SITXMGT002 Unit Assessment Pack

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 SIT50416
Course name Diploma of Hospitality Management
Unit code SITXMGT002

Unit name Establish and conduct business relationships
Assessment Submission Method

☐ By hand to trainer/assessor ☐ By email to ☐ Online submission via Learning
trainer/assessor 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:
o Reproduce this assessment and provide a copy to another member of staff; and
o 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: ____/_____/______________
Document Type: Unit Assessment Pack (UAP)

Release Date: Feb 2018
Version 8 – Compliance and Quality Assurance Department
Review Date: Dec 2019 Unit Name: SITXMGT002 - Establish and conduct business relati onships
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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 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Role Play S / NS (First Attempt)
Unit Assessment Task 3 Role Play S / NS (First Attempt)
Final result C/NYC Date assessed
Trainer/Assessor
Signature

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Assessment Conditions
Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to establish and
manage positive business relationships. It requires the ability to use high-level communication and
relationship building skills to conduct formal negotiations and make commercially significant
business-to-business agreements.
The unit applies to all industry sectors, and to individuals who take responsibility for making
decisions about purchasing or marketing activities. They also oversee the maintenance of contracts
or agreements. This could include senior operational personnel, sales and marketing personnel,
managers or owner-operators of small businesses. Agreements may relate to corporate accounts,
service contracts, agency agreements, venue contracts, rate negotiations, preferred product
agreements, supply agreements and marketing agreements.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.
What the student can expect to learn by studying this unit of competency
• Build business relationships.

• Conduct negotiations.
• Make formal business agreements.
• Foster and maintain business relationships.
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.
 Business related environment area, this can be a:
o Real industry workplace
o Simulated industry environment
 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.

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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

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•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
 Food Standards Australia New Zealand Act 1991

 Food Standards Australia New Zealand Regulations 1994
 Imported Food Control Act 1992
 Food Act 1984
 Food Act 2006
 Food Regulation 2006
 Food Production (Safety) Act 2000
 Food Production (Safety) Regulation 2014
 Food Act 2003
 Food Regulation 2015
 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
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

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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/SITXMGT002
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.

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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.

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• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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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
 Non-  Speaking  Discuss with the student and supervisor (if applicable)
English  Reading whether language, literacy and numeracy are likely to
Speaking  Writing impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
 Confidence  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
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in 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
 Limited study student’s experience
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

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 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 experience
Educational  Writing  Ensure learning and assessment methods meet the
background  Numeracy student’s individual need
 Limited study
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 to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning strategies  Changes in teaching practices, e.g. wearing an FM
assessment task
Explanation of reasonable adjustments strategy used (If required)

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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 nineteen (19) written questions
 You must answer 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.

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 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

This assessment task is designed to evaluate student’s knowledge essential to establish and conduct
business relationships in a range of contexts and industry settings & Knowledge regarding to the
following:
 Knowledge to establish relationship in line with organisational requirements and protocols

and use effective communications skills and techniques to build business relationships.
 Knowledge to proactively identify and take up opportunities to maintain regular contact with
customer and suppliers
 Knowledge to use various negotiation techniques to maximise benefit of relationship for all
parties.
 Knowledge to analyse and incorporate feedback and input from colleagues into negotiation
where appropriate.
 Knowledge to communicate results of negotiations to required stakeholders and colleagues
within required timeframes.
 Knowledge to confirm agreements in writing based on organisational requirements and
using formal contracts where appropriate.
 Knowledge to obtain approval for all aspect of formal agreements based on organisational
procedures.
 Knowledge to evaluate and act on the need for specialist advice as required.
 Knowledge proactively seek, review, and act upon information needed to maintain sound
business relationships.
 Knowledge to honour agreements within scope of individual responsibility, complying with
agreed terms.
 Knowledge to take account of agreed performance indicators.

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 Knowledge to make adjustment to agreements in consultation with customer or supplier
and share information with appropriate colleagues.
 Knowledge to nurture relationship through regular contact and use of effective interpersonal
and communication styles.
 Knowledge to collect, review, interpret/understand and analyse/review text-based business
information from a range/number of sources.
 Written knowledge to organise and deliver information to effectively communicate to a
range of stakeholders/interested people.
 Numeracy/numbers- mathematical Knowledge to interpret/understand mathematical data
when reviewing and analysing scenario/setting-situation business information.
 Knowledge to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
 Knowledge to analyse relevant/appropriate information to identify scope/range of work,
goals and objectives and to evaluate/review options/other choices.
 Knowledge to initiate and enterprise to proactively seek opportunities for building business
relationships.
 Knowledge to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.

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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
establish and conduct business relationships 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.
Questions:
Question 1. Explain the following institutions with whom a business may seek to establish
business relationship based on organisational requirements and protocols. Answer each way in 50 –
75 words.
a. Cooperative partner with organisation
b. Contractor
c. Customer
d. Networks
e. Supplier
a. Cooperative partner with organisation
A cooperative partner with organization is a group of people, typically

from restricted socioeconomic backgrounds, who have voluntarily
joined forces to achieve a common economic goal by creating a
democratically controlled organization, allocating the necessary funds
fairly, and tolerating a reasonable amount of risk and benefits of the
venture.
(1) Service rather than benefit expansion
(2) Survival of the most fragile rather than endurance of the fit-
test,
(3) Self-help and independence rather than dependence on outside

bodies.
(4) Development of moral person of individuals rather than

accentuation on unadulterated material turn of events.

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b. Contractor
A development organization's ability to attract new clients depends on

its director of business improvement for development. Development
business improvement administrators identify the ideal moments and
build long-term relationships with the right possibilities by closely
collaborating with development sales representatives. These are a few
of the elements that influence how the firm develops and how its results
turn out.
 Adopt a functioning strategy towards distinguishing new

open doors.
 Complete development offers and screen and oversee bid

action.
 Direction and aid the proposition cycle.
 Fabricate a development proposition layout library that can

be utilized by the whole outreach group.
 Persuade possibilities and current clients to purchase in.
 Distinguish market valuable open doors.
 Make improvement plans and development projects.
c. customer
Customer Segments, the primary block formed, is typically a topic of

the Customer Relationship block in a Business Model. This is because
this section controls the kind of relationships that the organization will
establish with each of the recently described portions.

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 Individual help.
 Devoted individual help.
 Self-administration.
 Mechanized administrations.
 Networks.
 Co-creation.
d. Networks
Networking skills are especially important for the generation that was
raised at a time when the word network was most commonly used in
conjunction with the prefix "social." Our course on networking and
business development provides practical advice as well as examples of
courses that have been successfully completed.
 Checking out and defeating normal apprehensions of

systems administration.
 Creating and raising profiles.
 Distinguishing 'targets' and planning explicit inquiries.
 Fundamental examination.
 Having a system.
 Mental commitment - being positive.

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e. Supplier
Suppliers should be viewed as important coworkers who they may

develop relationships with. To achieve the best results for all parties,
these connections need to be developed over time and improved.
Step #1 Complete a Needs Analysis.
Step #2 Rate a Supplier Using KPIs.
Step #3 Develop a Plan for Addressing Issues.
Step #4 Implement Supplier Development Plan.
Step #5 Move on to Next Supplier and Repeat the Process.

