V2 - BSBWOR203 Work Effectively With Others - Student Assessment and Guide

SIT40516- Certificate IV in Commercial Cookery
BSBWOR203- Work effectively with others
Student Assessment Guide
Student ID: _________________________
Student Name: _________________________
THE EARLY CHILDHOOD LEARNING COMPANY PTY. LTD. T/A ASTRAL SKILLS INSTITUTE OF AUSTRALIA
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Competency Record Summary Sheet:
Unit of Competency: BSBWOR203- Work effectively with others
Student Name: Student ID:
Assessor Name: Date of completion:

Student Results
Not yet
Assessments
Satisfactory(S) satisfactory Not Completed
(NYS)
Assessment 1: Knowledge Test   
Assessment 2: Project   
Assessment 3: Role play   
Comments:
Note: student is required be marked satisfactory in all assessment tasks to be deemed competent in
this unit.
 Competent  Not Yet Competent

Unit Outcome:
Is re-assessment required:  Yes  No
Assessor Signature: Date:
Student Signature: Date:
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

ASSESSMENT RECEIPT FORM
STUDENT NAME:
STUDENT ID:
COURSE CODE: SIT40516
COURSE TITLE: Certificate IV in Commercial Cookery
TRAINER’S/ASSESSOR’S NAME:
DUE DATE
UNIT CODE AND DESCRIPTION BSBWOR203- Work effectively with others
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY Staff

Name:
Date:
Signature:
================================= Tear Here ===========================
Students must retain this as a Record of Submission.

Assessment Handed on:
Unit Code & Description: BSBWOR203- WORK EFFECTIVELY WITH OTHERS
Astral Institute Student

Assessment Received by
Staff Name: ………………...……..............……...……... Student ID: .................................................................
Signature: …………………………...……...……...………….…... Student Signature: ….……………………………………….…….
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

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ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

ABOUT THIS BOOKLET
This assessment booklet has been designed for students undertaking face-to-face mode of study to
provide information before you undertake these assessments. It also contains assessment tools to
assess the skills and knowledge required from you to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor.
The assessment booklet contains two (2) parts:
PART 1: Assessments information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It
includes:
• Application of the unit of competency

• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment.
• Assessment tasks.
• Outline of evidence to be collected.
• Administration, recording and reporting the requirements including special adjustments, appeals,
reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment
task. In each assessment task, students will find the following information:
• Task instructions.
• Role play / Practical Demonstration information.
Information on resources required, where applicable
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

PART 1
Assessment Information
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Application of the unit of competency:
This unit describes the skills and knowledge required to work cooperatively with others and deal
effectively with issues, problems and conflict.
It applies to individuals who perform a range of routine tasks using a limited range of practical skills, and
a fundamental knowledge of teamwork in a defined context under direct supervision or with limited
individual responsibility.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of
publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBWOR203- Work effectively with
others.
Elements
Elements Elements Title
1 Develop effective workplace relationships
2 Contribute to workgroup activities
3 Deal effectively with issues, problems and conflict
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:
• identify own responsibilities in relation to the team and the organisation's requirements
• work effectively in a workgroup including:
➢ supporting team members
➢ using culturally appropriate communication skills
➢ acting on constructive feedback
➢ cooperating and contributing to team goals
➢ identifying improvement opportunities
• identify problems and conflicts and address them appropriately.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance
criteria of this unit:
• outline the organisational standards, policies and procedures that relate to own work role
• outline team responsibilities and duties and their relationship to individual responsibilities
and duties.
• summarise conflict resolution techniques.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBWOR203- Work effectively with
others
Context and conditions for assessment:

