BSBWOR502 Learner Workbook V1.0

BSBWOR502
Lead and manage team

effectiveness
Learner Workbook
Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBWOR502: Lead and manage team effectiveness...............................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 2A....................................................................................................................................16
Activity 2B....................................................................................................................................18
Activity 2C....................................................................................................................................20
Activity 2D...................................................................................................................................22
Activity 2D checklist – for assessor..............................................................................................23
Activity 3A....................................................................................................................................24
Activity 3B....................................................................................................................................26
Activity 3C....................................................................................................................................28
Activity 4A....................................................................................................................................30
Activity 4B....................................................................................................................................32
Activity 4C....................................................................................................................................34
Summative Assessments................................................................................................................36
Section A: Skills Activity...............................................................................................................37
Summative Assessments: Section A checklist..............................................................................38
Section B: Knowledge Activity (Q & A).........................................................................................39
Summative Assessments: Section B checklist..............................................................................40
Section C: Performance Activity...................................................................................................41
Summative Assessments: Section C checklist..............................................................................42
Workplace Documentation – for learner........................................................................................43
Workplace documents checklist..................................................................................................43
Supplementary Oral Questions (optional) – for assessor................................................................44
Competency record to be completed by assessor...........................................................................47
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBWOR502: Lead and manage team effectiveness
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBWOR502: Lead and manage team effectiveness.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you
to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Your trainer/assessor will ensure you are provided
with the correct equipment and/or materials to complete the task. They will also
inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 20-30 Minutes
Objective To provide you with an opportunity to consult team members to establish a
common understanding of team purpose, roles, responsibilities and
accountabilities in accordance with organisational goals, plans and objectives.
As a role play within the learning group, perform the following:
In groups of three to five determine who will act as team leader and who will be
the team members. Choose a work environment and work roles for the team
and discuss the roles, responsibilities and accountabilities and how these need
to meet organisational goals and plans.
Role Play:
Supervisor (S)- Bernie
Employee1 (E1)- Sarah
Employee2 (E2)- Stella
S: Hello, Sarah. Hi, Stella. How are you guys doing?
E1: I’m fine sir. What about you?
E2: I’m good too. Thank you. And you?
S: I am doing absolutely well. The reason I called to see you guys is because we
need to discuss the roles and responsibilities and accountabilities and how thee
can be meet to enhance organisational performance and plans.
E1: Okay sir.
E2: I’m into it. Let’s talk about it.
S: As team members, you guys need to work responsibly and in collaboration with
other team members. It is necessary to communicate well.
There needs to be better communication between the team members for better
information exchange and better results.
E1: Absolutely, I, therefore, try communicating with all the team members and try
to build chemistry with the team members.
S: That’s absolutely great Sarah.
E1: Thanks, sir.
S: Also, you need to be punctual and be the role model to other employees. You
both need to work smart. You need to understand the organisational policies and
plans and work accordingly. You are bound to the company’s rules and policies.
E2: Sure, sir. We will work and give our best for the benefit of the organisation.
S: That is what I’d expect from smart tem workers like you. If you guys have any
issues or feedbacks related to organisational plans and policies, you can make a
review and discuss the issue with me and senior management team.
E1: Thank you, sir. We got you.
E2: We’ve well understood the company’s rules and regulations. Also we are
aware of our roles and responsibilities in this organisation. So, we will be working
with full dedication.
S: Thank you. You will make our team proud. I’ll be there if you require any help.
E1,E2: You’re welcome, sir. We will do our jobs honestly. You can count on us.
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 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 Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know about developing performance
plans to establish expected outcomes, outputs, key performance indicators
(KPIs) and goals for work team.
1. What is a performance plan?
Performance plans provide employers with a way to support workers stuck with
their position. They suggest a helpful plan instead of actively reprimanding or
even terminating them, and provide supportive materials for more assistance.
Quality programs have unique criteria for more efficient results, though. A success
plan or performance improvement plan (PIP) is a structured business document
that outlines expectations set by a single worker. It further outlines future success
challenges hindering the advancement of the employee in meeting those targets.
Since they are always an indication of imminent termination, success schedules
have a historically bad reputation. Nevertheless, they're supposed to inspire staff
to do more.
2. How do KPIs differ from work goals?
The phrase Key Performance Indicator (KPI) and target are often used
interchangeably to explain what you need to test to assess whether a desired
result has been achieved. Yet KPIs are NOT the same as targets. The target is the
result you aim to achieve; the KPI is a measure that will let you know how well
you are performing against that goal. A doctor tests your health using a series of
metrics that calculate the main elements of your health, such as blood pressure,
cholesterol, and body mass index, among others. KPIs can be like diagnostic
markers. For businesses, KPIs should do the same.
Activity 1B checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 1C
Objective To provide you with an opportunity to understand how to support team
members in meeting expected performance outcomes.
1. State three ways that you could support your team to reach their
performance requirements in work.
Three ways so that you could support your team to reach their performance
requirements are:
 Support Your Team by Reviewing Work Frequently: Don’t be a seagull
manager, only meeting with your team when there is a crisis. Don’t leave
your team working on the big report for two months and then review it
right at the end.
Be sure to check in with your team early and often.
 Support Your Team by Sticking Up For Them: Sometimes, people will
criticise your team. Whilst it is important that you try to understand any
issues, your default position should be that you stand up for your team. If
you don’t, then you probably have trust issues which need to be fixed.
 Support Your Team By Communicating Accountability: When you delegate
accountability to someone in your team, it needs to be communicated
clearly. The worst thing you can do is tell your team member that they are
accountable, but not tell anybody else. This puts them in a situation
where roles and responsibilities are unclear.
2. How can you ensure you are fully aware and informed on each team
member’s work role and responsibilities?
The methods to ensure that you are fully aware on each team member’s work
role and responsibilities are:
 Define “Team” clearly: For collective intelligence to thrive, you need a
team with shared interests. Too many people and too vague a topic won’t
generate value. Better to have lots of curated sets of content with narrow
focus than one generates one. Define your team by shared interest, which
might be shared research topics e.g. everyone in UX design, sales team
etc, or common projects
 Support Your Team By Setting Standards: Working in a team without any
standards is difficult for everybody. It’s difficult for you, the leader,
because team members will produce variable outcomes. It’s difficult for
your team members because they don’t have direction. You need to
support your team by setting standards for the work that you do. If your
team works on technical tasks, make sure technical standards are in
place.
 Add value, don’t just aggregate: What you share should have a value add
from you or from your colleagues. That can be a simple as putting it in the
right context, so it doesn’t get lost in email or slack chats. Categorized
streams and lists that have a clear focus are helpful, people know what to