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Question 2. List any eight (8) effective communication skills and techniques that can build
Eight effective communication skills and technique that can build business
relationships are :

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1. Make Use of Excellent Communication Tools.
2. Regularly meet with employees
3. Appreciate accomplishments
4. Provide Explicit Instructions
5. Create a Free Environment
6. Allocate some time for one-on-one conversations.
7. Employ visuals
8. Be Receptive to Advice
Question 3. Explain the following opportunities for maintaining regular contact with customers
and suppliers in hospitality industry. Answer in 50 – 75 words.
a. Association membership
b. Cooperative promotions
c. Industry functions
d. Informal social occasions
e. Program of regular telephone contact
f. Social media
a. Association membership.
Maintaining your association's membership list is often one of the most

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complicated aspects of running the membership side of an association's
day-to-day operations. When organizing your contact/association
membership list, it’s a great idea to also ensure that membership
information is correct.
b. Cooperative promotions.
It is an agreement between a manufacturer and a member of distribution

chain (distributor, wholesaler, or retailer) under which the manufacturer
shares a certain percentage of the member's advertising and promotion costs
c. Industry functions
Creating several sections inside a firm may be necessary. Just a few

examples are production, sales, marketing, bookkeeping, and research.
These corporate activities will maintain the organization's smooth operation
and maximize its success.
d. Informal social occasions.
Informal communication techniques are used to casually exchange

information within a social group. A family, a group of friends or
coworkers, or one or more strangers can make up the social
group. Company dinners, parties, and other social gatherings fall under the
definition of a business event. Gatherings, symposiums, conferences, and
even workplace recreation.
e. Program of regular telephone contact.
Effective and courteous customer service involves assisting clients in a

timely manner. It's crucial to be able to resolve concerns for clients and
make every effort to make sure they are satisfied. One of the most crucial
things to communicate is offering outstanding service.customers reached by

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phone.
f. Social media.
Genuinely connect with your customers. Social media is often used by

businesses as an additional platform for self-promotion. Using social media
regularly has several advantages for people may do a lot with their social
presence in terms of both business and other areas, such as engaging
customers and providing customer service.

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Question 4. Explain any five (5) negotiating techniques that can be used to maximise benefits of
relationship for all parties. Answer in 3 -5 lines for each.
1. Reconsider the energy of tension.
Oftentimes, horrible incidental effects accompany the exchange's

preparedness phase, such as sweaty palms, a racing pulse, and apparent
overwhelming tension.
2. Establish a preliminary understanding to guide the discourse.
Each party must make a reasonable effort to fulfill their responsibilities

under this agreement, and they must work cooperatively with one another to
achieve the goals outlined in this clause. The Parties' initial understanding
of the Agreement's subject matter is reflected in this Agreement.
Contractual documents and other agreements particular to each Project in
which the Parties are involved are likely to be required.
3. Tap into the power of silence.
As in any conversation, we will frequently jump in to fill any awkward

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pauses with counter-contentions and influencing strategies.
4. Speak with a lawyer.
The majority of the time, skilled moderators assume that asking the other
side for encouragement will imply weakness, incapability, or both.
5. Examine a reasonable proposal with definite proposition interference.
According to the Contracts Act of 1950 in English law, a proposition of

deal is something that is suitable for being turned into understanding by its
acknowledgment. A promise to be bound by certain indicated terms
requires that the proposition be distinct.

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Question 5. Explain five (5) basic Principles of negotiation. Answer in 3 – 5 lines for each.
Principle 1: Leave a competitive mindset at the door.
The mindset we want to focus on is the chance outlook, which is the belief
that success and an incentive for the two participants are attainable. So
enter the modern world, let go of your ruthless attitude, and replace it with a
chance perspective.
Principle 2: Value is the finest form of payment.
The ideal scenario in any discussion is when the two participants respect
one another. Keep in mind that establishing terms for money, time, or
obligation is a crucial step to take.
Principle 3: Handle the difficult situations.

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There is a myth that says disagreement hurts communication, but it is really
a myth. Discussions thrive on controversy and struggle! What people really
want to do is make contrasts of assessment a piece of our work environment
culture by outlining the beginning of the discussion. Move towards the
extreme stuff, as opposed to keep away from it, is the most grounded
method for making progress in discussion.
Principle 4 - Service goes before inner self.
While participating in an exchange, the speediest street to disillusionment is

to be self image driven. Think adjoin it briefly; the entire idea of exchange
settles upon two gatherings, not one. The most straightforward method for
creating some distance from self image driving the discussion results is to
zero in on assistance; serving the exchange cycle, serving the principles of
commitment, in any event, serving the other party (not their requirements,
but rather their solace simultaneously).
Principle 5 - Activity precedes lucidity.
Again and again when individuals plan for an exchange, they invest
bountiful measures of energy attempting to determine the results, however
in doing so make an unbending cycle they become reliant upon, or they
become totally impaired when things don't go to design. Here is a tip: each
plan is wonderful on paper, and each plan is ill-fated for disappointment
sooner or later. The best plans are one's that figure out their inadequacies
and incorporate adaptability into them.

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Question 6. Explain five (5) stages in negotiation process. Answer in 3 – 5 lines for each.
Five (5) stages in negotiation process.
1. Plan:
The first stage of the arranging system, negotiation readiness, is one that is
hardly acknowledged. Prepare by researching both sides of the argument,
identifying any potential concessions, and selecting the most and least

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desirable outcomes.
2. Data on trade:
When the two parties swap their underlying positions, this section of the
conversation happens. Each party should be allowed to continuously
express their unspoken benefits and worries, as well as what they hope to
gain from the conversation's conclusion and the reasons behind their
beliefs.
3. Describe:
The two sides continue their discussion that they began when exchanging
facts during the explanation step by bolstering and legitimizing their
arguments. They should explore the conflict in quiet terms to find a basis
for understanding if one party disputes something the other side is saying.
4. Dealing with the problem:
This stage of the exchange process is where the two sides begin to
compromise. Each arranging party should make a separate counter-offer for
the issue after the initial, underlying proposition while simultaneously
offering and negotiating their concessions.

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5. Conclude and carry out:
Regardless of the outcome of the discussion, after a good agreement has

been reached, the two parties should express gratitude to one another for the
chat. Successful conversations are correlated with creating and maintaining
strong long-term friendships. Then, they should set the expectations for
each party and make sure that the trade-off will go smoothly. This step
often includes a written agreement and a confirmation that the execution is
progressing smoothly.

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Question 7. Explain the importance of incorporating input and feedback of colleagues and
stakeholders into negotiation and communicating these, with the results of negotiation, within
appropriate timeframes. Answer in 100 – 150 words
Feedback entails attentive listening, thoughtful analysis, and consideration

of the best alternative to improve performance. It offers constructive
feedback and enables people to identify what they can alter to sharpen their
attention and achieve better achievements. It fosters community and a
positive environment. Flow of communication Team negotiations provide a
lot of benefits: broad knowledge base. Individuals are not as creative as
teams. Teams engage in better planning and better execution.Teams engage
in better planning and better execution.Thinking Teams establish more
ambitious negotiation goals Team members complement each other's
virtues. People can better grasp a client's or stakeholder's objectives and
overarching goals through effective communication, which will allow you
to analyze and modify the way you support the delivery of those goals. As
it points out areas for improvement and increased attention, this aids
businesses in resource planning and in identifying chances for growth and
development.