To comply with the assessment condition of this unit:
• ASTRAL INSTITUTE will conduct practical assessment for this unit in its Commercial Kitchen with
serving internal staff and students as customers.
• Kitchen has access to wide range ingredients including seafood and shellfish mentioned in this
unit and access to industry-realistic ratios of kitchen staff to customers; This includes
➢ ASTRAL INSTITUTE staff as internal customers invited to taste meals during the
assessment process; or
➢ Fellow students and assessor who participate in role of customer practical assessment
in ASTRAL INSTITUTE Kitchen
➢ Access to range of documents and equipment found in commercial Kitchen (Please refer
Appendix1 at the end of this assessment tool for detailed list of assessment resources).
• Knowledge assessment for this unit will be conducted at ASTRAL INSTITUTE classroom at
location identified at timetable.
• All ASTRAL INSTITUTE assessor those are assessing this unit will have achieved the Certificate III
in Commercial Cookery or Certificate IV in Commercial Cookery to assess this unit as part of a
Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery qualification; and
• have worked in industry for at least three years where they have applied the skills and
knowledge of this unit of competency.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit BSBWOR203
- Access to Astral Institute training Kitchen
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown
in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given
two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to Astral Institute Re-Assessment Policy and Astral
Institute Course Progress Policy.
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks
within the date and time specified in the session plan. This will demonstrate that you have all the required
skills and knowledge for this unit.
Assessment tasks Assessment description Location of

assessment
Assessment Task 1 You are required to choose the correct option(s) from the Needs to be
(AT1) – Knowledge choices given for the questions and short answer questions. completed in the
Test You must present your assignment in a clear and classroom
professional manner.
You will be given 3 hours to complete this task.
Assessment Task 2 This assessment requires you to research the policies, Needs to be
(AT2) – Project procedures and organisational standards that relate to their completed in
own work at Astral Institute Kitchen as role of cook. Astral Institute
You must complete Task 1 and Task 2. classroom
Assessment Task 3 You are required to complete the role play assessment task Needs to be
(AT3) – Role play in Astral Institute kitchen where you have been given completed in
scenarios and will be divided into groups to complete the simulated
task. You are required to complete all 4 role play tasks environment at
satisfactorily to be competent. Astral Institute
kitchen.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure
that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and
authentic.
Assessment Task 1 ➢ Completed knowledge test with questions answered and submit to your
assessor electronically or paper-based.
(AT1) – Knowledge Test
➢ Complete and sign the cover sheet for assessment task.
Assessment Task 2 ➢ Satisfactorily completed questions after each project.

(AT2) – Project ➢ Completed and sign the cover sheet for assessment task
Assessment Task 3 ➢ Assessor may record all the role plays for future reference.
(AT3) – Role play ➢ Completed and signed cover sheet.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/trainer. However, you need to provide genuine evidence documents when seeking an
extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange
an extension, you must speak to your assessor prior to the due date. Extensions must be
confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy
the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as brainstorming,
you must submit your own original work and must not copy the work of other students. Plagiarism
is unacceptable.
• You can submit your assessment tasks through the hand in hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and all results will be approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the assessment
sheet.
Retaining assessment records:

Astral Institute will securely retain all completed student assessment items for each student for a period
of 18 months from the date on which the judgement of competence for the student was made. Astral
Institute will also retain sufficient data to be able to reissue AQF certification documentation for a
period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly. And
a hard copy submitted to student administration for filing along with the evidence.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

The assessor will ensure that the student records are securely retained in accordance with the Astral
Institute record control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have
completed all assessments and have provided the appropriate evidence required to meet all criteria in
line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not
Yet Competent and will be eligible to be re-assessed in accordance with the Astral Institute Re-Assessment
Policy and Astral Institute Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have
completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not
Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Astral
Institute Re-Assessment Policy and Astral Institute Course Progress Policy. As this is a competency-based
program, the assessment continues throughout the program until you either achieve Competency in the
assessment tasks or a further training need is identified and addressed.
Student access to records:

You have the right to access current and accurate records of your participation and results at any time.
You can see your results or attendance progress by requesting a copy of your records by contacting the
student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time
from the assessor.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Reasonable adjustments and special learning needs:
Astral Institute works to ensure that students with recognized disadvantages can access and participate
in education and training on the same basis as other students. Disadvantages may be based, for example,
upon age, cultural background, physical disability, limited or non-current industry experience, language,
numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it
can accommodate the student’s particular needs, while also taking into account factors such as the
student’s views, the potential effect of the adjustment on the student and others and the costs and
benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in the
training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first
instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter
with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either
the course coordinator and/or Head of Department. If you are still dissatisfied, you may appeal formally
and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the
Complaints and Appeals Policy and Procedures.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor may
act as a client or employer, where required, but the assessor will not interfere with the assessment. If
the assessment activities might impact on your safety or that of others, the assessor will stop the
assessment immediately.
Plagiarism, Cheating and Assessment Dishonesty:

