UAP 1 1 .Docx

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor
name
Course and Unit Details
Course code BSB51915

Course name Diploma of Leadership and Management
Unit code BSBADM502
Unit name Manage meetings
Assessment Submission Method
☐ By hand to ☐ By email to ☐ Online submission via

trainer/assessor trainer/assessor Learning Management System
(LMS)
☐ By Australia Post to RTO ☐ Any other method
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced
any sources used in my submission. I understand that a false declaration is a form of
malpractice;
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment
to a checking service (which may retain a copy of the assessment on its database for future
plagiarism checking).
Student signature:
Date: / /
Page |Document
1 Type: Unit Assessment Pack (UAP) Version 8 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018 Unit Name: BSBADM502 – Manage meetings
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient
evidence
recorded/Outcome
Unit Assessment Task Unit Knowledge Test (UKT) S / NS (First Attempt)
1
S / NS (Second
Attempt)
Unit Assessment Task Project S / NS (First Attempt)
2
S / NS (Second
Attempt)
Unit Assessment Task Interactive Role Play S / NS (First Attempt)
3
S / NS (Second
Attempt)
Final result C/NYC Date assessed
Trainer/Assessor
Signature
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to manage a range of meetings
including overseeing the meeting preparation processes, chairing meetings, organising the
minutes and reporting meeting outcomes.
It applies to individuals employed in a range of work environments who are required to

organise and manage meetings within their workplace, including conducting or managing
administrative tasks in providing agendas and meeting material. They may work as senior
administrative staff or may be individuals with responsibility for conducting and chairing
meetings in the workplace.
No licensing, legislative or certification requirements apply to this unit at the time of

publication.
What the student can expect to learn by studying this unit of competency
• Prepare for meetings

• Conduct Meetings
• Follow up meetings
Training and assessment resources required for this unit of competency

The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word.

 An operational business environment to implement the learning plan
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity.
• Ensure that academic work is in no way falsified.
• Seek permission to use the work of others, where required.
• Acknowledge the work of others appropriately.
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them
and to pass them off as your own by failing to give appropriate acknowledgement. This
includes material sourced from the internet, RTO staff, other students, and from published and
unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being
used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the
author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical)
with other people. This occurs when a student presents group work as their own or as the
work of someone else.
Collusion may be with another RTO student or with individuals or students external to the
RTO. This applies to work assessed by any educational and training body in Australia or
overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other
students. Both collusion and plagiarism can occur in group work. For examples of plagiarism,
collusion and academic misconduct in group work please refer to the RTO’s policy on
Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against
students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file
and could lead to disciplinary action.
Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements
for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed
(NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or
competency not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading,
writing,
numeracy, digital technology and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit
of competency.
Relevant Legislation
Australian Human Rights Commission Act 1986

Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act 2004
Work Health and Safety Act 2011
Workplace environmental and resource efficiency strategies including organisational
policies, plans and procedures
Workgroup member responsibilities and duties, and relationship to individual responsibilities
and duties.
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are
adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and
authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or
depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF
level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to

https://training.gov.au/Training/Details/BSBADM502
Additional Information
• This information will be managed by the provisions of the Privacy Act and the
Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment
pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any
Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to
ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the
compliance and quality assurance department/administration department in your
RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose
is to justify to students how their competency was assessed, as well as to identify and reward
specific qualities in their work, to recommend aspects needing improvement, and to guide
students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a
subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT).
• Guide students to adapt and adjust their learning strategies.
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’
learning needs.
• Be a pivotal feature of learning and assessment design, not an add-on ritual.
• Focus on course and unit learning outcomes.
• Guide students to become independent and self-reflective learners and their own
critics.
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality
assurance department/administration department in the RTO/person responsible for looking
after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand
the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting
this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and
tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy
Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to
type the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit
an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided
together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an

additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate
the needs of any student, but there is a requirement to be flexible about the way in
which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
  Speaking  Discuss with the student and supervisor (if
 Reading applicable)
Non-
English  Writing whether language, literacy and numeracy are likely to
Speaking  Cultural impact on the assessment process
Backgroun background  Use methods that do not require a higher level of
d  Confidence language or literacy than is required to perform the job
role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing,
confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to
support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes
account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriat  Using group rather than individual assessments
e  Assessment through completion of practical tasks in
training and the
assessment field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s
 Limited experience
study skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
 Changes in lecture schedules and arrangements,
e.g. relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing
lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning
Educational  Writing experience
background  Numeracy  Ensure learning and assessment methods meet the
 Limited study student’s individual need
skills and/or
learning strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed
 Numeracy to
 Limited study  Appropriately structure the assessment
skills  Provide information or course materials in
accessible
and/or learning format, e.g. a textbook in braille
strategies  Changes in teaching practices, e.g. wearing an FM
assessment task
installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be
deemed competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty-two (22) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points,
to be deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means
you are able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task
will be Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your
written skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure
that this is your own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a learning management system (i.e.
Moodle) or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:

 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you.
Read the questions carefully and critically analyse them for a few seconds, this will
help you to identify
what is really needed.
 Your answers must demonstrate an understanding and application of relevant
concepts, critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender,
disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be
used.
 When you quote, paraphrase, summarise or copy information from the sources you
are using to write your answers/research your work, you must always acknowledge
the source.
How your trainer/assessor will assess your work?

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The
outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover
Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your knowledge related to manage meeting.
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
manage meetings in a range of contexts and industry settings.
 To make full and satisfactory responses you should consult a range of learning
resources, other information such as handouts and textbooks, learners’ resources and
slides.
 All questions must be answered in order to gain competency for this assessment.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the
attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking
through the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:

 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system
Question 1: Describe any four (4) tips for writing an effective agenda for a meeting?
Answer in 250-270 words.
Identify the purpose and goal of the meeting: Before you even begin checking people’s calendars,
ask yourself, “what do we need to accomplish in this meeting?” If it’s a recurring meeting, this will
help you determine how often you need to meet as well. If you’re scheduling a planning session,
for example, the purpose could be to identify the key milestones for your team’s yearly objectives,
and the goal could be to determine deadlines and who’s responsible for each milestone. Once
you’ve locked down the purpose and goal, then you can start working your scheduling magic.
Select topics which affect the team as a whole: Team meeting time is expensive and difficult to
schedule. It should mainly be used to discuss and make decisions on issues that affect the whole
team — and need the whole team to solve them. These are often ones in which individuals must
coordinate their actions because their parts of the organization are interdependent.
Schedule the most important topic as first: When planning meetings, it's usually a good policy to
front-load the schedule with the most important topics. This ensures that everyone will be able to
discuss these important topics when they're at their sharpest and least fatigued at the very beginning
of the meeting.
Get input from team: You want to make sure that everyone’s points are covered, so check with the
project team members about what they want to discuss at the meeting. You may have to cull some
of the suggestions if they are off-topic or would take too long. Fit these around your standard
agenda items.
Question 2: Explain in 150-200 words, the importance of creating a meeting agenda and list
any four
(4) items that should be included on the agenda?
Without a well-prepared agenda, any meeting of significance will commonly fail to attain the
effectiveness and efficiency expected by the meeting leader, the participants, and the management
and customers who depend on the meeting’s success. Building an agenda is making a plan for the
meeting. You start with the main goal or purpose that you are trying to accomplish by holding the
meeting. Once you have decided upon your goal, you need to determine whether you need the
assistance of additional employees to plan your agenda. If yes, invite them to join you. After
determining your overall goal, you, or your team, need to make the following decisions. In addition
to the purpose or goal of the meeting, each of these items appears on the meeting agenda.
Items that should be included in the meeting agenda are as follow:
 Topic of meeting.
 Schedule, duration and venue of the meeting.
 Subtopics and areas of concern.
 Status of identified action points.
Question 3: What are four (4) attributes of an effective and efficient meeting?
 Clear purpose
 Clear link for organisational strategy
 Clear decisions
 Clearly confirmed actions
 Willingness to take responsibility for actions
 Effective communication
 Active participation
 Freedom for expressing the views
 Active listening with all participants
 Well organized.
Question 4: Explain the different styles and structures of meetings. Mention which style of
meeting you would use to distribute information and receive feedback from
employees. Answer in 250-300 words.
Depending on the company’s culture, people might hardly ever be for a meeting -- or they might
never step out of this.
Formal Meeting
One sort is a formal meeting. They are formal social events to introduce imperative monetary,
authoritative, and operational data to the individuals who settle on choices in regards to these
issues. This rundown for the most part incorporates investors, senior administration, board
individuals, and conceivably people speaking to a council that is taking a shot at a particular task in
one of these regions. Instances of formal meetings are money advisory group meetings, top
managerial staff meetings, and yearly investors meetings. Such meetings would have a particular
agenda, and the minutes of the meeting will be recorded. Formal meetings are normally utilized for
announcing and exhibiting critical money related and huge scale operational data. In the event that
this is a traded on an open market organization, the minutes are required to be submitted to the
Securities and Exchange Commission.
Informal Meetings
Another sort is an informal meeting. This sort of meeting is utilized to address day by day
operational and approach issues. Your specialty meeting is a sort of informal meeting. This meeting
ought to have an agenda so as to keep the talk on track, and there will presumably be notes taken by
the participants. In any case, there will be no 'official' meeting minutes recorded. The informal
meeting can be utilized for:
 Training
 Problem solving
 Brainstorming
I would use the formal meeting style to distribute the information and to receive the feedback from
employees.
Question 5: Question 5 What are the important skills required in a minute taker? What are
the benefits of taking minutes? Write answer in 200-250 words.
Listening
The most vital aptitude of an effective minute taker is great listening capacity. When taking meeting
minutes, sit halfway to all participants so you can hear what is being said. In the event that the
meeting is by means of telephone call, utilize a speakerphone so your hands are free for note
taking.
Minutes Organization
Utilizing a meeting note layout can prompt productive and composed meeting minutes. Your layout
ought to incorporate a spot to demonstrate meeting participants, the meeting date, time and next
planned meeting date and time. Furthermore, notes may incorporate segments for exchanges,
activity things and choices.
Critical thinker
This is the capacity to most likely filter through the data and work out what it is that actually should
be recorded. Endeavor to build up these abilities so you can be the greatest minute taker you can.
These abilities are transferable into different pieces of an overseer's job.
Decisiveness
Minute takers must have the certainty to most likely talk up in a meeting (where fitting) and clear
up focuses. This post will enable you to work with the director to make this errand less demanding.
Affirmation
Continuously look for affirmation of articulations, thoughts, choices and activity things in the event
that you are uncertain of your notes or of what you've heard. As opposed to theory or report off
base data, request illumination amid the meeting or after.
Question 6: Give an example that illustrates any event where you will invite an entire
department to a meeting and why? Write answer in 50-100 words.
Health and safety meetings/drills – In this meeting all employees of the department are
mandatory to involve. It is mandatory requirement as per the government legislation that stipulates
all employees should brief and train on the health as well as safety processes of the organization.
SO all the employees should know about the health and safety agenda of the organization.
Question 7: Read the below scenario and answer the following questions:
You are about to hold a meeting for the management team in an organisation. Many
productivity problems/issues need to be discussed and you have asked one of the managers to
prepare a presentation (which includes a PowerPoint presentation) on what productivity
means and how it can be increased/improved. The major productivity issues seemed to be
related to the following:
 Employees taking an average of 45 minutes for a lunch break with 10 percent taking
over an hour or more
 Employees leaving early and arriving late
 Employees spending an average of 1.5 hours (outside of lunch) away from their desk,
wandering around the office
 Large numbers of staff who seem to do nothing but attend meetings and send emails all
day.
7.a. Where would you hold such a meeting and why would you choose this venue?
7.b. Draw up a list of the equipment and resources (including hardcopy handouts) you
would need and draw a diagram of the seating arrangements of 10 chairs, 1 table and a
projector you would organise.
7.c. How would you structure the meeting and what timeframes would apply – taking
into consideration the needs of the organisation, the problems that need to be resolved and
the optimum timeframes for effective meetings. Give reasons for your answer.
7.d. When and how would you distribute the agenda?
Write answer in 150-200 words.

7.a. This meeting will be held at the conference room of the workshop. To present a
productivity meeting, most attendees would be from workshop, keeping this meeting
near for them would save the time and would be convenient for the majority of
attendees.
7.b. The resources required to set up this meeting are as follow:
• Overhead projector
• Projection stands
• Microphones
• Screens
• Video equipment: VHS, DVD, teleconferencing
• Computer
• Auxiliary equipment: laser pointers, flip charts, slide trays.
7.c.
Timeframe for:
Introduction: 15 minutes
Presentation: 30 minutes
Formal discussion: 20
minutes
Timeframe for conclusion: 5 minutes
The reason to provide this time frame is that this time frame will provide an ample time
for first discussing the identified problems and then offers time for an open discussion
to capture important points.
7.d. Meeting agendas distribute before this meeting for a clear understanding in the
objectives and goals and important key points for following in this meeting.
The information can be distributed through company’s website.
Question 8: Explain in 200-250 words, the information which should be included in minutes,
importance of checking minutes, distributing them and making necessary reports
as soon as possible after the meeting? Make a list of at least four (4) things you
can do to ensure a meeting fulfils its purpose.
Minutes might contain all the points below or a combination:

• The group name which is meeting
• The date and time when the meeting will be held
• The place where it held
• The names and positions of people that are present in the meeting
• Apologies of the people that are unable to attend the meeting
• Prior business of the last meeting
• Any declared interest’s conflicts
• The key concepts made for every meeting agenda item
• Specific decisions which made
• New business
• The time, date, and location of next meeting.
For ensuring that the information remains much useful, it is important that this information
should be distributed on proper timely. For minutes, it will be depend on the meeting style which
is conducting and additional documentation that needed to finalise this meeting minutes.
Generally, the informal meetings must distribute minutes in few hours to adjourn, whereas, the
formal meeting could involve different formal validation and checks processes that can delay the
minutes distribution by upto a month.
Following list comprises of some items which might help for ensuring that meeting fulfils the
stated objective:
• Consider a desired outcome for ensuring the purpose clarity of meeting,
• Create the detailed and clear agenda for keeping the meeting to track
• Identify and confirm the attendance of key participant for achieving the desired purpose
• Focus on actions and solutions for achieving the desired outcome.
Question 9: Give an example from any industry where it would be appropriate to only invite
senior staff to a meeting. Write answer in 50-100 words.
Within investigative industries, whether the information could be sensitive in nature and can be
only disclosed for those that need to know and that has the permission to know this information.
In these matters, people that are involved might only be given an information that required for
them for completing the work.
Question 10: List any four (4) pieces of information that you would include when notifying
people of a meeting.
• Date and time

• Venue
• Agenda items
• Attendees
Question 11: Describe any four (4) aspects which you might need to arrange or prepare to
manage meetings. Write answer in 150-200 words.
Part 1: Meeting Startup

• Confirm that meeting inputs prepare at meeting
• Introduce if there is any guest or new members in the group
• Verify if any quorum exists
• Review the goal and progress of group
• Agree upon the desired outcomes of meeting
• Finalise the agenda of meeting
• Prioritise the important agenda items
Part 2: Meeting Body
• Proceed with a prioritised list
• Summarise an agreed on action items as well as decisions
• Reports, and
• Announcements.
Part 3: Meeting Wrap-up
• Summarise all the decisions and action items
• Plan for next meeting; agenda items, meeting inputs and desired outcomes,
• Identify roles as well as responsibilities for the next meeting.
• Critique the agenda meeting and teamwork.
Part 4: Follow-up and Prepare for the Next Meeting
• Prepare the meeting minutes, proofread them and seek an approval for distributing these
minutes
• Distribute the meeting minutes and seek a feedback from all attendees.
Question 12: List any five (5) tasks representing the responsibilities of the chairperson in a
meeting?
The chairperson is responsible:

• To set an agenda for the meeting
• Lead meeting through involving the relevant and eligible attendees
• Maintain a decorum as well as order organization at the time of meeting
• Ensure the adheres of meeting in the agenda schedule
• Approving the minutes of meeting.
Question 13: List any three (3) legal considerations and/or regulations you may need to
comply with during meetings.
The legal considerations to hold a meeting include:

• Voting rights
• Whether there is a strict requirement for holding the meeting or special rights for calling a
meeting
• Providing a proper notice
• Meeting quorums
• When and how to adjourn the meetings
• Meeting resolutions
• Consider the legal requirements in informal meetings.
• Keeping the meeting minutes
Question 14: Why is it necessary to have a time keeper during the meetings? Write answer in
50-150 words.
To guarantee that all gatherings agree to time limitations set out by the applicable approaches
and methods, as per the plan as well as legitimate prerequisites essential. This will permit
satisfactory time for all motivation themes and give all gatherings a reasonable voice in the
meeting. This will require the time keeper to remind participants when their dispensed
timeframe is going to terminate and, at times, implement this by breaking the present
discussion and moving to another theme/motivation thing.
Question 15: Explain in 30- 100 words each, why the following is important during a meeting:
15.a. To retain focus, direction and discipline
15.b. To focus on “solutions” and “reach resolutions”
15.c. To discuss all “agenda items”
15.d. To conduct a meeting in an “honest” and “encouraging” manner
15.e. To follow “parliamentary protocol”
Significance of following key variables amid a meeting.

15.a. On the off chance that a meeting is engaged, coordinated and trained then the motivation behind
assembling the conference is served. It permits discourse of the basic focuses in a proficient way.
Occupying from the centre focuses can prompt time wastage and uncertain meetings.
15.b: On the off chance that the emphasis is on arrangement, at that point there is a reasonable target of
what should be done and there is an unmistakable perspective on hunting arrangements down an issue
and will inevitably discover arrangements.
15.c. An all-around arranged meeting motivation is an essential instrument for helping gatherings to
hold effective meetings. The plan influences the result of a meeting to a substantial degree. A
meeting motivation ought to be founded on a well manner of thinking that enables individuals to get
ready for meeting. Amid the meeting, experiencing all the motivation things will prompt a fruitful
meeting.
15.d. A meeting that is led in a legitimate and empowering way will be undeniably more helpful than a
meeting that isn't. This is because of the way that an exploitative meeting will make a bogus security
on issues and a disheartening domain will smother development and innovativeness. for example An
association that missapropriates reality, with respect to the liquidity of the organization to other people,
may turn out to be legitimately at fault for choices made based on such data. In like manner, an
organization that looks to meet wellbeing prerequisites that censures the individuals who draw security
issues out into the open, may discover staff essentially quit doing as such and rather progressed toward
becoming informants about association misbehaviour.
15.e. Parliamentary convention depends on the hypothesis that while settling on most of choices in
an association, the individuals from board ought to reserve the privilege to give their assessment on
any issue. By doing as such , the subject has been gauged and estimated completely, guaranteeing
any choice made is the result of intensive consideration.
Question 16: Describe any three (3) barriers in participation and discussion, when meeting
with people from diverse cultural backgrounds.
These are the points which are the barrier in participation:

a. Correspondence issues
This is the greatest issue individuals from different social foundations face. Due to their etymological
issues, they are not ready to impart that successfully. They may feel awkward in imparting in an
unknown dialect and there may be social misguided judgments too.
b. Basic issues
These issues incorporate absence of comprehension of social contrasts and utilizing non – certify
translators. This may prompt misinterpretations and poor correspondence.
c. Trust issues
These issues incorporate terrible individual involvement with power of nation of another starting point
and absence of affectability and regard for contrasts. One-off cases may prompt one-sided pondering
that culture and can hamper correspondence.
Question 17: What is the role of the secretary before, during and after the meeting? Explain in
300- 350 words
To be viable, the Secretary of the Administration Panel ought to guarantee that they do the
accompanying exercises:
Before the Meeting
 Counsel with the Chairperson on the entreaty of trade for the meeting, and the method
by which
it ought to be handled on the motivation. Elect what concentrations involves dialog
and what entails a choice by the Administration Advisory group.
 Guarantee that the notification of the meeting is given, that apposite expediency is
hatched and
affirmed, and that replicas of the blueprint are primed.
 Loop to all individuals (an) any papers to be talked about at the approaching
meeting and (b) a replica of the blueprint, minutes of the bygone meeting.
 Ensure that any information or statistics asked for at the most recent meeting are
easily reached or that there is an effective excuse why not.
During the Meeting
 Come early before starting the meeting with the minutes and with all the germane
correspondence and commerce difficulties for that meeting in excessive request.
Record the names of the folks who are available and pass on and record
announcements of compunction got from the folks who are missing.
 Scrutinize the minutes of the past meeting, and in the event that they are declared,
obtain the
Manager's mark on them
 Report on actions or matters arising from the previous minutes. Read
any important correspondence that has been received.
 Give a justification of doings or matters embryonic from the former minutes.
Scrutinize any important communication that has been contracted.
 Except there is a Minutes Secretary, take records of the meeting.
 Ensure that the Executive is provided with all the important data for things on the plan
and
remind the Administrator if a thing has been disregarded.
After the Meeting
 Prepare a draft of the minutes (unless there is a minutes secretary) and consult the
Chairperson and most senior staff member (where relevant) for approval.
 Set up a draft of the minutes (except if there is a minutes secretary) and
counsel the Chairperson and most ranking staff part (where pertinent)
for endorsement
 Send an update notice of every choice expecting activity to the important individual;
this should
be possible by phone, or by an activity's with the significant activity for every
individual appropriately stamped.
 Immediately send all correspondence as chosen by the Administration Board.
Question 18: When should the secretary prepare and distribute the minutes to attendees? Why?
Answer in 50- 100 words.
Generally the minutes of a meeting are set up amid the meeting and transported to partakers following
the meeting. This is done as such that the bustle centres are communicated to everyone excellently,
fittingly and apparently. Distribution the minutes punctually furthermore stretches time to finish the
commotion emphases in time.
Question 19: Discuss the procedures during and after meetings, from chairperson’s point of
view?
Explain in 100-150 words.
Some of the actions during and after the meeting are as follow:
During the meeting the chairperson must act as a unbiased architect by:
• Getting movements and acquiescing them to the gathering for tête-à-tête
• Empowering dialog.
• Abridging and defining the articulated disputations for and in contradiction of a movement.
• Underscoring goals.
During the meeting, the chairperson has deliberative vote on any matter and in case of equality, the
chairperson holds the casting vote.
Amid the meeting, the administrative has purposeful vote on any dispute and if there is arise in an
existence of equity, the administrator clutches the creating vote.
After the meeting:
In a perfect world, the administrator ought to experience the principal waft of the transcripts with the
personal assistant after the meeting. This may not usually be down to earth in understanding of the
official's unlike liabilities, however it is an authoritative enterprise as the chairperson’s is at last
responsible for objectives and adoptions made in meetings.
Question 20: When chairing a meeting, how would you deal with a participant who is
monopolising the discussion? Explain in 100-150 words.
Following are diverse traditions to deal with a contributor who is monopolising the talk:
a) Bearing annotations from the prevailing by regularly capable the individual to keep illuminating.
b) Distinguish with non-verbal communication and after that swing to another person for commitment.
c) Approach others by name to leap into talk.
d) By empowering others and saying how about we tune in from others on this exchange.
e) Quit focusing on the considerations of that individual with definite signals of non-verbal
communication and conquer consideration to a different place in the area.
f) Just calling the tyrant by name and booming another person into the dialog.
Question 21: Explain the below different meeting options and write their advantages and
disadvantages in 50-100 words each.
 Face to face meeting
 Teleconferencing
 Web-conferencing
 Using webcams
Face to face meeting - Face-to-face meetings are that kind of meeting which can be conducted at a
place like a room or in a hall by some folks. They enter in that place with prepared mind to
conduct meeting.
Teleconferencing – A teleconferencing is a telephone meeting in the midst of no less than two partners
with development more multifaceted than a straight to the point two-way phone affiliation. At its most
forthright, a video chat can be a finished gathering with one or the two surfaces of
the gathering inclusion of a speakerphone.
A teleconference is a phone meeting amid at least two associates with innovation more
multifaceted than a frank two-way telephone association. At its most upfront, a
teleconference can be a complete meeting with one or the two surfaces of the meeting
involvement of a speakerphone.
Web-conferencing - Web Conferencing is an online direction by which you can hold live
introductions summits, conferencing, and drills through the web, especially on TCP/IP
associations. You can interface with the summit either by smartphone or applying your
PC's speakers and amplifier over a VoIP. Webcams meeting – Webcams are habitually
operated in the commerce streets for video seminars.
Their utilization makes distant work plausible. Individuals who telecommute can feel
sheltered from their acquaintances, nevertheless using webcams it is as yet conceivable to
have a routine meeting. Advantages and disadvantages of these preferences:
Advantages
Face to face meeting: Can best grasp when what an individual is stating bangs with what
they may ponder, through non-verbal communication and Help to give elusive input or awful
news to folks on a balanced statement.
Teleconferencing: Spare time and budget and Take into contemplation prompt selections to
be prepared crosswise over enormous topographical partings
Webconferencing: Numerous individuals can associate from any area, spare time and
budget and Take into justification Quick choices to be made crosswise above gigantic
geological partings.
Webcams meeting: Through video conferencing, experts from across the world can work
together on a project and have a real- time brainstorming session and Save time and cost
Through video forum, authorities from complete world can collaborate on an enterprise and
have a constant summit to cause new concepts and Spare time and cost.
Disadvantages
Face to face meeting:
Travel time and price is much higher than different alternatives
Teleconferencing:
Voice clarity and Disturbance and Not
interactive Voice lucidity, Unsettling influence
and Not intelligent Webconferencing:
Sometimes technology do not make effort as needed and it needed legitimate set-
up Webcams meeting:
It has same disadvantage as web conferencing.
Question 22: Virtual meetings/conferences are becoming far more commonplace with the
advent of the internet age. State any two (2) ways in which you would
compensate for the lack of face-to-face communication in such situations.
Further list any two (2) meetings where face-to-face communication cannot be
replaced with a virtual solution.
The tactic where shortage of face-to-face conferences can be compensate and situations
where these conferences are irreplaceable.
From the given consequence, for business persons, conducting face-to-face conferences
seems quite unmanageable sometimes, which can be a reason of the information failure
caused by the less exchange of words and the minimal discussions.
Some resolutions for this conditions to fill this communication failure are tele symposiums
or virtual symposiums or video calling.
Having talk on principle capabilities, constraint of signing a contract is in mind and traits
for that contract are the some situations where the face-to-face convention can’t be ignored
and have to conduct conferences.
When it is in mind to deliberate the ambiances and crescendos of the corporation will work
in the coming time.
Question 23: List any two (2) basic policies and procedure related to meeting, chairing and
minutes that applicable to any business.
The policies and procedure may altered but important ones are mentioned:
 Meeting Statement– A notice is must to be handled of the minimum 10 working days.
 Disseminated the actions of meeting- After the meeting it is must to disseminate the
actions in the earliest time possible and this course is must happened before the next
meeting without any questions and query
Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT) Student and

Trainer/Assessor Details
Unit code BSBADM502

Outcome of Unit First attempt:
Assessment Task
(UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: (day)/ (month)/ (year)

Second attempt:

Feedback to Student First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own
work. Where I have accessed information from other
sources, I have provided references and or links to my
sources.
 I have kept a copy of all relevant notes and reference
material that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the
consequences of
falsifying documentation and plagiarism. I understand
how the assessment is structured. I accept that all work I
submit must be verifiable as my own.
 I understand that if I disagree with the assessment
outcome, I can appeal the assessment process, and either
re-submit
additional evidence undertake gap training and or have
my submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration  Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this
candidate’s
submission. The assessment tasks were deemed current,
sufficient, valid and reliable. I declare that I have conducted a
fair, valid, reliable, and flexible assessment. I have provided
feedback to the
above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on (insert date)
by (insert Name)
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Project

this assessment.
type the answers).

implemented.