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Question 8. Why should agreements be confirmed in a formal written contract, based on
organisational requirements? Answer in 50 – 100 words.
A key-method for safeguarding people's business and guarantee it's

impressive skill, as well as relieving lawful gamble is by embracing formal
agreements and the wide range of various names given to those bits of
paper (or electronic records) that pursue sure gatherings to an understanding
understand what their commitments and obligations are.The reason for this
blog is only a tad update on why agreements are so significant, regardless
of whether 'simply could do without them.' could be a new company or
have been going for quite a while, contracts are pertinent to business, all
things considered.
Question 9. List any five (5) stakeholders from whom approval, permission and/or signatures
must be obtained before a formal agreement can be entered.
Any five (5) stakeholders from whom approval, permission and/or

signatures must be obtained before a formal agreement can be entered are :
-Project manager
-Supervisor
-Management manager
-Sponsor
-Suppliers

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Question 10. Why it is important to evaluate and act on the advice from specialist. List any three
(3) other legal requirements that impacts negotiations and agreements where organisation
commonly seek specialist advice. Answer in 50 – 100 words.
It is important to evaluate and act on the advice from specialist because of

these following points :
1. Asking questions makes people friendlier.
2. Posing inquiries empowers closeness.
3. Addressing reinforces the growing experience.
4. Posing inquiries is the sign of good initiative.
5 . Questions are crucial for the logical technique.
6. Questions empower decisive reasoning.
7. Addressing widens peoples wisdom.
8. Posing inquiries can increment bliss.

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9. Addressing energizes advancement.
10. Addressing can energize positive change.
Any three (3) other legal requirements that impacts negotiations and
agreements where organisation commonly seek specialist advice.
1. Be clear about privacy.
A few exchanges are more touchy than others, so all gatherings ought to be
clear at the start about data that ought to be kept secret. A privacy
understanding (now and then known as a non-divulgence understanding)
ought to be transferred ownership of prior to giving any business delicate
data. The understanding ought to specify that data revealed during talks:
Ought to just be utilized for an expressed reason.
Ought not be displayed to any other individual.
Ought to be returned or annihilated on the off chance that the arrangement

doesn't go for it.
2. Try not to misrepresent or misdirect.
Contract discussions are many times tense undertakings where the strain to
get it done can make a compulsion to exaggerate people business capacities
or execution. In any case, on the off chance that a business misrepresents or
deceives the other party during discussions, the agreement might be
delivered invalid with the violated party qualified for pay.

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3. Take exhortation prior to consenting to any pre-authoritative
arrangements.
It's normal for organizations arranging an agreement to be approached to

sign a rundown of the principal terms of the arrangement before the primary
agreement is concurred, especially during huge or complex arrangements.
This report is frequently alluded to as a heads of terms or an update of
understanding.
Question 11. Explain any four (4) ways to proactively seek, review, and act upon information
needed to maintain, build and nurture sound business relationships through regular contacts and
using effective interpersonal and communication styles. Answer in 3 – 5 lines for each.
Any four (4) ways to proactively seek, review, and act upon information
needed to maintain, build and nurture sound business relationships through

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regular contacts and using effective interpersonal and communication styles
are :
1. Anticipate
To be proactive, individuals should initially foster for knowledge .Proactive

individuals are seldom gotten off guard. Figure out how to expect issues
and occasions. Comprehend how things work; search for designs; perceive
the ordinary schedules, everyday practices and normal cycles that exist in
individuals' business.
2. Forestall
Proactive people look for solutions to overcome anticipated obstacles

before they become significant barriers and employ their abilities to
accomplish. so They foresee problems that others would only consider after
the fact and ensure are unavoidable. People shouldn't allow themselves to
feel weak as a result of clearing up. When challenges come, take charge and
confront them head-on before they turn into overwhelming problems.
3. Plan
Proactive individuals plan for what's to come. Keep away from one-step, "at
this very moment" thinking and on second thought, look forward and
expect long haul results. Carry the future into the present.
4. Execute

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Being proactive entails engaging in desirable, powerful action. People
should be decisive and work hard RIGHT NOW. It is not a decision to
delay. Accept accountability for execution and regard themselves as
accountable. Hold fast to their decisions. Being proactive entails making
thoughtful, calculated decisions in order to choose the best course of action
rather than merely reacting hastily to their current situation.
Question 12. Explain how can an organisation ensure that the agreements made during
negotiation are honoured and complied with agreed terms. Write your answer in 50 – 100 words.
A settlement reached by negotiation between contending parties, often with

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the assistance of their attorneys, is referred to as a negotiated agreement.
The secret to corporate success is negotiation. Effective interpersonal and
communication skills must be used in tandem to achieve the desired
outcome during negotiation.
 Create a draft first.
 Divide it up into smaller parts.
 Keep the introductory terms straightforward.
 Set a priority list for main goals.
 Ask questions to better grasp the intentions of the counterpart.
 Should be prepared with research and study.
Question 13. Explain the meaning of performance indicator and explain any two (2) performance
indicators that can be measured in hospitality industry. Answer in 3 – 5 lines for each.

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Performance indicators are quantitative characteristics that determine how a
group or association completes a number of objectives. Organizations
present high-level objectives before interpreting them for low-level
supervisors and representatives who perform specialized responsibilities to
help the firm advance. A presentation marker, also known as a key
performance indicator (KPI), is a tool that enables associations to assess the
success of their tasks, projects, or other activities. The job of a key
exhibition pointer is to measure sporadic successes and forward movement
toward goals. Execution milestones may move from one sector or division
to the next.
Any two (2) performance indicators that can be measured in hospitality

industry.
1. Average Daily Rate (ADR)
ADR = Room Revenue / Number of Rooms Sold
ADR can quantify financial performance and examines how people stack
up against their competitors. Although ADR can aid in breaking down an
inn's presentation, it excludes any unsold or vacant rooms. This could very
well be misleading in terms of how property is executed generally. It
performs wonderfully as a continuous execution metric when separated.
The ADR is especially useful when comparing current periods or seasons to
earlier ones in order to recognize execution over time.
2. Revenue Per Available Room (RevPAR)

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RevPAR = Average Daily Rate * Occupancy Rate
RevPAR can predict how well average rate will fill accessible rooms, which
provides a useful perspective on how effectively hotel is operating.
However, there are several factors to take into account when comparing
RevPAR between distinct properties. Since the number of rooms is not
taken into account by RevPAR, a large property with fewer occupied rooms
may still generate greater cash flow despite having a lower RevPAR.

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Question 14. Explain why adjustments to the original agreement, in consultation with relevant
customers/suppliers, is sometimes required in 100-150 words. List any three (3) ways to share
information with appropriate colleagues
Changes in accordance with the first understanding furnish people and

organizations with an authoritative record expressing the assumptions
for the two players and how bad circumstances will be settled.
Any three (3) ways to share information with appropriate colleagues:
1.Open Meeting
It is simpler to convey your enthusiasm and how people feel to their group
through open gatherings. In this sort of discussion, they won't just hear
what they are talking about, they will likewise see and feel it. This move
toward still remaining parts one of the most outstanding ways to deal with
impart efectively with a group.
2.One on One
Specialists have had the option to demonstrate that certain individuals

comprehend beter when people approach them what's more, converse with
them on a one-on-one premise. Guarantee that they keep in touch with them
to empower the message.