Astral Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism
and cheating is treated on a case-by-case basis and the consequences for students engaging in such
practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to Astral Institute’s Assessment Policy.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along
with your submission will be given to you and you must keep a copy of it throughout the completion of
the course.
Student Declaration:
I .............................................................................. (Student Name) have read and understand the
information provided above and also understand and accept that any act of plagiarism and academic
dishonesty may have penalties including cancellation or suspension of my enrolment with Astral
Institute. I further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism
and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce my
work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment
which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

PART 2
Assessment tasks
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency BSBWOR203- Work effectively with others.
Assessment Task Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this
work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of
my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, reliable I have received, discussed and accepted my
and flexible assessment with this student, and I result as above for this task and I am aware of
have provided appropriate feedback. my appeal rights.
Signature: ........................................................ Signature: .......................................................
Date: ................................................................ Date: ..............................................................
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessment task 1: Knowledge Test
Required documents and equipment:

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- Astral Institute Learners’ resources for the unit BSBWOR203- Work effectively with others.
(Organised by the trainer).
- Learner’s notes
Instructions for students:

This assessment will be conducted in the Astral Institute classroom with access to the resources listed
above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment

- Recommended date for assessment:
- Access all resources mentioned in required resources either printed copies or access via the
internet
- Time required for assessment: 3 hours
- You must:
o Answer all the questions satisfactorily to be deemed competent
o Complete the assessment and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listed and short answers
in Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

1. You want to identify your own responsibilities and duties in relation to work group members in
order to best cooperate with everyone. Which person and documents should you refer to for
help?
(a) Your supervisor, organisational structure chart, job description and any organisational policy
relevant to your work role.
(b) Your closest colleague, your employment agreement and environmentally sustainable work
practices.
(c) Your supervisor, WHS policy and course materials.
(d) The HR representative and your job description.
2. You know that your company is on a tight budget and your one conference room is often in high
demand. A group of clients wishes to meet with you urgently to discuss an important business
proposal. What should you do?
(a) Check the conference room schedule to see if it’s available. If not, offer to meet at an
exclusive waterside restaurant and shout them all lunch.
(b) Check the conference room schedule to see if it’s available. If not, complain to your manager
that your meeting is more important than your colleague’s.
(c) Just take over the conference room when you want. Your work group should understand that
your meeting is more important than other business they might be doing in there.
(d) Check the conference room schedule to see if it’s available. If not, ask the person using it if
they could re-schedule. If this is impossible, arrange for the meeting to take place at one of
your clients’ premises.
3. How can you check that you’re doing your job correctly while at the same time developing
effective workplace relationships?
(a) Encourage your manager, customers and colleagues to give you feedback. Take on board
what you think is useful and ignore the rest.
(b) Encourage, acknowledge and act on customers’ instructions.
(c) Encourage, acknowledge and act on constructive feedback provided by customers and others
in your work group.
(d) Create a personal development plan and follow it.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

4. A trainee on your team is performing a work procedure incorrectly. How can you provide support
to them to ensure work group goals are met?
(a) Report the trainee’s failure to your manager. It’s their job to support team members, not
yours.
(b) Help the trainee by clarifying the procedure and provide encouragement/ constructive
feedback as they carry it out.
(c) Help the trainee by doing the work procedure yourself.
(d) Assign the procedure to another trainee who is more competent.
5. How can you contribute constructively to work group goals and tasks?
(a) Develop a new business plan on your own. Then share it with your work group.
(b) Liaise with your team to develop SMART goals.
(c) Tell team members what to do.
(d) Liaise with your manager to develop a career plan.
6. Why should you share relevant information with other members of your work group? Choose the
best answer.
(a) To ensure you meet designated goals and maintain high standards efficiently, profitably and
with minimal conflict.
(b) To consistently maintain high standards in products and services.
(c) If you don’t, you may lose your job.
(d) So, you can show your manager you know how to contribute to work group activities.
7. Who should you liaise with when identifying and planning strategies for improvement of your
work group?
(a) The HR department.
(b) Your family.
(c) Your customers.
(d) Your work groups.
8. When contributing to team activities, why should you respect differences in work group
members’ personal values and beliefs?
(a) You actually don’t need to respect differences. It’s a free country after all!
(b) Respecting differences shows your manager that you understand anti-discrimination
legislation and might help you get a promotion.
(c) Respecting differences is a good way to adhere to WHS policies and procedures in your
organisation.
(d) Respecting differences is important in developing good relationships with your team and
avoiding conflict with them.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