  Speaking  Discuss with the student and supervisor (if
 Reading applicable)
Non-
English  Writing whether language, literacy and numeracy are likely to
Speaking  Cultural impact on the assessment process
Backgroun background  Use methods that do not require a higher level of
d  Confidence language or literacy than is required to perform the job
role
or to
support, text
takes
training and the
 Age  Educational  Make sure font size is not too small
 Limited experience
accessible format.
assessment task
installing
background
 Numeracy  Ensure learning and assessment methods meet the
skills and/or
learning strategies
 Numeracy to
skills  Provide information or course materials in
accessible
and/or learning format, e.g. a text book in braille
strategies  Changes in teaching practices, e.g. wearing an FM
note taker for a student who cannot write
assessment task

Assessment Task 2 – Project
Assessment type
 Project- Chair a meeting
Assessment task description
 This is the second (2) unit assessment task you have to successfully complete to be
deemed competent in this unit of competency.
 This assessment task is comprised of a project.
 This assessment task requires to chair a meeting for the given scenario.
 You must attempt all criteria to the required level, e.g. Assessment criteria mentioned
in the performance checklist to be deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions
 This project is untimed and conducted as an open book test (this means you are able
to refer to your textbook or other learner materials during the test).
 You must submit all completed documents to your trainer for assessment.
 You will be assessed independently on this assessment task.
 No marks or grades are allocated for this assessment task. The outcome of the task
 As you complete this assessment task you are predominately demonstrating your
practical skills, techniques and knowledge to your trainer/assessor.
 Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
 Where a student’s answers are deemed not satisfactory after the first attempt, a
 You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location
 This assessment task may be completed in a learning management system (i.e.
Moodle etc.) or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the project:

 You will be required to correctly attempt all activities of this assessment task.
 Answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.

• This assessment task requires the student to chair a meeting for the given scenario.
 Answers must demonstrate the student’s understanding and skills of the unit.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully
completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
outcome
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover
Sheet.
This assessment task is designed to evaluate your following skills and abilities:
 Skill to develop agenda in line with stated meeting purpose and ensuring its style and
structure in appropriation to its purpose.
 Skill to identify meeting and notify meeting participants following organisational
procedures then confirming meeting arrangements and dispatching meeting papers.
 Reading skills to collect, review, interpret/understand and analyze/review text-based
business information from a range/number of sources.
Assessment Instructions
 You are required to chair a meeting for the given scenario.
 Your assessor will assess your work according to the given performance criteria/
performance checklist.
attached
sheets:
o Page numbers

 Computer
 Internet
 MS Word
Assessment task Instructions:
 You must submit; Pre -Meeting Requirements Form (Template 1), meeting agenda
(template 2), risk register, Formal Meeting Minutes template (template 3).
Project:
This is a groiup activity. Each team will have four (4) team members. You will act as
Chairperson of the formal meeting. The role of the Director will be played by your
Trainer/Assessor. The role of events officer and the student support officer will be allocated
to students in your group. At the conclusion of the scenario, each student will switch with the
other students to ensure everyone experiences each role fully. If there is an insufficient
number of students, the trainer will assume multiple roles for the scenario, rotating roles at
the conclusion of each exercise. If the student is required to participate in multiple roles for
the exercise, they will also switch after each round, of the role play scenario.
In this part of the assessment task, you are required to prepare, conduct and act as
Chairperson of the “Formal meeting”. You will demonstrate that you have successfully
chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a
minute taker, brief him/her on the their role and tell them how they are to take the minutes.
You must specify the minute taker’s name and role in your meeting documentations. You also
provide rough notes from them along with the assessment.
Scenario:
You are the head of the student council at a small English school. There are 3 elected
committee members of the student council. These include the events officer, the student
support officer and the president (which is you). You will be chairing a meeting with the
Director of the school to discuss the upcoming annual New Year’s party.
You will need to come up with a plan for the New Year’s party and convince the Director on
the need for a bigger budget than the previous year. This is because the previous year the
event was a horrible experience for all involved, with a lack of food and activities; resulting
in many people leaving before the New Year began.
The meeting is due to be held in 2 weeks on the 1 st of October. Meeting invitations need to be
created and sent out via email to the relevant committee members, including the Director, that
should be present at the meeting.
The Director will be arriving on an early flight from Sydney at 8:30am and will leave to catch
another flight on the same day at 6pm. Transport will have to be arranged to pick him up and
drop him off. The meeting will be held in the school’s Conference Room 1. The meeting will
allocate roles and responsibilities for each of the team members and work out how to best
coordinate efforts with the student body. This meeting will also establish the theme, location,
date, time, budget and how to improve on the previous year’s celebration.
You will prepare a short PowerPoint on how to hold an effective party and what activities may
be included (which should ideally link in with the theme chosen). It should also be noted that:
 One of the student representatives is vegan (and 15 percent of the student body is
either vegan or vegetarian)
 The other student representative requires a gluten-free diet (5 other students also have
the same dietary restrictions)
 The total student body is 100 students
 There is a total of 10 staff members.
 The number of students that attended the party previous year were 50.
 Last year’s budget for this event was $5000 and this year the Director, not willing to
repeat the mess of last year is willing to spend four times this amount – if it can be
justified
In this task, the role of the Director will be played by your Trainer, who will determine your
budget allocation on how convincing your team arguments are. This meeting will form the
basis of your meeting minutes. Meeting should run accordingly to meeting documents
prepared before the commencement of the meeting, such as the meeting requirements form
and preparation form. A computer or a similar electronic device should be utilised to record
the minutes of meeting. Minutes should be taken in an electronic format, using Microsoft
Word software, as per organisational requirements. Minutes is to be reviewed to check for
errors and edited to ensure accuracy, whilst the document is being made and once it’s
completed too.
When chairing the meeting, you must ensure that you comply with legal and ethical
requirements. When chairing the meeting, you must follow the following organisational
procedures.
Organisational procedures to identify participants and send them meeting invitations
 Meeting invitations are to be sent via email.
 Meeting invitations must include:
o summary of your meeting (date and time)
o the purpose of your meeting
o agenda of the meeting.
Organisational procedures to check transcribed meeting notes:
 Minutes of a meeting must record attendance.