expect in them. In our new app, you can adjust by keyword and give a
very specific name to your content. Beyond categorization, you and your
team can add more value to content by flagging as a risk, or opportunity,
adding a comment, directing a question at someone, pinning and saving it
to a specific list for future reference. All of this brings the content into
your team’s context and makes it more relevant and personalised and
increases its value.
Activity 1C checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 2A
Objective To provide you with an opportunity to develop strategies to ensure team
members have input into planning, decision making and operational aspects of
work team.
Write down three strategies that you could use to involve your team in aspects
of workplace planning, decision-making and operations within the team.
The plan should communicate the shared aim of meeting staff and corporate
objectives. The department of management should enable team members to
collaborate together, exchange expertise and assist each other to achieve greater
results during the job. Strategies include the following:
 Schedule periodic sessions to exchange experience and address the
challenges that have arisen.
 Encourage teamwork and collaboration when they are working.
 Ensure that each employee has the ability to do the task with priorities.
 Giving employees a clear strategy and business planning.
 Recognizing and leveraging team strengths in work activities.
 Celebrating success and achieving job goals.
 Promoting common goals and accomplishments.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 2B
Objective To provide you with an opportunity to develop policies and procedures to
ensure team members take responsibility for own work and assist others to
undertake required roles and responsibilities.
For your place of work (or an example workplace), briefly outline three policies
and procedures that would benefit your work team.
A strategy is a declaration that underpins how an organization can deal with
human resource management problems. It conveys the principles of a company
and the standards of employee behavior and success of the organization.
Workplace policies often reinforce and clarify a workplace's normal operating
process. Well-written policies help employers manage employees more efficiently
by clearly defining acceptable and unacceptable workplace behaviour and setting
out the consequences of not complying with those policies.
The three workplace policies that is erquired in my workplace are:
 Health and safety at work: When under the influence of alcohol or drugs,
no employee can resume work or return to work. Reasons for corrective
action, up to and including termination of employment, are a violation of
this provision.
 Training and occasional referral: Through information and/or training
sessions, at staff meetings and during induction sessions for new staff, the
policies can be explained to staff. In order to ensure that they remain
relevant, they should also be reiterated and discussed with staff regularly
at staff meetings. There should be quick access to versions of policies.
Copies can be stored in directories in a common location or in staff areas,
in manuals for staff and accessible on the intranet system of the
company.
 Implementation: It is important for strategies to be continuously
implemented across the enterprise. A infringement of a policy should be
handled immediately and in compliance with the protocols laid down in
the policy. Whether it be a notice, corrective action or expulsion, the
outcome of the breach should also suit the seriousness of the breach.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 2C
Objective To provide you with an opportunity to provide feedback to team members to
encourage, value and reward individual and team efforts and contributions.
`` As a role play within the learning group, perform the following verbal activity:
In pairs, take turns to be the team leader and the team member. As team
leader, provide two points of feedback to the team member, in a positive and
constructive way that seeks to recognise team success. You should decide on
the work roles and scenario for the role play before you start.
Two points of feedback to a team member in a constructive and positive way that
seeks to recognise team success are:
1. Hi Bernie, I've been going through everybody's performance report for
the past couple of months, and I have to say you did a really great job. I
also feel that by coming early, you can accomplish more every day and
you will also be able to maintain a sound work-life balance that way.
2. I respect individuals who have the ability to solve problems alone and
move forward. They learn from their experiences, and I guess Travis is
one of those people. I must also emphasize, however, that at some point
in time, everyone requires help. It might be you or somebody else who
might need an extra hand. And that is the perfect moment when, by
sharing your knowledge, you should show your capabilities and help
others out. Also, you can observe how others do their work at the same
time and learn a few more things
So, I would suggest that you actively participate in team-based projects
and assist your team with your added capabilities to excel.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 2D
Objective To provide you with an opportunity to know about how to develop processes to
ensure that issues, concerns and problems identified by team members are
recognised and addressed.
1. What should a process provide?
A likely response is given by procedures. They can be defined in the broadest
sense as sets of tasks and activities that turn inputs into outputs together, and
only together. These inputs and outputs can be as varied within organizations as
resources, knowledge, and individuals. New product creation, order delivery, and
customer support are typical examples of processes; resource allocation and
decision management are less apparent but equally valid candidates. The purpose
of the technique is to ensure continuity. A successful procedure is like a checklist
that assures that the right tasks are done at the right time by the right people.
Sales is, sadly, a profession that also lacks written procedures. Consequently, from
one quarter to another, revenue consequences are always volatile.
2. How should you develop a process to resolve team issues, concerns and
problems?
Employee conflict is inevitable. Each individual has distinct values, experiences of
life and attitudes. People will argue with one another at some point. The factors
are the way that the dispute is conveyed and how the disagreement is treated.
Some individuals are excellent at being able to express their disagreement
eloquently and appropriately while still maintaining a positive relationship and
negotiating a satisfactory result for themselves and the other person.
Nonetheless, many, if not most, individuals do not have the skills to handle
differences that will result in conflict. They need assistance.
1. LISTEN TO UNDERSTAND: Meet with each person on their own to understand
what their issues are. Ask about and listen to their story about how the conflict
started and how it has escalated. Talk to them about what they have done to
manage the conflict. Discuss how they think the conflict could be resolved.
Importantly, ask questions and listen to the response. Really listen. Most often it
is something more emotional. Get to the core of the problem.
2. MEET TO DISCUSS THE KEY ISSUES: Organise a meeting of yourself and the two
people in a neutral and confidential environment. Facilitate a meeting to raise the
key issues and reach an acceptable outcome. Key steps of the meeting should
include:
 Accept on key topics that need to be dealt with.
 Ask each group to provide their view on the three main issues.
 Allocate time to chat to each individual to ensure that the other
individual listens carefully and does not interrupt.
 Enable chances for one another to raise questions.
 In what is being said, try to find common ground.
3. HOLD FOLLOW-UP REVIEW REUNIONS
Post the meeting, and meet with each of them after each individual has had time
to digest what happened. See how they feel most about the meeting and how
happy they are with the agreed solutions.
Most importantly, keep them accountable for the agreed alternatives and each
review you follow through on. And not just one investigation, to guarantee that
the conflict is properly settled and all remedial action is taken out, review sessions
occur between both individuals.
Activity 2D checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 3A
Objective To provide you with an opportunity to encourage team members and
individuals to participate in and to take responsibility for team activities,
including communication processes.
1. How you would encourage participation from team members in taking
responsibility for team activities?
The ways to encourage participations from team members in taking
responsibilities for team activities are:
 Offer opportunities for self-development: The members of your
team will be more valuable to your organization, and to
themselves, when they have opportunities to learn new skills.
Provide your team with the training they need to advance in their
careers and to become knowledgeable about the latest
technologies and industry news.
 Foster collaboration within the team: According to
Weekdone.com, 39 percent of employees don't feel that their
input is appreciated. Encourage the members of your team to
fully participate by inviting their input and suggestions on how to
do things better. Ask questions, listen to their answers, and,
whenever possible, implement their solutions.
 Pay your people what they are worth: When you set your
employees' salaries, be sure that their pay is consistent with what
other companies in your industry and geographic area are paying.
Remember: 26 percent of engaged employees say that they
would leave their current job for just a 5 percent increase in pay.
Don't lose great people because you're underpaying them.
 Provide them with a pleasant place to work: Everyone wants to
work in an office environment that is clean and stimulating, and
that makes them feel good instead of bad. You don't have to
spend a lot of money to make an office a more pleasant place to
be.
2. How would you assist in team communication processes?