9. Max has just arrived in Australia and doesn’t speak English very well. How can you respond
appropriately to his questions about procedures using correct communication style?
(a) Speak to him as you would any other colleague to avoid discriminating against him.
(b) Speak extremely slowly and loudly to make sure he understands you while you physically
show him the procedures.
(c) Speak clearly using simple words, short sentences and no slang or technical jargon. Physically
show him the procedures.
(d) Speak clearly using simple words, short sentences and plenty of funny jokes.
10. Identify the primary cause of conflict in the workplace.

(a) Team members having different ideas and opinions about how to resolve problems and
issues.
(b) Communication breakdowns in relation to the content, delivery or receipt of messages,
which can result in disagreements over problems and issues.
(c) Discriminating against or bullying other members of the work group – especially when
violence is involved.
(d) Differences in wages for performing the same job.
11. If you don’t have the authority to resolve a workplace problem, issue or conflict, what should you
do?
(a) Complain about it to other members of your work group.
(b) Ignore the problem and carry on with your responsibilities and duties.
(c) Refer the difficulty to the HR department.
(d) Refer the difficulty to the appropriate person in your work group or organisation.
SHORT- ANSWERS
SECTION 1: DEVELOP EFFECTIVE WORKPLACE RELATIONSHIPS
12: Identify five responsibilities/duties most workers need to complete in relation to other work
group members.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

13: Identify five resource constraints you should take into account when fulfilling your and others’
work requirements.
14: It’s important to encourage constructive feedback from work group members. Describe how you
can best acknowledge feedback from others so you can take appropriate action.
SECTION 2: CONTRIBUTE TO WORK GROUP ACTIVITIES
15: Identify five ways you can provide support to team members to ensure you meet work group
goals.
16: List the seven steps you can take to contribute constructively to work group goals and tasks
according to most organisational policies, plans and procedures.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

SECTION 3: DEAL EFFECTIVELY WITH ISSUES, PROBLEMS AND CONFLICT
17: List three ways you can respect diversity in your workplace.
18: List four common communication styles/gestures which may be linguistically or culturally
inappropriate to use in the workplace – depending on who you are talking to.
19: List five issues or problems you might encounter in the workplace.
20: Describe the five-step procedure for appropriately dealing with difficulties in the workplace.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Knowledge test checklist – to be completed by the assessor
Marking criteria Student

response (to
After the Knowledge test, the student has provided authenticity for the following
be completed
questions:
by the
assessor)
1. You want to identify your own responsibilities and duties in relation to work group
members in order to best cooperate with everyone. Which person and documents S NS
should you refer to for help?
2. You know that your company is on a tight budget and your one conference room is
often in high demand. A group of clients wishes to meet with you urgently to discuss an S NS
important business proposal. What should you do?
3. How can you check that you’re doing your job correctly while at the same time
S NS
developing effective workplace relationships?
4. A trainee on your team is performing a work procedure incorrectly. How can you
S NS
provide support to them to ensure work group goals are met?
5. How can you contribute constructively to work group goals and tasks? S NS
6. Why should you share relevant information with other members of your work group?
S NS
Choose the best answer.
7. Who should you liaise with when identifying and planning strategies for improvement
S NS
of your work group?
8. When contributing to team activities, why should you respect differences in work
S NS
group members’ personal values and beliefs?
9. Max has just arrived in Australia and doesn’t speak English very well. How can you
respond appropriately to his questions about procedures using correct communication S NS
style?
10. Identify the primary cause of conflict in the workplace. S NS
11. If you don’t have the authority to resolve a workplace problem, issue or conflict,
S NS
what should you do?
12: Identify five responsibilities/duties most workers need to complete in relation