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3.Correspondence by means of Training
People's preparation ought to be customized towards imparting specific data

to their group individuals. Most representatives view preparing in a serious
way, particularly when it's important for their evaluation.
Question 15. Explain the following commercial context for business relationship in hospitality
industry. Answer in 3 – 5 lines.
a. Industry structure and interrelationships
b. Sources of supply
c. Distribution and marketing networks

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d. Professional networks
a. Industry structure and interrelationships.
The hospitality services tourist, tourism hotels, self catering restaurants,

contract catering bars, nightclubs, pubs, hostels, events membership clubs,
travel services holiday visitor, and attractions gambling are just a few of the
diverse sectors that make up the convivial gathering business. Since people
started going, the enjoyable gathering industry has always been significant.
The emotional gathering industry covers a wide range of concerns,
including as restaurants, bars, hotels, resorts, clubs, sailboats, and theme
parks.
b. Sources of supply.
Movements of all kinds associated to the flow and transformation of goods

from the stage of unprocessed components to the stage of final consumers,
as well as the corresponding data inflows. This integrates data and material
streams from every part of the production network. Therefore, a store
network includes a vast array of systems, such as the board, tasks and
gathering, purchasing, production plans, request handling, stock
management, transportation, warehousing, and customer support.
c. Distribution and marketing networks.
All businesses are impacted by distribution channels, but assistance

businesses are unpretentiously different because they focus on providing
clients with support rather than selling goods. In the hotel and tourism
sectors, a sizable portion of what customers exchange are services rather
than tangible goods.

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d. Professional networks.
Even the most confident and experienced pioneers may feel dread when
they hear the word "organizing," which frequently conjures images of
making small talk and exchanging business cards in a room full of
strangers. However, because we as a group have knowledgeable contacts,
taking the opportunity to develop and foster this organization can reap
benefits both immediately and skillfully.

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Question 16. Explain effective interpersonal communication skill in 50 – 100 words.
Effective interpersonal communication often known as close-quarters

correspondence, is the process through which people exchange information,
feelings, and importance through verbal and nonverbal cues. Relational
skills are methods of acting that help you communicate with others in real
life, whether it's at work, in the classroom, or in the wider world. Some
examples of relational skills include complete focus, openness, and
compassion. The adaptability of relational skills makes them an exceptional
resource to possess.

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Question 17. Explain key roles, features and inclusion of a contract in 25 – 50 words each.
When a proposition is acknowledged, a basic agreement is created. Because

of this, it is essential that the proposition be delivered to the offeree in a
way that makes it clear, obvious, and lasting. When the initial assertion is
accepted, an understanding results. Both parties must be in agreement with
the arrangement, and both parties must agree to all of its terms. Regarding
offers and acknowledgement, there are important things to remember.
1. Deal and Acceptance.
2. Goal to Create Legal Relationship.
3. Legal Consideration.
4. Assurance and Possibility of Performance.
5. Demonstrating a Contract.
6. Enforceability of a Contract

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Question 18. Explain any three (3) different types of formal commercial agreements and contracts
an organisation participates on. Answer in 3 – 5 lines for each.
1.Fixed Price Agreements
For the Specified Work, a Fixed Amount of money is often expected to be

paid by the Buyer to the Seller under Fixed Price Contracts. The Specified
Work may be Services, Deliverables, Results, or anything else described in
the Understanding Report. Additionally, it is known as a lump-aggregate
contract.
2.Contracts for Time and Materials
A Fixed Rate is anticipated to be paid by the Buyer to the Seller for the
Specified Unit in Time and Material Contracts. The Buyer and Seller may
often choose a Material Unit or a Labor Duration Unit as the Specified
Unit. The amount of labor or material is not stated at the beginning. The
quantity is taken into account for actual usage.
3.Contracts That Reimburse the Cost

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In cost-reimbursable contracts, the buyer is required to pay the seller for the
specified work at Actual Cost plus an agreed-upon Fee. The Arrangement
Record normally provides an approximate description of the Specified
Work. Also known as Cost Plus Contract.
Question 19. Explain the following components of contract law in 3 – 5 lines for each.
a. Terms and obligations of contract
b. Methods of contractual agreement
c. Exclusion clauses
d. Dispute resolution clause
e. Termination of contracts

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a. Terms and obligations of contract.
Agreements make reference to the rights and obligations that are part of
every agreement and are therefore legally binding. They make references to
the broader notion of guidelines that meetings should proceed amicably.
They are available through your company for any official commercial
agreement.
b. Methods of contractual agreement.
Methods of contractual agreement is a term which can be express or

verifiable. An unequivocal time limit is demonstrated by the gatherings
during the discussion or written in a legally binding record. The suggested
conditions are not shown, yet by the by comprise an arrangement of the
agreement.
c. Exclusion clauses.
Exclusion clauses is a clause in an agreement that forbids one party from

bearing responsibility or limits the individual's liability to expressly stated
conditions, circumstances, or events. The phrase "to prevent or restrict one's
duty for breach of agreement or negligence" is often seen imbedded in
agreements. In any case, the party might be dependent on such a
circumstance if
 It is incorporated into the contract.
 It has been made clear.
 Complies with the Unjustified Terms in Buyer Contracts and the

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Uncalled for Agreement Terms Act of 1977 legal authority.
d. Dispute resolution clause.
Contract clauses that resolve issues as a non-restricting or restricting

arrangement are known as Dispute resolution clause. They occasionally
include requirements, such as intervention and assertion, that the meetings
participate in elective debate. The alternative is common court. The use of
oversight regulations and assertion arrangements are two crucial agreement
regulation circumstances in question aim requirements.
e. Termination of contracts.
End provisions in international agreements, particularly business and

conveyance contracts, typically include freedoms under local law. It is best
to have an agreement reviewed by a local attorney before signing rather
than after a relationship has ended and a possible compensation case has
surfaced. Country to country has different end regulations.

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Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
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.

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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) __________________________________

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UAT 2 – Role Play
assessment.
to be completed.
the answers).

implemented.

Page | 52

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of information
support, text
format.

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assessment task
 Limited study
skills and/or
learning strategies
 Limited study  provision of information or course materials in accessible
skills and/or format, e.g. a text book in braille
 Supply of specialised equipment or services, e.g. a note
assessment task

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Assessment Task 2 – Role Play
Assessment type:
 Role Play

 This is the second (2) unit assessment task you have to successfully complete to be deemed
 This assessment task is comprised of a role play.
 This role play should be done based on given case study and scenario.
 You are required to act as a manager in a hotel to build business relationship, conduct
negotiation, make formal business agreements and foster and maintain business
relationship with contractor.
 You are required to perform role play with a student and a trainer/assessor based on various
roles provided in the part of task.
 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
 This skill test is timed.
 Time allowed to conduct role play is 50 to 60 minutes.
 Time allowed to develop required resources for the session is 3 weeks prior to the roleplay.
 Electronic devices are allowed during this assessment 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.

 Where your answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
and require reasonable adjustments (e.g. can be given as an oral assessment).
Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the role play:

 You must explain the topics appropriately.
 Your tone, gestures, body language has to be according to the role you are portraying.

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 You will be required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
Information about role play:

 Please note that the task includes participation in the role play.
 This type of learning provides a controlled environment in which role players can practice
skills, roles and processes.
 In addition to preparing your own role play, learning is reinforced by observing other team
members and offering comments and constructive feedback.
 This role play focuses on the elements and performance criteria for the unit of competence,
which is available on the training package website http://training.gov.au.
 You have to present your role play to your trainer/assessor on the due date.
 Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
 Please read through the instructions and assessment information carefully, prior to
commencing the tasks.