 Have An Open-Door Policy. It Builds Trust.: An open-door policy in place
sets the precedent that anyone can ask questions, voice concerns, and
pitch ideas at any time. This is an important part of building trust within
your team. Making management inaccessible sends the message to
lower-level employees that they are not as valuable. Keeping the doors of
communication open is crucial.
 Be Open to Reciprocal Feedback Constructive: Criticism is meant to be
just that – constructive. In order to get the most out of feedback, it is
important that it be clear to all parties involved. A simple “fix this” in
response to a submitted project isn’t helpful to anyone. To be effective,
feedback needs to be clear and detailed.
 Be Clear about Tasks So Everyone’s Knows Their Responsibility: No one
can effectively complete an assignment if they are unsure what tasks they
are responsible for. Make sure that the entire team knows the scope of
the project and that each team member is clear about exactly what is
expected of them. Getting the team together regularly to check progress,
ask questions, and address any issues is another good way to keep
everyone on track and assure that all team members are aware of their
responsibilities in the project.
 Give Purpose To Coffee Breaks: Keeping in the spirit of team-building, a
set coffee break for all employees together allows everyone to interact
informally while still in the workplace. Coffee is the fuel that gets most
people through the day, so why not make drinking it enjoyable and
productive at the same time? Research shows that conversation over
coffee, work-related or not, promotes healthy communication among co-
workers and encourages the exchanging of ideas.
 Do Fun Stuff To Boost More Team-building exercises have long been used
to improve communication among team members. But rather than role-
playing or any of those other workplace activities that no one actually
likes, get the group together and play cards (without gambling, of course).
Host an after-work pizza party once a month. Put a few board games in
the break room.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 3B
Objective To provide you with an opportunity to know how to support the team in
identifying and resolving work performance problems.
1. List three things that you can do to support your team to resolve work
performance problems.
 Be specific with facts in hand: It is important to confront to your
employees about their respective performances. But in order to convince
them about their withdrawal of lack of interest, it is imperative to have a
consistent record at hand too.
 Consider the needs of your employee: Poor performance isn't always the
result of an employee's carelessness. There can be multiple genuine
reasons for lack of performance and it may vary from person to person.
The first is to understand the reason and judge if they’re genuine or not.
 Focus on feedback: Everyone handles feedback differently. Although it is
always recommended to be direct and clear in your communication, there
can be certain strategies that you may adopt to effectively communicate
your feedback.
2. What is a root analysis?