S NS
to other work group members.
13: Identify five resource constraints you should take into account when fulfilling S NS
your and others’ work requirements.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Marking criteria Student
response (to
After the Knowledge test, the student has provided authenticity for the following
be completed
questions:
by the
assessor)
14: It’s important to encourage constructive feedback from work group members. S NS
Describe how you can best acknowledge feedback from others so you can take
appropriate action.
15: Identify five ways you can provide support to team members to ensure you
S NS
meet work group goals.
16: List the seven steps you can take to contribute constructively to work group
S NS
goals and tasks according to most organisational policies, plans and procedures.
17: List three ways you can respect diversity in your workplace. S NS
18: List four common communication styles/gestures which may be linguistically or S NS

culturally inappropriate to use in the workplace – depending on who you are talking to.
19: List five issues or problems you might encounter in the workplace. S NS
20: Describe the five-step procedure for appropriately dealing with difficulties in S NS
the workplace.
Task outcome S NS
Assessor remarks
Assessor signature Date
Student signature Date
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Student Detail
Student Name
Student Id:
Assessment Details
Assessment Task Project
Due Date
AT2 Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Comments/Feedback
Assessor Student
and flexible assessment with this student, and I have result as above for this task and I am aware of
provided appropriate feedback. my appeal rights.
Signature: ......................................................... Signature: .....................................................
Date: ................................................................. Date: ..............................................................
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessment task 3: Project
• Simulated Astral Institute kitchen environment where student assumes role of cook.
• Workplace documentation
• Pen and paper (student to arrange)
• Learners resources for BSBWOR203- Work effectively with others)

This assessment requires you to research the policies, procedures and organisational standards that
relate to the work of Cook at Astral Institute kitchen. Assessment will be conducted in Astral Institute
classroom and Astral Institute kitchen simulation is used for role of cook.
You must complete Task 1 and Task 2.
You are required to do the following in Task 1:
• You will be given a work position (Cook) by the assessor assuming you are working in Astral Institute
kitchen. You must locate the workplace policies/plans/procedures and their position description.
• Consult with the assessor and other members of the work group to complete this activity.
• Answer all the questions.
You are required to do the following in Task 2:

• You will be divided into groups of 3-4 and you are required to identify, plan and implement an
opportunity for improvement in Astral Institute kitchen.
• Answer all the questions

- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 4 hours for project task
- You must:
o Produce all evidence as required in the project.
o Complete the and submit in due timelines
- Your assessor will record the assessment outcome on the assessment cover sheet.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

AT2- Project/Research
• In this assessment, the assessor will check and assess you on your responsibilities and duties that
must be carried out in relation to your position description as a cook.
Task 1:
Access and read three different policies/plans/procedures from Astral Institute Kitchen as your workplace
and your position description (Cook).
Q1: In relation to your position description what are your responsibilities and duties?
Individual response required.
Q2: In addition to the duties and responsibilities outlined in your position description, list three implied
procedures or protocols you’re expected to follow.
Q3: What are the responsibilities and duties of the other people in your work group, and how do they
relate to yours?
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Q4: Looking at the three different policies/plans/procedures, do they follow an organisational format?
Explain why or why not.
Q5: What feedback would you give regarding how these policies/plans/procedures could be improved
so they are appropriate to the audience?
Q6: What resource constraints do you and other members of your work group need to take into
account while doing your job(s)?
Q7: How does Astral Institute Kitchen as your workplace conduct feedback? Describe the formal and
informal process used.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Q8: How are conflicts and problems dealt with in Astral Institute Kitchen as your workplace? Describe
the process and explain when it might be necessary to refer the conflict to your manager.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessor checklist
To be completed by the assessor.
Learner’s name:
Did the learner successfully demonstrate Completed

evidence of their ability to do the Assessor comments
following? Yes No
Learner identified own responsibilities
and duties in relation to work group
members and undertook activities in a
manner that promotes cooperation and
good relationships.
Student took time and resource
constraints into account in fulfilling work
requirements of self and others.
Student encouraged, acknowledged and

acted on constructive feedback provided
by others in the work group.
Learner outlined the organisational

standards, policies and procedures that
relate to own work role.
Student also outlined team

responsibilities and duties and their
relationship to individual responsibilities
and duties.
Student summarised conflict resolution
techniques.
Learner identified own responsibilities in