 This assessment task requires you to act as a manager in a hotel to build business
relationship, conduct negotiation, make formal business agreements and foster and
maintain business relationship with contractor.
 Role play must demonstrate your understanding and knowledge of the unit.
 Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as
set out in the delivery and assessment guide for this unit.
 A copy of the observation checklist (found in the Assessment Guide) in relation to this unit
must be made available to students a minimum of three weeks prior to the assessment.
 Your assessor will provide you with initial oral feedback in class, after the presentations by
yourself and others. 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
role play. Written feedback incorporating the feedback on your individual presentation, role
play and preparatory work will be provided within two weeks from the due date of your
assessment.
 Your assessor will use an observation checklist/observation guide and provide written
feedback indicating whether your role play and related preparatory work is satisfactory or
not satisfactory.
 A copy of the observation checklist will be made available to students with this role play
task, a minimum of three weeks prior to the assessment.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skill to establish relationship in line with organisational requirements and protocols and use
effective communications skills and techniques to build business relationships.

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 Skill to proactively identify and take up opportunities to maintain regular contact with
contractor.
 Skill to use various negotiation techniques to maximise benefit of relationship for all parties.
 Skill to analyse and incorporate feedback and input from colleagues into negotiation where
appropriate.
 Skill to communicate results of negotiations to required stakeholders and colleagues within
required timeframes.
 Skill to confirm agreements in writing based on organisational requirements and using
formal contracts where appropriate.
 Skill to obtain approval for all aspect of formal agreements based on organisational
procedures.
 Skill to evaluate and act on the need for specialist advice as required.
 Skill to proactively seek, review, and act upon information needed to maintain sound
 Skill to honour agreements within scope of individual responsibility, complying with agreed
terms.
 Skill to take account of agreed performance indicators.
 Skill to make adjustment to agreements in consultation with customer or supplier and share
information with appropriate colleagues.
 Skill to nurture relationship through regular contact and use of effective interpersonal and
communication styles.
 Reading skills to collect, review, interpret/understand and analyses /review text-based
business information from a range/number of sources.
 Written and oral/speech communication skills to organize and deliver information to
effectively communicate with a range of stakeholders/interested people.
 Numeracy/numbers- mathematical Skill to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
 Skills to work independently/freely as well as collaboratively/together to make decisions
about project initiation processes.
 Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties
 Skills to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
 Skills to use familiar/known digital technology to access/get to information, document

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Instructions to complete this assessment task:
 This activity will require you to participate in a role play, assuming the role of manager in the
hotel.
 You must schedule a suitable time for the roleplay and get approval of the assessor.
 Role play should be planned for 50 to 60 minutes.
 For this, you will pair up with one (1) students and Instructor, assigning designated roles to
each person. 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.
 You must establish relationship by using effective communications skills and techniques and
build business relationships with contractor and customer.
 You must proactively identify and take up opportunities to maintain regular contact with
them.
 You must use various negotiation techniques to maximise benefit of relationship for all
parties.
 You must analyse and incorporate feedback and input from colleagues into negotiation
where appropriate.
 You must communicate results of negotiations to required stakeholders and colleagues
 You must confirm agreements in writing based on organisational requirements and using
 You must obtain approval for all aspect of formal agreements based on organisational
procedures.
 You must evaluate and act on the need for specialist advice as required.
 You must proactively seek, review, and act upon information needed to maintain sound
 You must honour agreements within scope of individual responsibility, complying with
agreed terms.
 You must take account of agreed performance indicators.
 You must make adjustment to agreements in consultation with customer or supplier and
share information with appropriate colleagues.
 You must nurture relationship through regular contact and use of effective interpersonal and
 You should complete the tasks after the case study provided.
 Role plays provide you with the opportunity to take part in activities which mirror real life
career-related scenarios.
 During the role play, the assessor will be looking for:
o Appropriate interaction, body language and communication skills
o Your ability to establish rapport and defuse potentially difficult situations
o The ability to understand, interpret and answer the questions appropriately.
o Suitably documenting and presenting the topics to audience.
o You meet the requirements of the unit of competency or performance criteria
mentioned in the assessment task.
 Trainer must assess the performance as per the performance criteria and checklist provided.

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Resources required to complete the assessment task:
 Simulated enviornment, such as classroom

 Computer
 Internet
 MS Excel/MS Word or equivelent

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Scenario:
You are a manager at The Red Road hotel, Melbourne looking after the logistics and marketing team.
The hotel has the following facilities:
a. 10 Standard rooms with queen beds and attached bathroom.

b. 1 Dining hall with capacity of 50 guests.
c. 1 Conference rooms (capable of handling 30 – 50 guests)
d. 1 Indoor swimming pool
e. 1 Tennis lawn
Hotel provides following services:
a. Lodging
b. Catering
c. Small events hosting
Case:
Recently management has decided to work with a contracting company for laundry. Management
has asked you to get in touch with possible contracting companies specialising in the laundry
business and negotiate with them on possible rates and services.
Currently, the hotel is using 10 hours per day for laundry. It cost around $40 per hour to hotel.
Around 200kg of laundry is cleaned every day. Also, hotel is struggling to find appropriate staff and
rotating available ones for the job which has added dissatisfaction in the staff.
Part A:
RP2.1 Write a prospective post for five (5) social media platforms outlined below, sharing
information about this new opportunity for a laundry service provider. This message should specific
the locality, basic details on the opportunity and ask for service providers to submit their relevant
details and current work portfolio (in the local community) to the hotel, via email. You need to write
each post and put them into an email, addressed appropriately to the hotel owner (your trainer).
You will need to print this out and hand it in as part of this task.
a. LinkedIn
b. Twitter
c. Facebook
d. Instagram
e. Industry/association forum/job board
Note: For email – print the email and show to the trainer / instructor.
RP2.2 A contractor has replied back, with interest in the opportunity. They wish for you to call
them to discuss the opportunity in further detail. You will need to call the laundry service provider
and establish and begin building a relationship, using effective communication techniques. Your
trainer/assessor will be acting as the laundry service provider.
Part B:
Assume the laundry service provider has confirmed to work with the hotel as a contractor. Conduct
a negotiation meeting with the contractor.

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For negotiation meeting, instructor / trainer will act as the contractor and one of the students will
act as a colleague in the negotiation. If no other students are present, trainer will assume multiple
roles.
Ensure following requirement while negotiating:
Minimum requirement:
 Contractor should pick up dirty laundry at 1:00 pm and return clean ones at 1:00 pm the
following day. Should be available during weekends and public holidays as well.
 Laundry should be clean and well pressed.
Good to have:
 Contract period of 6 months.
 Laundry rate of $2.25/Kg as per current cost for hotel. Cost of laundry can be up to 10%
above/below the current cost for hotel.
For student acting as colleague: suggest alternative options to help the negotiation, suggest that
labour conditions in the contract, should be as per labour laws of Australia. Further, suggest
amendments to contract to stipulate that state this task is being administered in, has oversight in
case of legal proceedings.
RP2.3 Use various negotiation techniques to maximise benefit of relationship for both parties.
Proper professional and organisational protocol should be followed. During negotiation, incorporate
feedback and input from colleague where appropriate. The negotiation should cover following:
a. Rate of laundry
b. Time to pick up and delivery
c. Contract period
d. Payment schedule
e. Compensation / penalty in case of delay service
f. Compensation / penalty in case of damaged laundry
g. Late fee / penalty in case hotel delays to pay contractor
h. Performance indicator of the service
List out the negotiated item in following format:
Sno Negotiated item / task Acceptable result Remarks
1 Rate of Laundry rate Cost of

laundry of $2.25/Kg laundry can
be
as per
current cost up to 10%
for above/belo
w
hotel.
the current
cost for
hotel.

