas and information. This consultation process should provide team members with the opportunity to bring forward any issues within the company and to give their input on resolutions. The process may include any of the following:
- Meetings
- Performance reviews
- Employee satisfaction surveys
- Root cause analysis.
After the consultation process is complete, you must provide feedback to the team members on the outcomes.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
- Establish a policy to ensure that your organisation’s cultural diversity and ethical values are adhered to. Ensure that various aspects of cultural diversity are taken into account and create the policy in accordance with organisational expectations.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
- Conduct a team-building activity with a group of 3-6 team members. The purpose of the activity is to provide the assessor with an opportunity to assess your ability to gain and maintain the trust of colleagues, to show leadership skills and to adjust own interpersonal communication styles to guide and support the work team.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
- Guide a group of 3-5 team members through a networking process, completing the following steps:
- Give guidance, support, training and advice to team members in advance of the networking event
- Simulate a networking event
- Follow-up on the outcomes of the networking event.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
Summative Assessments:Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description | Document attached | |
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
For RTO use only | ||
Have originals or digital copies been supplied for the workplace documents? | Yes No (Please circle) | |
If not originals, have the originals been validated or checked? | Yes No (Please circle) | |
Learner’s signature | ||
Assessor’s signature |
SupplementaryOral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name | ||
Assessor’s name | ||
Unit of Competence (Code and Title) | ||
Date of assessment | ||
Question: | ||
Learner answer: | ||
Assessor judgement: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgement: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgement: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgement: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgement: | Satisfactory | Not Satisfactory |
Feedback for the learner | |
I have read, understood, and am satisfied with the feedback provided by the assessor. | |
Learner’s name | |
Learner’s signature | |
Assessor’s name | |
Assessor’s signature |
Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for theunit or if reassessment is required.
Learner’s name | ||
Assessor’s name | ||
Unit of Competence (Code and Title) | ||
Date(s) of assessment | ||
Has the learnercompleted all required assessments to a satisfactory standard? | Yes No (Please circle) | |
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? | Yes No (Please circle) | |
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: | ||
Authentic | Yes No (Please circle) | |
Valid | Yes No (Please circle) | |
Reliable | Yes No (Please circle) | |
Current | Yes No (Please circle) | |
Sufficient | Yes No (Please circle) |
Learner is deemed: | Not yet competent | Competent |
If not yet competent, date for re-assessment: | ||
Comments from trainer/assessor: | ||
Learner’s signature | ||
Assessor’s signature |