relation to the team and the
organisation’s requirements.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Task 2:
• Liaise with your work group or classmates to identify an opportunity for improvement in Astral Institute
Kitchen as your workplace or training environment.
• Each group will be provided with one of the improvements provided below:
- Work procedures
- Products and services
- Systems
- Materials and tools
- Working conditions
• Together, create a SMART goal regarding this improvement.
• Plan your strategy for reaching the goal/making the improvement.
• Implement your strategy – providing support to one another, contributing constructively and sharing
information as appropriate.
• As you work through this process you must deal appropriately with any issues, problems or conflicts
that arise using appropriate conflict resolution techniques.
• Using the information from your group, answer all questions.
Q1: Describe the opportunity for improvement you identified.
Q2: State the SMART goal you created.
Q3: Outline your plan for achieving the goal.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Q4: Provide examples of how you supported your team members to ensure you met the goal.
Q5: Identify your constructive contributions – including any tasks you undertook – to reach the goal.
Q6: List information you shared and who you shared it with in order to reach the goal.
Q7: Identify any issues, problems or conflicts that arose.
Q8: How did you and your team deal with these difficulties?
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Q9: Did you reach the goal? If so, what was the result? If not, why not, and what would you
change to improve the outcome?
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessor checklist
Learner’s name:
Did the learner successfully demonstrate Completed

evidence of their ability to do the Assessor comments
following? Yes No
Student provided support to team
members to ensure work group goals are
met.
Student contributed constructively to

work group goals and tasks according to
organisational requirements.
Learner shared information relevant to

work with work group to ensure
designated goals are met.
Student identified and planned

strategies/opportunities for
improvement of work group in liaison
with work group.
Learner identified issues, problems and
conflict encountered in the workplace
and addressed them appropriately.
The learner sought assistance from work

group members when issues, problems
and conflict arose and suggested possible
ways of dealing with them as appropriate
or referred them to the appropriate
person.
Student worked effectively in a work
group and supported team members.
Learner cooperated and contributed to

team goals.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Student Detail
Student Name
Student Id:
Assessment Details
Assessment Task Role Play
Due Date
Date of Submission
Overall AT3 Assessment Outcome Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Comments/Feedback
Assessor Student
and flexible assessment with this student, and I have result as above for this task and I am aware of
provided appropriate feedback. my appeal rights.
Signature: ......................................................... Signature: .....................................................
Date: ................................................................. Date: ..............................................................
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessment task 3: Role Play
• Industry simulated Astral Institute Commercial Kitchen
• Chef Uniform (Students to organise themselves)

This Assessment requires you to participate in four role-plays and participate in all four role plays.
You are required to do the following:
• Read the role-play scenarios provided here or those provided by your assessor.
• Participate in all four role-plays (changing roles with other group members for each role-play).
• This unit can be assessed when student is completing other unit called clean and maintain kitchen
premises.

- Time required for assessment: Approximately 2-4hours for all the role plays
- You must:
o Produce all evidence as required in the project.
o Complete the assessment and submit in due timelines
- Assessor will record the assessment outcome on the assessment cover sheet.
- Assessor may record the role plays for future reference.
Role Play 1:
Students are divided into groups of 2 for this roleplay and will follow the following instructions:
Person A – Student will encourage/ask a work group member for feedback on a specific procedure or task
that is performed in the Astral Institute Kitchen as the workplace. This can be while completing other
unit clean and maintain kitchen premises. The task can be as follows:
- Cleaning the kitchen area
- Mopping the floor
- Re arranging the dishes after they have been washed
Person B – Student will provide constructive feedback and encouragement by using the ‘feedback
sandwich’ technique.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Person A – The student will then receive and acknowledge the feedback given.
Person B – Learner will confirm the accuracy of the acknowledgement.
Person A – Student will agree to take action – asking for any advice necessary.
Role-play 2 – Responding appropriately to linguistic differences

Students are divided into groups of 4 and the following instructions are followed:
Person A - of the work group speaks English as a second language with a very heavy accent.
The linguistic differences between Person A and other team members (other students) are keeping them
from understanding one of the work procedures which can be chosen from the following:
- Using appropriate chemicals to clean the floor.
- Using of colour coded chopping boards for vegetables and meat.
Person B- Students are required to understand the situation and respond appropriately to this situation
without offending Person A.
Role-play 3 – Respecting differences

Students will be divided into group of 2 where they are required to do the following:
Person A- Approaches person B for advice. Another team member has told him he should remove his turban
at work because it doesn’t suit the image of the organisation and that he’ll lose his job if he doesn’t
comply.
Person B- Must respond in a way that respects his personal values and beliefs and adheres to anti-
discrimination legislation.
Role-play 4 – Identifying and resolving problems and conflicts