Page | 62
2 Time to pick Contractor Should be
up and should pick available
delivery
up dirty during
laundry at weekends
1:00 and
pm and public
return clean holidays as
well.
ones at 1:00
pm the
following
day.
3 Contract Contract Can be

period period of extended
6 months
4 Payment Deposit at Pay at least

schedule least 50% 1 week
and before
pay the rest

of the
following
week.
5 Compensatio 1 hour delay Penalty for

n / penalty is acceptable $100 if
in case of delay
delay service occurs more
than 1
Page | 63
hour
6 Compensatio $100 per Consider

n / penalty each of the issues
in case of damaged
damaged laundry
laundry
7 Late fee / $50 fee for Pre-

penalty in the delay payment 1
case week
one day
hotel delays before
to pay
contractor
8 Performance The damage Customer satisfaction

increases.
indicator of of laundry
the service less than

Page | 64
20%.
Laundry
should be
clean
and well
pressed.
RP2.4 Communicate the result of negotiation via email to appropriate colleagues and
stakeholders /contractor (Trainer/Instructor) after negotiation is completed.
RP2.5 Prepare a written contract to confirm the agreement with the contractor. Obtain approval
for all aspects of the formal agreements from the contractor and stakeholders present in the
meeting. Use the template provided.
RP2.6 Assume another student is a specialist and ask for any suggestions that need to be part of
the contract. Student must provide one relevant suggestion that will be implemented into the
contract. If there are insufficient number of students, trainer will assume this role.
RP2.7 Sign the contract to confirm the contract between two parties and hand this to your
trainer/assessor to demonstrate completion of this task.
Template for contract preparation. You can change the content as per need.
Contract for Services Rendered
This is a contract entered into by John Thomson (hereinafter referred to as "the Provider") and
Mary James (hereinafter referred to as "the Client") on this date, March 15, 2019 .
The Provider's place of business is laundry service provider
and the Client's place of business is The Red Road hotel, Melbourne.
The Client hereby engages the Provider to provide services described herein under "Scope and
Manner of Services." The Provider hereby agrees to provide the Client with such services in
exchange for consideration described herein under "Payment for Services Rendered."
Scope and Manner of Services
Terms and obligations / Exclusion / Dispute Acceptable result

resolutions
Contractor should pick up The provider can pick up

Page | 65
dirty laundry at dirty laundry at
1:00 pm and return clean 1:00 pm and return clean

ones at 1:00 pm ones at 1:00 pm
the following day. the following day.
Contractor should be The provider is not

available available during
during weekends and weekends and public

public holidays
Laundry should be clean The provider will provide

and well pressed laundry with
clean and well pressed.
Laundry rate of $2.25/Kg The provider wants to

as per current increase the
cost for hotel. Cost of laundry rate. However, it

laundry can be up can be up to
to 10% above/below the 10% from

current cost for

Page | 66
Contract period of 6 Contract period of 6
months for the months
laundry rate
Payment for Services Rendered
The Client shall pay the Provider for services rendered according to the Payment Schedule as
below, within calendar days of the date on any invoice for services rendered from the
Provider.
Payment date: _____________ March 20, 2019_________________________
Should the Client fail to pay the Provider the full amount specified in any invoice within
calendar days of the invoice's date, a late fee equal to <$X> shall be added to the amount due
and interest of percent per annum shall accrue from the calendar day following the invoice's
date.

Page | 67
The contract will last for _______6_____months and will be terminated if not renewed. On
agreement of both parties, the contract can be terminated any time before the end of contract
period.
Applicable Law
This contract shall be governed by the laws of the County of _________ Australia ___________
in the State of ___________ New South Wales ______________ and any applicable Federal law.
Signatures
In witness of their agreement to the terms above, the parties or their authorized agents
hereby affix their signatures:
Mary James John Thomson
(Name of Client or agent) (Name of Provider or agent)

Mary James John Thomson
____________________________________ _________________________________
(Signature of Client or agent) (Date) (Signature of Provider or agent) (Date)

Page | 68
Part C:
Assume the laundry service provider is working as per the contract. On Thursday afternoon, there
were three chair covers which had been stained with wine after being laundered and one curtain
from the kitchen had a tear.
RP2.8 Call the laundry service provider to seek and review the concern and try to maintain sound
business relationships. Base the feedback to the contractor honour within the scope of your
individual responsibility. Inform him that the agreed performance indicator on cleanness has not
been met.
Your instructor will act as contractor.
RP2.9 Based on the feedback and consultation with contractor, make adjustments to the
agreement and share the information with appropriate colleagues and stakeholders via email.
Adjustments should take into account the fact that a small percentage of laundry will be damaged in
the course of business and that goods older than X year and/or washed X amount of times
previously may sustain damage. Ensure accurate performance indicators/measures around this issue
are incorporated into the agreement.
RP2.10 Call the contractor to thank them and share the updated contract. Use effective
interpersonal and communication styles to nurture the relationship. During call, talk about
cooperative promotions to market each other to clients. The contractor can promote the hotel in its
outlets while the hotel can recommend the contractor to other hotels with in its association.

Page | 69
Your presentation will be assessed by your assessor and must cover the following “Observation
guide”:
S N/S Comments and feedback to student

To be assessed as satisfactory (S) in this
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Appropriate and professional body
language, gestures and tone.
 
b) Established relationship in line with

organisational requirements and
 
protocols and use effective
communications skills and techniques
to build business relationships.
c) Proactively identified and took up
opportunities to maintain regular
 
contact with contractor.
d) Used various negotiation techniques

to maximise benefit of relationship
 
for all parties.
e) Analysed and incorporated feedback

and input from colleagues into
 
negotiation where appropriate.
f) Communicated results of negotiations

to required stakeholders and
 
colleagues within required
timeframes.
g) Confirmed agreements in writing

based on organisational requirements
 
and using formal contracts where
appropriate.
h) Obtained approval for all aspect of

formal agreements based on
 
organisational procedures.

Page | 70
i) Evaluated and act on the need for
specialist advice as required.
 
j) Proactively seek, reviewed, and acted

upon information needed to maintain
 
sound business relationships.
k) Honoured agreements within scope of

individual responsibility, complying
 
with agreed terms.
l) Took account of agreed performance

indicators.
 
m) Made adjustment to agreements in

consultation with customer or
 
supplier and shared information with
appropriate colleagues.
n) Nurtured relationship through regular

contact and use of effective
 
interpersonal and communication
styles.
o) Ability to understand the questions

and answering correctly.
 

Page | 71

Second attempt:

Second attempt:

Page | 72
Student Signature
Date
Declaration

named candidate.
Date
by (insert Name) __________________________________

Page | 73
UAT 3 – Role Play
assessment.
to be completed.
the answers).

implemented.

Page | 74

of information
support, text
format.