 The outcome of each item on the agenda should be present.
 Meeting minutes must be checked for grammar and vocabulary.
 Minutes of a meeting must record the start and end time of a meeting, and the arrival or
departure of any members after the meeting has commenced.
 Minutes of a meeting must record the start and end time of a meeting, and the arrival or
departure of any members after the meeting has commenced.
Task:
Prior to attempt this task student must read attached policies and procedures related to
meeting.
Student must do the following to demonstrate your competency with this assessment task:
1. Determine the pre-meeting requirements. Complete “Template 1”.

a. You must include title of one pre-reading document.
b. Make sure style and structure of the meeting are appropriate.
2. Develop meeting agenda. Complete template 2.
3. Send meeting invitation to the team members. You must ask for their email addresses.
Email must have a google doc attachment. Google doc attachment must include:
a. A summary of your meeting (date and time) and also the purpose of your
meeting to be conducted as a part of this assessment task.
b. Agenda of the meeting.
4. Chair the meeting.
5. Deliver the presentation prepared. (Your presentation must not be more that 6-8
presentation slides).
6. Discuss food theme for the party (theme must be different for each student pair).
7. Decide upon a catering choice and a budget breakdown between beverages and food.
8. Use the mind mapping, fishbone or a similar tool/technique to create a list of at least
five (5) risks related to the catering needs of the party (with special consideration to
those who are unable to consume certain types of food) in consultation with the
Director and the event officer.
9. Put these five (5) lists into a basic risk register with agreed upon risk ratings,
mitigation strategies and contingencies (This should be done using risk register
template). Attach along with this unit.
10. From the meeting minutes that the person nominated by you in your group has taken,
you are then required to check their transcribed meeting notes and make sure that they
reflect a true and accurate record of the meeting and are formatted in accordance with
organisational procedures and meeting conventions.
11. You must refine those meeting notes and complete the Formal Meeting Minutes
template provided. Complete template 3.
12. Select an appropriate method to distribute these to meeting participants (via
GoogleDocs).
13. Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements

Form
Chairperson Director of the school
Department Small English school
Meeting name Annual New Year’s party

 Meeting details
Date 1 st October Time 10:00-12 am
Location School’s Budget $5000

Conference
Room 1
 Meeting format
Purpose To allocate roles and responsibilities for each of the team

members and work out how to best coordinate efforts and
to establish the theme, location, date, time, budget and how
to improve on the previous year’s celebration.
Participants Internal External

3 elected committee events officer, the student
members of the support officer and
student council the president
Speakers
head of the student council
Seating arrangements
Video or  Webcam
teleconferenc  Network Connection
e  Video conference
requirements
● Supporting materials
Pre-reading
Meeting computer or a similar electronic device

documentatio
n
Equipment  Projection stands
requirement  Microphones
s  Video equipment: VHS, DVD, teleconferencing
● Hospitality requirements
Catering requirements Water , Tea or coffee
Accommodatio Table , chair

n requirements
● Other requirements
Special needs To meet budget planning

of
attendees
Other organisational  Meeting on time
requirements 
All the member comes on

for conducting time All points should be
meetings
appreciate
 Providing a proper notice

Applicable
 Keeping the meeting minutes
conventions

for conducting
meetings
 Voting rights
Legal and ethical
 Whether there is a strict requirement for holding the
requirements meeting or special rights for calling a meeting
 Meeting quorums
for conducting
meetings
 When and how to adjourn the meetings
 Meeting resolutions
 Consider the legal requirements in informal meetings.
Other specific  Strictly no Cell phone
requirement 
or any other recording devices allowable while the
s meeting
Template 2:
Meeting Name/Purpose: Annual New Year’s party. the purpose of this work is
To allocate roles and responsibilities for each of the
team members and work out how to best coordinate
efforts and to establish the theme, location, date, time,
budget and how to improve on the previous year’s
celebration
Date: 1ST October
Time: 10:00-12 am
Location: School’s Conference Room 1
Welcome
Minutes of previous meeting All the member present , all the argument should
:
clearly represent , well communication skills each and
every person time should recorded in the meeting of
their arrival and departure .
No. Agenda Item Pre-reading Presenter Time Durati
on
10:00-
Head of the
Introduction 10:30 30 MN
school
AM
Discussion on the Director 10:30- 60 MN
roles and responsibility 11:30A
of each m
member and establish
the
theme, location, date,
time, budget and how
to improve on the
previous year’s
celebration
Conclusion on the
budget is passed and
With 11:30- 30MN
allocated the 12Am
roles all member
and
responsibilities to the
each member
Next
Time/Locatio
meeti 5TH October Schools ‘s conference room
n
ng :
date:
Template 3:
Date/Time: 1st October 10:00-12 am

Location: School’s Conference Room 1
Chairperson: Director of the school
Meeting Attendees:
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome
Summary
(Agenda item Pros : Clear about the reason

of the meeting
1)
Cons : waste of time
Introduction 3
conclusion
Consensus Decision/s
Topic?
Action/s
Meeting is held
Summary
Meeting on the Annual function
(Agenda item 2) meeting To allocate roles and
responsibilities for each of the team
Discussion on the members and work out how to best
roles and coordinate efforts and to establish
responsibility of the the theme, location, date, time,
each member and budget and how to improve on the
should pass the previous year’s celebration. The
Director of the school is decided to
budget permit to pass the budget
Topic?
Pros:
Cons
Action/s
Summary
(Agenda item
3) Conclusion Pros: wastage of the time is
reduced
Topic?
Cons
Action/s
Summary Overall Summary

Decision/s
Action/s if any
Next Meeting 5Th October 10:30 am

time/date
Meeting closed at: 11:30 AM
Minutes are a true Approved/confirmed by whom?
and accurate record of
the meeting
Performance criteria checklist for unit assessment task: (To be completed by the
trainer/assessor)
Trainer/ Assessor to complete

Assessment activities to be  Chair a meeting
completed
Does the student meet the Yes No Trainer/Assessor Comments
following criteria
a) The meeting purpose
was clear.
b) The
chairperson-
maintained control of
the meeting
throughout the
duration.
c) The chairperson kept
discussions focused
on achieving the
purpose of the
meeting.
d) The
chairperson ensured
all participants were
involved in
discussions.
e) The
chairperson facilitated
the problem- solving
activity to resolve
any issues.
f) The
decision- making to
ensure required
decisions were made.
g) The meeting followed
the agenda.
h) The desired outcome
for the meeting was
achieved.
i) Provide and dispatch
meeting paper to
participants within
timeframe
j) Completed pre-
meeting requirements
form (Appendix 1)
k) Email invitation sent

with a GoogleDocs
invitation to access
all the attachments.
l) Discussed food theme

for the party.
m) Identyified risks
related to the catering
needs of the party
n) Prepared risk register

template accurately.
o) Checked
the transcribed
meeting notes and
made sure that they
reflect a true and
accurate record of the
meeting and are
formatted
in
accordance
with organisational
procedures and
meeting conventions.
p) Completed the Formal
Meeting
Minutes template
provided.