The dictionary describes "root cause" as something's underlying cause, base, or
nature, or the source from which something arises. Root cause analysis (RCA) is a
systematic method for the detection and reaction of "root causes" of problems or
incidents. For issues that arise, RCA is based on the fundamental premise that
good management needs more than just "putting out fires" but seeking a way to
avoid them. RCA lets organisations resist the temptation to define one element to
achieve the most expedient resolution (but normally incomplete). It also helps to
stop addressing symptoms that lead to a crisis or incident instead of actual, root
concerns. While RCA is used in a general context, there is an inference that in the
study a technique is used. Many RCA experts think that it is not always possible to
accomplish complete protection with a single action and see RCA as an evolving
mechanism that aims for quality progress.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 3C
Objective To provide you with an opportunity to ensure own contribution to work team
serves as a role model for others and enhances the organisation’s image for all
stakeholders.
List and briefly explain (in approximately 30 words) five ways you can be a
positive role model for your team.
Exhibit Integrity: A good manager will make decisions for the betterment of the
business as a whole and not just for him or herself. Employees will respect a
manager that genuinely cares about the business and those who work within the
organization. Give credit where credit is due and take responsibility for your
actions.
Lead and Inspire: Take care to always lead by example in a responsible manner,
and your employees will follow suit. A good leader motivates his team rather than
criticizes them and strives to inspire team members to reach their full potential.
Keep in mind that leadership role models don’t come to lead over night. Audit
your skills and habits. What do you need to develop? Harvard Business Review
suggests acting as an “organizational anthropologist.” Look for a person skilled in
the area in which you need to develop and learn from them.
Make Time for Employees: Communication is always important for any