Page | 75
assessment task
 Limited study
skills and/or
learning strategies
 Limited study  provision of information or course materials in accessible
skills and/or format, e.g. a text book in braille
 Supply of specialised equipment or services, e.g. a note
assessment task

Page | 76
Assessment type:
 Role Play

 This is the last unit assessment task you have to successfully complete to be deemed
 This assessment task is comprised of a role play.
 This role play should be done based on given case study and scenario.
 You are required to act as a manager in a hotel to build business relationship, conduct
negotiation, make formal business agreements and foster and maintain business
relationship with customer.
 You are required to perform role play with a student and a trainer/assessor based on various
roles provided in the part of task.
 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
 This skill test is timed.
 Time allowed to conduct role play is 50 to 60 minutes.
 Time allowed to develop required resources for the session is 3 weeks prior to the roleplay.
 Electronic devices are allowed during this assessment 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.

 Where your answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
and require reasonable adjustments (e.g. can be given as an oral assessment).
Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Your trainer/assessor will provide you further information regarding the location of
General Instructions for attempting the role play:

 You must explain the topics appropriately.
 Your tone, gestures, body language has to be according to the role you are portraying.

Page | 77
 You will be required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
Information about role play:

 Please note that the task includes participation in the role play.
 This type of learning provides a controlled environment in which role players can practice
skills, roles and processes.
 In addition to preparing your own role play, learning is reinforced by observing other team
members and offering comments and constructive feedback.
 This role play focuses on the elements and performance criteria for the unit of competence,
which is available on the training package website http://training.gov.au.
 You have to present your role play to your trainer/assessor on the due date.
 Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
 Please read through the instructions and assessment information carefully, prior to
commencing the tasks.

 This assessment task requires you to act as a manager in a hotel to build business
relationship, conduct negotiation, make formal business agreements and foster and
maintain business relationship with customer.
 Role play must demonstrate your understanding and knowledge of the unit.
 Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as
set out in the delivery and assessment guide for this unit.
 A copy of the observation checklist (found in the Assessment Guide) in relation to this unit
must be made available to students a minimum of three weeks prior to the assessment.
 Your assessor will provide you with initial oral feedback in class, after the presentations by
yourself and others. 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
role play. Written feedback incorporating the feedback on your individual presentation, role
play and preparatory work will be provided within two weeks from the due date of your
assessment.
 Your assessor will use an observation checklist/observation guide and provide written
feedback indicating whether your role play and related preparatory work is satisfactory or
not satisfactory.
 A copy of the observation checklist will be made available to students with this role play
task, a minimum of three weeks prior to the assessment.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skill to establish relationship in line with organisational requirements and protocols and use
effective communications skills and techniques to build business relationships.

Page | 78
 Skill to proactively identify and take up opportunities to maintain regular contact with
customer.
 Skill to use various negotiation techniques to maximise benefit of relationship for all parties.
 Skill to analyse and incorporate feedback and input from colleagues into negotiation where
appropriate.
 Skill to communicate results of negotiations to required stakeholders and colleagues within
required timeframes.
 Skill to confirm agreements in writing based on organisational requirements and using
 Skill to obtain approval for all aspect of formal agreements based on organisational
procedures.
 Skill to evaluate and act on the need for specialist advice as required.
 Skill to proactively seek, review, and act upon information needed to maintain sound
 Skill to honour agreements within scope of individual responsibility, complying with agreed
terms.
 Skill to take account of agreed performance indicators.
 Skill to make adjustment to agreements in consultation with customer or supplier and share
information with appropriate colleagues.
 Skill to nurture relationship through regular contact and use of effective interpersonal and
 Reading skills to collect, review, interpret/understand and analyses /review text-based
business information from a range/number of sources.
 Written and oral/speech communication skills to organize and deliver information to
effectively communicate with a range of stakeholders/interested people.
 Numeracy/numbers- mathematical Skill to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
 Skills to work independently/freely as well as collaboratively/together to make decisions
about project initiation processes.
 Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties
 Skills to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
 Skills to use familiar/known digital technology to access/get to information, document

Page | 79
Instructions to complete this assessment task:
 This activity will require you to participate in a role play, assuming the role of manager in the
hotel.
 You must schedule a suitable time for the roleplay and get approval of the assessor.
 Role play should be planned for 50 to 60 minutes.
 For this, you will pair up with one (1) students and Instructor, assigning designated roles to
each person. 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.
 You must establish relationship by using effective communications skills and techniques and
build business relationships with customer.
 You must proactively identify and take up opportunities to maintain regular contact with
them.
 You must use various negotiation techniques to maximise benefit of relationship for all
parties.
 You must analyse and incorporate feedback and input from colleagues into negotiation
where appropriate.
 You must communicate results of negotiations to required stakeholders and colleagues
 You must confirm agreements in writing based on organisational requirements and using
 You must obtain approval for all aspect of formal agreements based on organisational
procedures.
 You must evaluate and act on the need for specialist advice as required.
 You must proactively seek, review, and act upon information needed to maintain sound
 You must honour agreements within scope of individual responsibility, complying with
agreed terms.
 You must take account of agreed performance indicators.
 You must make adjustment to agreements in consultation with customer or supplier and
share information with appropriate colleagues.
 You must nurture relationship through regular contact and use of effective interpersonal and
 You should complete the tasks after the case study provided.
 Role plays provide you with the opportunity to take part in activities which mirror real life
career-related scenarios.
 During the role play, the assessor will be looking for:
o Appropriate interaction, body language and communication skills
o Your ability to establish rapport and defuse potentially difficult situations
o The ability to understand, interpret and answer the questions appropriately.
o Suitably documenting and presenting the topics to audience.
o You meet the requirements of the unit of competency or performance criteria
mentioned in the assessment task.
 Trainer must assess the performance as per the performance criteria and checklist provided.

Page | 80
Resources required to complete the assessment task:
 Simulated enviornment, such as classroom

 Computer
 Internet
 MS Excel/MS Word or equivelent

Page | 81
Scenario:
You are a manager at The Red Road hotel in Melbourne, looking after the logistics and marketing
team as provided in the scenario of UAT2.
You are at a social networking function when you overhear one of the guests talking about plans to
work with a hotel to provide lunch box services to a school on a daily basis.
Part A:
RP3.1 Approach her to verify if a lunch box delivery service provider has already been decided
upon and if there is any chance that you can help her. Establish a relationship with the
prospective client with effective communication skills and techniques to build business
relationships.
Your trainer/instructor will act as that prospective client.
RP3.2 Maintain contact with the lady via emails to thank her and show willingness to work
together for the prospect work.
a. First email the prospective client, thanking her for the opportunity and looking
forward to working together, as well as, any further additional information
b. Second email responding to:
i. Additional information
ii. Reputation in the community
iii. Ability to meet timeframes required
c. Third email responding to queries regarding:
i. Specific lunch menu items
1. Vegetarian items
2. juice
3. seasonal variations
ii. Pricing requirements
These emails will need to all be printed and given to your trainer. Each email should be written in a
professional manner, addressed appropriately and in no more than 150-200 words each.
Assume that the school you approached has agreed to work with your hotel and wants further
negotiations.
Conduct a negotiation meeting with the customer.
For the negotiation meeting, your instructor / trainer will act as the customer and one student will
act as a colleague in the negotiation.
Ensure the following requirements are negotiated:

Requirements:
 Minimum of 75 lunch boxes should be ordered per day. If the number of boxes ordered is
less than 75, extra 10% charge will be applied to each box.
 Each food box will contain a mix of 2 non-vegetarians and 1 vegetarian item with 1 seasonal
fruit and a juice.
 For vegetarians, 3 vegetarian items, 1 seasonal fruit and a juice will be available.
 For above configurations, the cost price is $10 a box at 75 boxes. You need to sell more than
this for the deal to be commercially viable.
Other:
 Can reduce price if 1 food item is reduced.
 Can provide different food combination on each day for a week.