Student and Trainer/Assessor Details
Unit code BSBADM502

Assessment Task
(UAT)

Second attempt:

 Second attempt:
sources.
consequences of
re-submit
Student Signature
Date
candidate’s
feedback to the
Trainer/Assessor
Signature
Date
by (insert Name)
Unit Pre-Assessment Checklist (UPAC)
UAT 3 – Interactive Role Play
this assessment.
type the answers).

implemented.
 Non-  Speaking  Discuss with the student and supervisor (if
English  Reading applicable)
Speaking  Writing whether language, literacy and numeracy are likely to
Backgroun  Cultural impact on the assessment process
d background  Use methods that do not require a higher level of
 Confidence language or literacy than is required to perform the job
role
or to
support, text
takes
training and the
 Age  Educational  Make sure font size is not too small
 Limited experience
accessible format.
assessment task
installing
background
 Numeracy  Ensure learning and assessment methods meet the
skills and/or
learning strategies
 Numeracy to
skills  provision of information or course materials in
accessible format, e.g. a text book in braille
and/or learning  Changes in teaching practices, e.g. wearing an FM
strategies
note taker for a student who cannot write
assessment task

Assessment Task 3 – Interactive Role Play
Assessment type:
 Interactive Role Play – Conduct and follow up on a meeting
Assessment task description:

 This is the third (3) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of an interactive role play.
 You must chair a meeting in order to successfully complete this task.
 You will receive your feedback within two weeks - you will be notified by your
trainer/assessor when results are available.
 You must attempt all activities of the interactive roleplay for your trainer/assessor to
assess your competency in this assessment task.
Applicable conditions:
 This task is timed and is conducted as open book test (this means students can refer to
textbooks during the test).
 Time allowed to complete this task is 30-45 minutes.
 You must read and respond to all criteria of the task.
 The student may handwrite/use computers to answer the questions. The student must
complete the task independently.
 Students and trainers are required to communicate face-to-face and facilitate
discussions.
 No marks or grades are allocated for this assessment task. The outcome of the task
 Trainer/Assessor must assess the student’s practical skills, technique and knowledge
as he/she completes this assessment task.
• The Trainer/Assessor may ask the student relevant questions on this assessment task
to ensure that this is his/her own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a
 You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a classroom, an independent learning
environment, workplace or learning management system.
 This assessment task requires access to a computer or similar electronic device with
internet connection, Microsoft Word, and with an appropriate layout of the venue.
 Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the role play:

 This assessment task is in continuation to the previous task.
 Student must correctly attempt all activities of this assessment task.
 You will be chairing a meeting in this assessment task.
 Answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 You must not use non-discriminatory language. The language used should not
devalue, demean, or exclude individuals or groups based on attributes such as gender,
disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be
used.
 Tone, gestures, body language has to be according to the role students are portraying.
 You are required to correctly discuss all topics appropriately in easy-to-understand,
slang and abbreviation free language, friendly yet professional manner for this
assessment task

 This assessment task requires the student to successfully complete an interactive
roleplay.
 Answers must demonstrate your understanding and skills of the unit.
 Trainer/assessor shall provide students with initial oral feedback in online class, after
the role play. This may take the form of individual feedback, if time allows, or it may
be incorporated
in observations of a general nature in the debriefing exercise following the Interactive
role play (IR). Written feedback incorporating the feedback on student’s individual
Interactive role play (IR) and preparatory work must be provided within two weeks
from the due date of this assessment, using the Observation Checklist
 You will be assessed according to the provided performance checklist/ performance
criteria.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully
completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
outcome
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover
Sheet.
This assessment task is designed to evaluate your following skills and abilities:
 Skill to conduct meeting in accordance with organizational, legal and ethical
requirements and ensuring meetings are focused, time efficient and achieve required
outcomes.
 Skill to ensure that the meeting enables participation, issue resolution and recording
meeting notes in accordance with organizational requirements
 Reading skills to collect, review, interpret/understand and analyze/review text-based
business information from a range/number of sources.
 Written and oral/speech communication skills to organize and deliver information to
effectively manage meeting to a range of stakeholders/interested people
Assessment Task 3 – Interactive Role Play
Instructions to complete this assessment task:
 Please write your responses in the template provided.
attached sheets:
o Page numbers
 The premise of the project must be closely related to the previous assessment task.
 This submission must be well presented and follow the guidelines and instructions
provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your project.
 Project must follow the format as indicated in the template section below.
 Appropriate citations are required.
 All RTO policies are in effect, including the plagiarism policy.
 Computer
 Internet
 MS Word
Assessment task Instructions:
 You must submit; Pre -Meeting Requirements Form (Template 1), meeting agenda
(template 2), risk register, Formal Meeting Minutes template (template 3).
Interactive Role Play Scenario:
In this part of the assessment task, you are required to prepare, conduct and act as
Chairperson of the “Formal meeting”. You will demonstrate that you have successfully
chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a
minute taker, brief him/her on their role and tell them how they are to take the minutes.
You must specify the minute taker’s name and role in your meeting documentations. You also
provide rough notes from them along with the assessment.
Scenario:
You are working as a “Restaurant Manager” at a busy restaurant in Melbourne. The owner of
the restaurant is worried that the employees of the organisation do not have appropriate
knowledge of OHS. There have been recent issues when the employees have lacked the
understanding of employer responsibilities regarding the storage, use and handling of
hazardous substances, have confusions regarding incident reporting and notifications, with
many employers believing that by complying with their workers compensation
responsibilities they are complying with their OHS reporting responsibilities.
The owner of the restaurant wants you to chair a meeting, deliver a presentation and clearly
explain the following requirements to both employee and employer:
 Handling hazardous substances
 Incident reporting
Task:
You are required to arrange and chair a meeting. You must do the following to demonstrate
your competency with this assessment task:
 Identify meeting participants.
 Determine the pre-meeting requirements. Complete “Template 1”.
o You must include title of one pre-reading document.
o Make sure style and structure of the meeting are appropriate.
 Develop meeting agenda. Complete template 2.
 Send meeting invitation to the team members. You must ask for their email addresses.
Email must have a google doc attachment. Google doc attachment must include:
o A summary of your meeting (date and time) and also the purpose of your
meeting to be conducted as a part of this assessment task.
o Agenda of the meeting.
 Chair the meeting.
 Deliver the presentation prepared. (Your presentation must not be more that 6-8
presentation slides).
o Include the risks that the business can face if they do not comply with the
OHS requirements.
 From the meeting minutes that the person nominated by you in your group has taken,
you are then required to check their transcribed meeting notes and make sure that
they reflect a true
and accurate record of the meeting and are formatted in accordance with organisational
procedures and meeting conventions.
 You must refine those meeting notes and complete the Formal Meeting Minutes
template provided. Complete template 3.
 Select an appropriate method to distribute these to meeting participants (via
GoogleDocs).
 Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements

Form
Chairperson Restaurant Manager
Department Whole Department

Meeting for Handling hazardous substances
Meeting name
 Meeting details
Date March 20, 2019 Time 2:00P.M.-3:20PM.
Location Main Budget 1500$
Office,
Conference
Room A
 Meeting format
Purpose To generate ideas to increase the sales of business.
Participant Internal External

s 16 Employees and Employer 2 experts great
having
knowledge of OHS.
Speakers Restaurant Manager