organization to run smoothly. Make sure you always have time for employee
concerns or questions and offer your advice and wisdom, if applicable.
Present a Positive Mindset: No one insists that you are not supposed to have a
bad day now and then, but even through difficult periods and a healthy, positive
attitude overall, if you will show strength, composure and perseverance, you can
instill the same within your staff. A proactive team would be best able to
troubleshoot challenges and tackle workplace adversity.
Earn and Build Trust: It must be trustworthy for a role model boss. If you are not
loyal to your word and truthful with your staff, your team won't feel compelled to
show you any respect. As The Guardian points out, an ideal role model's features,
attributes and attitudes are always personal and can evolve over time.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 4A
Objective To provide you with an opportunity to establish and maintain open
communication processes with all stakeholders.
For the following stakeholders, briefly describe how you would maintain a
process of open communications (approximately 40-50 words for each one):
 Your team
 Department managers
 External supplier.
Your Team: Hold open-ended sessions that provide the ability to discuss
concerns, successes and suggestions with each team member. Ensure the
regularity of the meetings and proceed with suggestions to strengthen them. For
all job activities and what you intend employee actions to be, set reasonable
goals. When it comes to what they are supposed to do, avoid springing surprises
on the workers.
Departmental Managers: Ensure that all leaders are devoted to transparent

contact and understand what the company means. Be clear to workers and
accessible to them. Evaluate the contact processes to ensure that protocols are in
place that allow for the daily communication of critical information within the
organization. Motivate workers by emphasizing milestones and outstanding jobs.
State messages about what has to be done and what is well done rather than
what cannot be done or badly done.
External Suppliers: Always avoid using slang or jargon that might not be
understood by subcultures within your place of work. Provide employees with
mentors if they lack communication skills common to the greater group; example,
international workers may be unfamiliar with communication techniques.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 4B
Estimated Time 30-45 Minutes
Objective To provide you with an opportunity to communicate information from line
manager/management to the team; and communicate unresolved issues,
concerns and problems raised by team members and follow-up with line
manager/management and other relevant stakeholders.
As a role play activity within the learning group, perform the following:
In one group, or in smaller groups (as determined by the trainer/assessor), take

