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BSBWOR502 Lead and Manage Team Effectiveness Learner Workbook Assessment Answer

Instructions to Learner
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Estimated Time | 20-30 Minutes |
Objective | To provide you with an opportunity to consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives. |
As a role play within the learning group, perform the following: |
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 1B
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to know about developing performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team. |
|
Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 1C
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to understand how to support team members in meeting expected performance outcomes. |
|
Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2A
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to develop strategies to ensure team members have input into planning, decision making and operational aspects of work team. |
Write down three strategies that you could use to involve your team in aspects of workplace planning, decision-making and operations within the team. |
Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2B
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities. |
For your place of work (or an example workplace), briefly outline three policies and procedures that would benefit your work team. |
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, date for reassessment: | ||||
Feedback to learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2C
Estimated Time | 30 Minutes |
Answer
Instructions to Learner
Assessment instructions
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Estimated Time | 20-30 Minutes |
Objective | To provide you with an opportunity to consult team members to establish a common understanding of team purpose, roles, responsibilities, and accountabilities following organizational goals, plans, and objectives. |
As a role-play within the learning group, perform the following: |
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 1B
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to know about developing performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for the work team. |
|
Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 1C
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to understand how to support team members in meeting expected performance outcomes. |
|
Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2A
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to develop strategies to ensure team members have input into planning, decision making and operational aspects of the work team. |
Write down three strategies that you could use to involve your team in aspects of workplace planning, decision-making, and operations within the team. To form a committee. It would be done based on reaching a certain size, that would be related to hearing and controlling everyone's voice. To integrate a suggestion box that would be done through an engagement with the workers that could be done at the basis of the encouraging steps to make a mark at the changes which can be done through a company. Offer choices Relate with the training Reduce work hours. |
Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2B
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities. |
For your place of work (or an example workplace), briefly outline three policies and procedures that would benefit your work team.
|
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2C
Estimated Time | 30 Minutes |
Objective | To provide you with an opportunity to provide feedback to team members to encourage, value and reward individual and team efforts and contributions. |
As a role-play within the learning group, perform the following verbal activity: |
Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 2D
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to know about how to develop processes to ensure that issues, concerns, and problems identified by team members are recognized and addressed. |
|
Activity 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 3A
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes. |
|
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, a date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 3B
Estimated Time | 15 Minutes |
Objective | To provide you with an opportunity to know how to support the team in identifying and resolving work performance problems. |
|
Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 3C
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to ensure own contribution to the work team serves as a role model for others and enhances the organization's image for all stakeholders. |
List and briefly explain (in approximately 30 words) five ways you can be a positive role model for your team. It would be determined into looking at the different ways to be of service. One has to ensure they can strive to be helpful around them. Needs to ensure one can overcome the unpleasant behavior. Relate to the and add on responsibility. ... Needs to work alongside to the upbeat demeanor. |
Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4A
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to establish and maintain open communication processes with all stakeholders. |
For the following stakeholders, briefly describe how you would maintain a process of open communications (approximately 40-50 words for each one):
|
Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4B
Estimated Time | 30-45 Minutes |
Objective | To provide you with an opportunity to communicate information from line manager/management to the team, and communicate unresolved issues, concerns, and problems raised by team members and followup with line manager/management and other relevant stakeholders. |
As a role-play activity within the learning group, perform the following:
The outcomes of the meetings have to reach a close resolution through the support, mentoring and related guidance. The constructive approaches can be done through parallel approaches and constituting the related assessments. |
Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Activity 4C
Estimated Time | 20 Minutes |
Objective | To provide you with an opportunity to evaluate and take necessary corrective action regarding unresolved issues, concerns, and problems raised by internal or external stakeholders. |
Following on from Activity 4B, evaluate your discussions and write down the corrective action that you have decided upon. The next would be the planning and it would be the deviation from the result Allocation of the job profiles, roles, and responsibilities along with drawing a relationship out of it. The problem that would be raised by the stakeholders has to be accessed through the meetings, then planning and organizing the resources. |
Activity 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge, and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge, and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or in a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or the third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
- Reading
- Writing
- Oral communication
- Navigate the world of work
- Interact with others
- Get the work done
Answer the activity in as much detail as possible, considering your organizational requirements.
As a workplace activity (or simulated workplace activity) perform the following.
You are tasked to assess your team's performance plans to review team goals-against organizational goals. From current organizational documentation on objectives and performance needs, and team performance plans you should:
- Read and interpret information to assess where team performance can be improved upon to assist in reaching organizational goals
- Prepare a brief report to outline your findings
- Present this to your manager/management and discuss where improvements in performance can be made.
This activity should be observed by the trainer/assessor or a third party in the workplace, and all observations recorded in the observations and demonstrations checklist.
Answer
The team goals and the individual goals would be related to the organizational team goals and the related devised aims, objectives and related approaches.
It has to be substantial and would be an environment that would be based on the required goals and the outcomes.
Suppose if the company has to object and aim for the 10% overall growth, then the company has to ensure they are targeting the state department, goals and there should be a drawing relationship. If the sales department grows, it would be marketing and it would result in a better approach and can aim for better prospects (Gablasova, 2015).
The manager and the management have to be related to the improvements in performance-based devising plans and the team members associated with it.