Page | 82
 Contract period should be for a minimum of 3 months.
For student acting as colleague: suggest alternative options to help the negotiation.
RP3.3 Use various negotiation techniques to maximise the benefit of the relationship for both
parties. Proper professional and organisational protocols should be followed. During the
negotiation, incorporate feedback and input from colleagues where appropriate. The
negotiation should cover the following:
i. Minimum number of lunch boxes that need to be ordered.
j. Cost per packet.
k. Content of the lunch box.
l. Time for delivery
m. Contract period
n. Payment schedule
o. Quality requirement
p. Compensation / penalty in case of delay in service
q. Compensation / penalty in case of issue with food item.
r. Late fee / penalty in case school delays to pay
s. Performance indicators of the service
List out the negotiated items in the template provided under UAT2, RP2.3.
RP3.4 Communicate the result of the negotiation via Email to the appropriate colleagues and
stakeholders /customer (Trainer/Instructor) after the negotiation is completed.
RP3.5 Prepare a written contract to confirm the agreement with the contractor. Obtain approval
for all aspects of formal agreements from customer and stakeholders present in the meeting. Use
the contract template provided in UAT2, RP2.5.
RP3.6 Your trainer/assessor will act as a specialist who you will need to hold discussions with,
regarding specialist advice for the contract. Assume your trainer/assessor is a business advisor
RP3.7 Sign the contract to confirm the contract between two parties.

Page | 83
Part C:
RP3.8 Assume that is the 2nd week of catering to the school and that, based on prior agreement,
payment should be today (Friday). You have called the liaison officer for this program at the school,
to discuss any relevant feedback relating to the current service, which is within the scope of your
individual responsibilities. As part of this call, you need to discuss when payment will be taking place,
for the current services rendered. Finally discuss the addition of the new clause, put forward by your
specialist business advisor.
Trainer/assessor will act as customer.
RP3.9 Based on the feedback and consultation with the customer, make adjustments to the
agreement, have the customer sign the adjusted agreement and share the information with the
appropriate colleagues via email. (The signed copy of this document should be handed to your
trainer/assessor at the end of the task).
RP3.10 Call the customer to thank them and share the updated contract. Use effective interpersonal
and communication styles to nurture the relationship. During the call, talk about cooperation for
utilising networks for marketing and provide positive review in the company Facebook page and
company website.

Page | 84
Your presentation will be assessed by your assessor and must cover the following “Observation
guide”:
S N/S Comments and feedback to student

To be assessed as satisfactory (S) in this
assessment task the participant needs to
demonstrate competency in the following
critical aspects of evidence
a) Appropriate and professional body
language, gestures and tone.
 
b) Established relationship in line with

organisational requirements and
 
protocols and use effective
communications skills and techniques
to build business relationships.
c) Proactively identified and took up
opportunities to maintain regular
 
contact with Customer.
d) Used various negotiation techniques

to maximise benefit of relationship
 
for all parties.
e) Analysed and incorporated feedback

and input from colleagues into
 
negotiation where appropriate.
f) Communicated results of negotiations

to required stakeholders and
 
colleagues within required
timeframes.
g) Confirmed agreements in writing

based on organisational requirements
 
and using formal contracts where
appropriate.
h) Obtained approval for all aspect of

formal agreements based on
 
organisational procedures.

Page | 85
i) Evaluated and act on the need for
specialist advice as required.
 
j) Proactively seek, reviewed, and acted

upon information needed to maintain
 
sound business relationships.
k) Honoured agreements within scope of

individual responsibility, complying
 
with agreed terms.
l) Took account of agreed performance

indicators.
 
m) Made adjustment to agreements in

consultation with customer or
 
supplier and shared information with
appropriate colleagues.
n) Nurtured relationship through regular

contact and use of effective
 
interpersonal and communication
styles.
o) Ability to understand the questions

and answering correctly.
 

Page | 86

Second attempt:

Second attempt:

Page | 87
Student Signature
Date
Declaration

named candidate.
Date
by (insert Name) __________________________________

Page | 88

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Unit Assessment Pack (UAP) – Cover Sheet

Student and Trainer/Assessor Details

Course and Unit Details

Unit code SITXMGT002

Assessment Submission Method

☐ By Australia Post to RTO ☐ Any other method

Student signature: ________________________________

Document Type: Unit Assessment Pack (UAP)

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence

Final result C/NYC Date assessed

Document Type: Unit Assessment Pack (UAP)

• Build business relationships.

The student will have access to the following:

Document Type: Unit Assessment Pack (UAP)

Document Type: Unit Assessment Pack (UAP)

 Food Standards Australia New Zealand Act 1991

Document Type: Unit Assessment Pack (UAP)

For further information about this unit go to https://training.gov.au/Training/Details/SITXMGT002

For more information, please refer to RTO Student Handbook.

Document Type: Unit Assessment Pack (UAP)

Section 2: Reasonable adjustments

Document Type: Unit Assessment Pack (UAP)

Document Type: Unit Assessment Pack (UAP)

Category Possible Issue Reasonable Adjustment Strategy

Document Type: Unit Assessment Pack (UAP)

Explanation of reasonable adjustments strategy used (If required)

Document Type: Unit Assessment Pack (UAP)

Assessment task description:

Resubmissions and reattempts:

Instructions for answering written questions:

Document Type: Unit Assessment Pack (UAP)

How your trainer/assessor will assess your work?

Purpose of the assessment

 Knowledge to establish relationship in line with organisational requirements and protocols

Document Type: Unit Assessment Pack (UAP)

Document Type: Unit Assessment Pack (UAP)

a. Cooperative partner with organisation

A cooperative partner with organization is a group of people, typically

(1) Service rather than benefit expansion

(3) Self-help and independence rather than dependence on outside

(4) Development of moral person of individuals rather than

Document Type: Unit Assessment Pack (UAP)

A development organization's ability to attract new clients depends on

 Adopt a functioning strategy towards distinguishing new

 Complete development offers and screen and oversee bid

 Direction and aid the proposition cycle.

 Fabricate a development proposition layout library that can

 Persuade possibilities and current clients to purchase in.

 Distinguish market valuable open doors.

 Make improvement plans and development projects.

Customer Segments, the primary block formed, is typically a topic of

Document Type: Unit Assessment Pack (UAP)

 Devoted individual help.

 Checking out and defeating normal apprehensions of

 Creating and raising profiles.

 Distinguishing 'targets' and planning explicit inquiries.

 Mental commitment - being positive.

Document Type: Unit Assessment Pack (UAP)

Suppliers should be viewed as important coworkers who they may

Step #1 Complete a Needs Analysis.

Step #2 Rate a Supplier Using KPIs.

Step #3 Develop a Plan for Addressing Issues.

Step #4 Implement Supplier Development Plan.