turns to act as the team leader, while other individuals take the part of team
members and senior management.
 In a meeting with your team, you are presented with an issue (of the
team’s choosing), discuss this to determine the situation and facts
There was an issue about the working space between two employees. The two
employees put forward their issues in front of ht supervisor and the issue was
discussed. The two employees had conflict that rose on choosing the workspace
on sunny side. The team leader carefully listened to both the team member and
assured them to solve the issues by discussing with the senior management team.
 Take this issue to your management and discuss this further to
determine a way to resolve this
The team leader discussed the issue with the senior management team and the
ideas to resolve the issues were discussed. Various ideas were put forward but
finally it was concluded that the employees will have to sit on their workplace by
rotation every day. The employees need to sit on alternate workspace on every
other day.
 Discuss the outcome of this meeting with your team members and
provide them with constructive approaches to resolve the situation.
The Supervisor called the employees for meeting after the decision was made. He
put forward the resolution approach decided by the senior management team.
Then the employees were asked for their views and feedback regarding the
decision made by the senior team. The employees agreed to the made decision
and the issue was resolved.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Activity 4C
Objective To provide you with an opportunity to evaluate and take necessary corrective
action regarding unresolved issues, concerns and problems raised by internal or
external stakeholders.
Following on from Activity 4B, evaluate your discussions and write down the
corrective action that you have decided upon.
Since there was an issue between two employees regarding sitting in the
workspace on the sunnier side, the issue needed to be resolved. The team
members discussed the issue with their team leader. The team leader took the
issue to the senior management team and discussed the issue. The resolution
approach was made. Various resolution notions were put forward. Ultimately, it
was discussed that the employees need to sit on the workplace on sunnier side in
alternate days. The team leader discussed the conclusions made from the senior
management team’s meeting to the employees and seeks for their feedback. The
team members agreed to the decision made by the senior management team and
the issue was resolved.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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:
 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done
Answer the activity in as much detail as possible, considering your organisational requirements.
1. As a workplace activity (or simulated workplace activity) perform the following.
You are tasked to assess your team’s performance plans in order to review team goals against
organisational goals. From current organisational documentation on objectives and
performance needs, and team performance plans you should:
 Read and interpret information to assess where team performance can be improved upon
to assist in reaching organisational goals
In reaching the organisational goal, the organisational team needs to be accessed. Upon the team
assessment it was found that the team needs to be provided skill based trainings. Also the inter staff
communication was also found to be weak. The team communication must be efficient and strong
enough to enhance the team work and boost the team performance.
 Prepare a brief report to outline your findings
Report
Team Assessment for Performance Plan
Findings:
1. Weak Performances: The staffs need to be provided with the skill based training
programs to enhance their performance. Training must be provided to the staffs and
workers weak on their work performance.
2. Inter-team communication: The communication between the staffs needs to be

enhanced to improve the performance of the organisation. Weak communication
between the staffs and team members leads to weak teamwork and chemistry among
team members which directly hampers the organisational performance.
3. Under-performing members: Unacceptably weak performing team members are also

one of the major grounds for the weak performances.
 Present this to your manager/management and discuss where improvements in

performance can be made.
Improvements that can be made:
1. Replace under-performing team members with skilled and capable new members.
2. Provide communication trainings and motivate healthy communication between the group
members.
3. Weak but hard working members must be provided with required trainings to enhance their
performances.
This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.
Summative Assessments: Section A checklist
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)
Comments
The learner’s
performance was:
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:
 How group dynamics can support or hinder team performance