Use the five-step conflict resolution procedure to deal with an issue, problem or conflict you have identified
in the Astral Institute Kitchen as your workplace.
The Assessor can give the following issues or conflicts taking place at Astral Institute Kitchen:
- The dish has been prepared and plated for about 8-10 mins and the server has not yet served the guest.
The chef is upset and there is a conflict between the chef and the server.
- It is the responsibility of one of the cleaners to clean and mop the floor in the kitchen, but the cleaner
has been in a hurry and left it dirty. The chef and the cleaner are arguing about the issue. The Manager
of the restaurant has an issue at hand as the employees are arguing and having a conflict.
- It is a busy Friday evening and the oven does not seem to be working fine due to which the staff are
using a smaller oven and the service is delayed. The customers are complaining about the slow service.
Come up with a solution for the problem.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Assessor checklist
Learner’s name:
Did the learner successfully Completed

demonstrate evidence of their ability to Assessor comments
do the following? Yes No
Student encouraged, acknowledged
and acted on constructive feedback
provided by others in the work group.
Student provided support to team

members to ensure work group goals
are met.
Student respected differences in
personal values and beliefs and their
importance in the development of
relationships.
Student identified any linguistic and
cultural differences in communication
styles and responded appropriately.
Learner identified issues, problems and

conflict encountered in the workplace.
Student sought assistance from work

group members when issues, problems
and conflict arose and suggested
possible ways of dealing with them as
appropriate or referred them to the
appropriate person.
Learner supported team members.
Learner used culturally appropriate

communication skills.
Student acted on constructive

feedback.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Did the learner successfully Completed
demonstrate evidence of their ability to Assessor comments
do the following? Yes No
Student identified problems and
conflicts and addressed them
appropriately.
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C

Appendix1- Assessment resource in Astral Institute simulated environment
Astral Institute will conduct practical assessment for this unit in its Commercial Kitchen Located at where
student will work effectively with others and class room with serving internal staff and students as
customers and during assessment student will have access to following resources in the Kitchen:
Assessment must ensure access to:
▪ office equipment and resources at Astral Institute premises
▪ workplace documentation from learner’s guide and Astral Institute kitchen
▪ case studies and, where possible, real situations in assessment
▪ Interaction with colleague students and trainer.
Copyright: Instructions in this tool have been developed by NTA and Astral Institute for sole purpose of use by Astral Institute.
Any part of these assessment instructions cannot be reproduced in full or part for without approval of Astral Institute and NTA
which holds authorship rights
ABN: 80 600 951 264 RTO: 41322 CRICOS: 03858C


V2 - BSBWOR203 Work Effectively With Others - Student Assessment and Guide

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SIT40516- Certificate IV in Commercial Cookery

BSBWOR203- Work effectively with others

Student Assessment Guide

Student ID: _________________________

Student Name: _________________________

info@asia.edu.au Version 2.1

Student Name: Student ID:

Assessor Name: Date of completion:

 Competent  Not Yet Competent

Assessor Signature: Date:

Student Signature: Date:

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Student Signature: Date:

ASSESSMENT RECEIVED BY Staff

================================= Tear Here ===========================

Students must retain this as a Record of Submission.

Unit Code & Description: BSBWOR203- WORK EFFECTIVELY WITH OTHERS

Astral Institute Student

Staff Name: ………………...……..............……...……... Student ID: .................................................................

Signature: …………………………...……...……...………….…... Student Signature: ….……………………………………….…….

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The assessment booklet contains two (2) parts:

• Application of the unit of competency

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Context and conditions for assessment:

- Computers with access to internet and printers

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Assessment tasks Assessment description Location of

Outline of evidence to be collected:

Assessment Task 2 ➢ Satisfactorily completed questions after each project.

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The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

Retaining assessment records:

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For unit of competency:

For assessment task:

Student access to records:

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Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

Reasonable adjustment may consist of:

Complaints and appeals:

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Plagiarism, Cheating and Assessment Dishonesty:

Student signature: ............................................................... Date: ....../....../.......

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Signature: ........................................................ Signature: .......................................................

Date: ................................................................ Date: ..............................................................

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Required documents and equipment:

Instructions for students:

Planning the assessment

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10. Identify the primary cause of conflict in the workplace.

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SECTION 2: CONTRIBUTE TO WORK GROUP ACTIVITIES