Seating arrangements
Video or  Webcam
teleconferenc 
Network
e 
Connection
requirements
Computer.
● Supporting materials
Pre-reading
Meeting
documentatio
n
Equipment  Webcam
requirements  Computer,
 Overhead projector
 Projection stands
 Microphones
 Video equipment: VHS, DVD, teleconferencing
 Auxiliary equipment
● OHS requirements
Handling  Read labels and the material safety data sheet
hazardous substances
 Keep the working area clean.
 Isolate the hazardous substances at separate storage
areas.
Incident reporting  Any injury to staff or visitors should be recorded
within
VHIMS by the manager or the reporting staff member
 If a person has been injured the need for first aid
should be
assessed and action taken as appropriate
 If an injured staff member loses time from work the
manager
should follow the process as outlined in the Early
Intervention
and Rehabilitation – Work Related Injury procedure.
Applicable
conventions for
 Accident Compensation Act
conducting meetings

1985 Occupational Health and
Safety Act
Legal and ethical

requirements for  Voting rights
conducting meetings  Whether there is a strict requirement for holding the
meeting or special rights for calling a meeting
 Providing a proper notice
 Meeting quorums
 When and how to adjourn the meetings
 Meeting resolutions
 Consider the legal requirements in informal meetings.
 Keeping the meeting minutes
Other
specific requirements
Template 2:
Meeting Name/Purpose: To provide the knowledge of OHS to employee and

employers
Date: March 20, 2019
Time: 2:00P.M.-3:20PM.
Location: Conference Room of the Department

Welcome Restaurant Manager
Minutes of previous meeting
:
General business
No. Agenda Item Pre-reading Presenter Time Duration
2:00PM
All the 10
Intro -
attendees minutes
2:10P
M
2:10PM
Review the Restaura 20
-
injuries nt Minutes
2:30P
happened in the Manager
M
restaurant
2:30PM
Discuss the 30
Executives -
requirements of the minutes
3:00P
OHS
M
Conclude on the
3:00PM
strategies and planning 20Minut
-
to prevent the injuries es
3:20P
and providing the
M
incident reports.
Next
Time/Locatio
meeti April 20, 2019 Conference Room
n
ng :
date:
Template 3:
Date/Time: March 20, 2019

Location: Conference Room of Department
Chairperson: Restaurant Manager
Meeting Attendees: Employees and Employers of the Restaurant in Melbourne .
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome
For handling the hazardous Restaurant March 30,

substances, the workplace should manager 2019
Handling
kept as clean. There should be and
hazardous
proper decorum and order of all Employees
substances
the processes of storage and
handling the substances.
All incidents ought to be

accounted for. This incorporates
Incident Report Restaurant April 5,
all wounds, business related
manager 2019
sicknesses, medical aid
medications and, particularly,
close misses. These should all be
accounted for paying little mind to
how little or irrelevant they may
appear at the time.
Summary The restaurant ought to have a
framework set up to record and
store the detailed data both as to
reporting commitments under
different enactment and financing
agreements, and furthermore as to
continuous examination for the
executives purposes.
For this agenda the restaurant
manager and the attendees decide
that they will follow the OHS
Requirements.
Next Meeting April 20, 2019

time/date
Meeting closed at: 3:30Pm
Minutes are a true Owner of the Restaurant
and accurate record of
the meeting
Performance criteria checklist for unit assessment task: (To be completed by the
trainer/assessor)
Trainer/ Assessor to complete

Assessment activities to be  Chair a meeting
completed
Does the student meet the Yes No Trainer/Assessor Comments
following criteria
a) The meeting purpose
was clear.
b) The
chairperson-
maintained control of
the meeting
throughout the
duration.
c) The chairperson kept
discussions focused
on achieving the
purpose of the
meeting.
d) The
chairperson ensured
all participants were
involved in
discussions.
e) The
the problem- solving
activity to resolve
any issues.
f) The
decision- making to
ensure required
decisions were made.
g) The meeting followed
the agenda.
h) The desired outcome
for the meeting was
achieved.
i) Provide and dispatch
meeting paper to
participants within
timeframe
j) Completed pre-
meeting requirements
form (Appendix 1)
k) Email invitation sent

with a GoogleDocs
invitation to access
all the attachments.
l) Discussed
OHS requirements.
m) Identyified risks
related hazardous
substances and
incident reporting
n) Prepareded risk
register accurately.
o) Checked
the transcribed
meeting notes and
made sure that they
reflect a true and
accurate record of the
meeting and are
formatted
in
accordance
with organisational
procedures and
meeting conventions.
p) Completed the Formal
Meeting
Minutes template
provided.
Assessment Task 3 – Interactive Role play Student and

Trainer/Assessor Details
Unit code BSBADM502

Assessment Task
(UAT)

Second attempt:

 Second attempt:
sources.
consequences of
re-submit
Student Signature
Date
candidate’s
feedback to the
Trainer/Assessor
Signature
Date
by (insert Name)

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Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Course code BSB51915

Assessment Submission Method

☐ By hand to ☐ By email to ☐ Online submission via

☐ By Australia Post to RTO ☐ Any other method

(Please mention here)

Evidence recorded Evidence Type/ Method of assessment Sufficient

It applies to individuals employed in a range of work environments who are required to

No licensing, legislative or certification requirements apply to this unit at the time of

• Prepare for meetings

Training and assessment resources required for this unit of competency

 Access to a computer, the Internet and word-processing system such as MS Word.

Academic integrity, plagiarism and collusion

Other Important unit specific Information

Australian Human Rights Commission Act 1986

Principles of assessment and rules of evidence

For further information about this unit go to

For more information, please refer to RTO Student Handbook.

Purpose of the checklist

• Students with carer responsibilities, cultural or religious obligations, English as an

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)

Resubmissions and reattempts:

Instructions for answering written questions:

How your trainer/assessor will assess your work?

Purpose of the assessment task:

Resources required to complete the assessment task:

Write answer in 150-200 words.

Minutes might contain all the points below or a combination:

• Date and time

Part 1: Meeting Startup

The chairperson is responsible:

The legal considerations to hold a meeting include:

Significance of following key variables amid a meeting.

These are the points which are the barrier in participation:

Assessment Task 1 – Unit Knowledge Test (UKT) Student and

Unit code BSBADM502

Date: (day)/ (month)/ (year)

Outcome (please make sure to tick the correct checkbox):

Unit Pre-Assessment Checklist (UPAC)

Purpose of the checklist

Section 1: Information for Students

• Students with carer responsibilities, cultural or religious obligations, English as an

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Unit Assessment Task (UAT)

General Instructions for attempting the project:

How your trainer/assessor will assess your work?

Resources required to complete the assessment task:

Organisational procedures to check transcribed meeting notes:

 Minutes of a meeting must record attendance.

1. Determine the pre-meeting requirements. Complete “Template 1”.

Pre -Meeting Requirements

Department Small English school

Meeting name Annual New Year’s party

Date 1 st October Time 10:00-12 am