 Strategies that can support team cohesion, participation and performance
 Strategies for gaining consensus
 Issue resolution strategies
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What are group dynamics and how can they affect your team?
A team may be described as two or more persons working together to achieve a shared goal or
objective in an interdependent manner. Outside of this, a team may be together for a few hours
or for the long term. Group dynamics can be understood as how the distinct positions and
behaviours of team members influence other members of the group and the group as a whole.
Therefore, team dynamics are the unconscious, psychological variables that affect the behavior
and success path of a team.
A community with good team dynamics appears to include members of the team who support
each other. They should work for mutual choices and are kept responsible for results. A team
with strong group cohesion can be positive and efficient, and shared understanding and self-
corrective behavior can be shown. In the other hand, weak group structures for efficient
decision-making and task results can be destructive. Community dynamics matter because they
affect factors such as innovation, competitiveness and performance. Since group activity is
integral to companies, discussing group dynamics for corporate leaders will lead to stronger job
performance, customer loyalty and an increased bottom line.
2. Provide three strategies that support team cohesion, participation or performance.
The three strategies that support team cohesion, participation or performance are:
1. Run a diagnosis and get to know the colleagues: with a team health check, perform a
test on what is going wrong with your team. In a private, safe and confidential room,
watch the staff at work and perform individual interviews. To find out as best as you can
about the issues of your staff, speak to other important persons, such as clients and line
managers. Keep mindful of the common reasons behind weak group dynamics, as you
do.
2. Fix concerns immediately: If you see a member of the team engaged in unhelpful
behaviour, move quickly to address it. Talk openly to the team member and invite him
or her to focus on the action and how it can be improved to support the priorities of the
team. Also among the healthiest of teams, disagreements will arise from time to time, so
promote open dispute dialogue and help direct team members to a resolution, enabling
the team to return to a state of healthy community dynamics.
3. Build a charter for a team: To succeed, teams and individual team members require a
firm emphasis. You could empower team members to discuss their obligations and
collaborate together more successfully if you build a team charter and provide explicitly
specified tasks. A transparent charter also lets you set clear standards for behaviour and
performance. It provides you with criteria under which you can keep members of the
underperforming team to account.
3. How can developing strategies to gain consensus help your team?
The capacity of team members to make decisions and address challenges as a group is one of
the factors required for good team work. Building consensus involves some of the most powerful
decision making mechanisms. Consensus means reaching an understanding. Creating unity in a
team atmosphere involves making an idea reasonable enough that it can be accepted by all
team members, with no participant opposing it. Consensus includes:
 Opinions on pooling;
 Effectively listening;
 Talking about thoughts and differences;
 Not getting all that you want;
 Coming to an arrangement we "can live with." everybody.
Consensus should not refer to:
 A vote of unanimity;
 Law of the majority or minority;
 Law of one person; or
 Negotiating.
4. What is issue resolution and how can strategies help in this matter?
Issue resolution is the willingness to work with the challenges that need to be resolved, the
compromises that need to be made, and the challenges that need to be handled. It is the capacity to
work about these challenges and take concrete steps to address them consistently.It ensures that
you are able to establish and eliminate the root cause easily when a problem arises. It ensures that
you are able to rationally choose the right option when a decision has to be taken. It implies that you
are able to define, prioritize and minimize them as threats loom.
Resolving problems helps you to recover easily from a quality event or failure of output. It makes it
easier for you to make successful commercial and organizational decisions. It helps you to escape
future expensive issues. Resolving challenges is important.The willingness of your employees to
reliably do these tasks to a high degree is operational problem solving ability. It is an engineered skill
that relies not just on getting "good individuals." It is about making a good mechanism and good
persons.
Summative Assessments: Section B checklist
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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 following performance evidence:
 Use leadership techniques and strategies to facilitate team cohesion and work outcomes
 Develop policies and procedures to ensure team members take responsibility for own work
and assist others to undertake required roles and responsibilities
 Establish processes to address issues and resolve performance issues
 Support team to meet expected performance outcomes
 Develop performance plans with key performance indicators (KPIs), outputs and goals for
individuals or the team which incorporate input from stakeholders
 Communicate effectively with a range of stakeholders about team performance plans and
team performance
 Facilitate two-way flow of information between team and management
 Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders
Answer the activity in as much detail as possible, considering your organisational requirements.
1. As a workplace activity (or simulated workplace activity), perform the following.
Using your leadership skills, techniques and strategies to facilitate team cohesion and work
outcomes, you will need to:
 Develop policies and procedures to enable team members to take responsibility for their
work roles and responsibilities
Ways to consult with others and gain guidance in the workplace:
 Meetings: organized, planned meetings and casual ad hoc meetings with members of the
team lead to a clearer understanding of responsibilities, duties and functions.
 Interviews: You can help define specific preferences and strengths by generating a list of
questions to determine experience, expertise and comprehension of the mission.
 Brainstorming: Workshops A variety of possible views are discussed by the community as a
whole. Effective brainstorming includes dedication, commitment and cooperation from all
team members.
 Establish processes to address issues and to resolve performance issues
Hearing and hearing are definitions which are distinct. Listening is a synthesis of the
behaviours discussed here in the sense of productive communication.
 Be attentive: by staring at the person talking to you, accepting their input by nodding
and minimizing distracting body language, such as fiddling with a pen or clicking on a
screen, concentration may be illustrated.
 Repeat data: Repeat main data by paraphrasing the data you have received; explain
what you have heard and show the speaker that you are listening to what they say and
have grasped their meaning (this can also be reflected in effective email
communication).
 Review and question: If you are not specific on something, make sure that during the
contact event you pursue clarity so that you can not lose time catching up later; ensure
that the person you are talking with knows the key points you have provided by posing
straightforward, non-ambiguous questions.
 Develop mechanisms to support your team to meet work outcomes and performance
needs
An important part of your job, whether you're a new team leader or an experienced manager, is
developing your team. And it's not just applicable to new hires. Throughout their careers, both
as individuals and as teams, people need preparation and encouragement to improve their skills
and continue to work successfully. Knowing where to start can be the toughest part of building
the squad. Begin by understanding the developmental needs of your team members . Check
their job descriptions and refine them, talk to them, and watch them work. Sometimes, only
asking the correct questions will expose the team's expertise and skill deficiencies.
Exercises for team bonding can be enjoyable and efficient opportunities to strengthen
collaboration and recognise the talents and vulnerabilities of people. You can pick the exercise
very carefully if you plan to run one, so that it achieves the purpose of your preparation. Your
squad will also be improved by successful delegation. You may feel nervous about handing over
responsibility to someone else for your projects and tasks, but you don't have time to do it all
yourself, and members of your team need opportunities to learn new skills and gain experience.
It is worth bearing in mind that with better communication rather than with a training program,
many performance gaps should be closed. By having confidential and relaxed one-on-one
conversations with them, you can coach your team members. Having these discussions regularly
will help you to effectively identify and deal with a range of problems, from helping individuals
achieve their goals to addressing performance issues.
 Determine performance plans with KPIs, work goals and performance outputs for the
team and/or individual team members (in conjunction with the team and with
management).
Established metrics that help organizations monitor success over time are important performance
measures. KPIs allow people and organizations to realize what it takes to attain an objective. To
assess their success and align their enterprise against rivals, companies also calculate these metrics.
To chart progress against targets of any level, KPIs may be used. Usually, companies apply them to
assess the progress of the whole company, teams, programs, and even individuals. There are distinct
amounts of KPIs as a result. Key performance metrics targeting the targets of an entire enterprise
are called "high KPIs." These indicators assess the progress of the business as a whole. KPIs that
target smaller tasks are considered "low KPIs," such as departmental plans. Both are crucial to
helping a business meet its targets and finding opportunities to develop. Ultimately, low KPIs must
contribute toward the high KPIs or the organization’s overall goals.
Key performance indicators (KPIs) are used by many people and companies to measure and define
their success. Although organizations most commonly use KPIs, employees can also use KPIs to set
goals for their careers. Here's how to easily set and review the main success metrics. It takes some
preparation to create realistic KPIs that monitor and clearly visualise results. Each KPI needs to
discuss a particular business target and provide timely, reliable information to measure progress
against targets. Essentially, the development of good KPIs is focused on knowing the company's
aspirations using a simple, organized KPI creation procedure.
2. In a management meeting, communicate your team’s performance plan(s) and how this will
assist in meeting organisational goals.
All the staffs and employees must be invited to the staff meeting and the newly developed
performance plan policies can be communicated to the staffs. The meeting needs to be held in
presence of all employees, workers and staffs. As we communicate, we must highlight how and why
this new process is better and will be beneficial to everyone. It can be helpful to think about how
we’d sell these new processes if it was optional for employees and managers to use it. Focus on the
benefits of the new process – don’t just tell them what’s happening. Make sure our employees
understand why the new process was created. Share with them the inclusive process that was used
involving feedback from all across the organization. This will help create buy-in. One size does not fit
all when it comes to communication. Consider the different types of employees across your
organization (hourly, salary, non-manager, manager, etc.) and ask “How does this impact me?” from
their perspective. Make sure your performance management communication plan is segmented to
answer that question in detail for each distinct group of employees. Err on the side of over-
communicating about the change. The “rule of 7” from marketing suggests we need to hear a
message seven times before we truly retain it. The goal is to make sure everyone knows what’s
coming (and why) by the time it arrives.
3. After a short period of implementation (to be decided by the trainer/assessor), assess the
team’s performance and evaluate if there are work or team issues. If these are found,
determine corrective action that can be taken to resolve these.
The process of assessing team performance after a project, particularly after success, is often
overlooked. The last thing a team leader wants to do after working hard to complete the project is
go back through each detail. Unfortunately, assessment is a crucial part of moving forward and
ensuring that the next time around, the processes can run even better. The following tips will assist
you to effectively evaluate team performance and provide valuable insight into how future projects
can be approached. In both a group environment as well as individually, evaluation interviews
should be conducted. Community interviews with social distance laws and restricted persons
tolerated in rooms are more difficult to arrange. Managers need to arrange interviews that comply
with distance rules, while still being able to obtain the information required to provide insights. It is
important to revisit the original aims of the project before delving into the evaluation processes. This
enables you to be better informed by taking a step back and puts you in the right frame of mind to
draw realistic conclusions. Your assessment may be skewed if you constantly have a view of the final
results in mind.
This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.
Summative Assessments: Section C checklist
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Supplementary Oral 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:
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
Competency record to be completed by assessor
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (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:

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Lead and manage team

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

The observation/demonstration will take place either in the workplace or the

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

Provide your comments here:

If not yet satisfactory, date for reassessment:

2. How do KPIs differ from work goals?

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2. How would you assist in team communication processes?

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2. What is a root analysis?

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Make Time for Employees: Communication is always important for any

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Departmental Managers: Ensure that all leaders are devoted to transparent

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In one group, or in smaller groups (as determined by the trainer/assessor), take

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