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- How group dynamics can support or hinder team performance
- Strategies that can support team cohesion, participation, and performance
- Strategies for gaining consensus
- Issue resolution strategies
Answer each question in as much detail as possible, considering your organizational requirements for each one.
What are group dynamics and how can they affect your team?
The group dynamics are balancing all the factors and include forming, storming, also relates to the norming, performing, and adjourning.
It would consequently affect the team goals and the related parameters would be related to the developmental stages that would be related to the conflicts and resolutions
Provide three strategies that support team cohesion, participation or performance.
It would be three strategies that would be based on team cohesion and the adequate plans that would lead the related trust-based system, having the respect and it would be based on encouraging socializing and it would be based on open communication. The team cohesion would be based on the roles and the responsories, having team process and it would be based on the related assessment.
How can develop strategies to gain consensus help your team?
The developing strategies that would be based on the team, can be related to the adopted consensus that would be based on the related parties. Strategies would be based on focusing on the organization's goals, which would be allocated substantially related to the teams.
What is issue resolution and how can strategies help in this matter?
Issue resolution would be based on the root cause problem and would be dedicated to the related goals, objectives and how there can be related systematic plans. It would be based on the resolution to work over the approaches.
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
- Use leadership techniques and strategies to facilitate team cohesion and work outcomes
- Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities
- Establish processes to address issues and resolve performance issues
- Support team to meet expected performance outcomes
- Develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders
- Communicate effectively with a range of stakeholders about team performance plans and team performance
- Facilitate the two-way flow of information between team and management
- Evaluate and take necessary corrective action regarding unresolved issues, concerns, and problems raised by internal or external stakeholders
Answer the activity in as much detail as possible, considering your organizational requirements.
As a workplace activity (or simulated workplace activity), perform the following.
Using your leadership skills, techniques and strategies to facilitate team cohesion and work outcomes, you will need to:
- Develop policies and procedures to enable team members to take responsibility for their work roles and responsibilities
- Establish processes to address issues and to resolve performance issues
- Develop mechanisms to support your team to meet work outcomes and performance needs
- Determine performance plans with KPIs, work goals and performance outputs for the team and/or individual team members (in conjunction with the team and with management).
For the workplace activity, it would be based on the given related to the procedure, that would be based on the policies and procedures such as below-:
Equal employment Opportunity-: it would be based on the related ideas and how it can synchronize the related plans and the policies.
It is also related to the appropriate approaches and would be planned into the performance plans and it would be based on the KPI’s and can channelize into the system.
In a management meeting, communicate your team's performance plan(s) and how this will assist in meeting organizational goals.
The communication team’s performance would be advanced and based on the systematic and related to the goals. It has to be related to the performance plans that could meet in terms of the goals. It has to be related to the plans and needs to be systematic to the planning and orientation.
After a short period of implementation (to be decided by the trainer/assessor), assess the team’s performance and evaluate if there are work or team issues. If these are found, determine corrective action that can be taken to resolve these.
This activity should be observed by the trainer/assessor or a third party in the workplace, and all observations recorded in the observations and demonstrations checklist.
The team planning and the goals would be evaluated through the KPIs'. It would be based on the set goals and how much it has been delivered. It needs to be related to the systematic concerns that would involve the planning and it can be based on the related parameters. The support of the team can be accessed through the performance requirements that would be based on the overall scenario and the related parameters of the organization's goals integrated into the team goals and objectives.
Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if a reassessment is required.
Learner’s name | ||||
Assessor’s name | ||||
Unit of Competence (Code and Title) | ||||
Date(s) of assessment | ||||
Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No (Please circle) | |||
Has sufficient evidence and information been provided by the learner for the activity? | Yes No (Please circle) | |||
Comments | ||||
Provide your comments here: | ||||
The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
If not yet satisfactory, the date for reassessment: | ||||
Feedback to the learner: | ||||
Learner’s signature | ||||
Assessor’s signature |
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you can provide or use.
Document name/description | Document attached | |
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
For RTO use only | ||
Have originals or digital copies been supplied for the workplace documents? | Yes No (Please circle) | |
If not originals, have the originals been validated or checked? | Yes No (Please circle) | |
Learner’s signature | ||
Assessor’s signature |
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name | ||
Assessor’s name | ||
Unit of Competence (Code and Title) | ||
Date of assessment | ||
Question: | ||
Learner answer: | ||
Assessor judgment: | Satisfactory | Not Satisfactory |
Question | ||
Learner answer: | ||
Assessor judgment: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgment: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgment: | Satisfactory | Not Satisfactory |
Question: | ||
Learner answer: | ||
Assessor judgment: | Satisfactory | Not Satisfactory |
Feedback for the learner | |
I have read, understood, and am satisfied with the feedback provided by the assessor. | |
Learner’s name | |
Learner’s signature | |
Assessor’s name | |
Assessor’s signature |
Competency record to be completed by the assessor
This should be used by the trainer/assessor to document the learner's skills, knowledge, and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if a reassessment is required.
Learner’s name | ||
Assessor’s name | ||
Unit of Competence (Code and Title) | ||
Date(s) of assessment | ||
Has the learner completed all required assessments to a satisfactory standard? | Yes No (Please circle) | |
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? | Yes No (Please circle) | |
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: | ||
Authentic | Yes No (Please circle) | |
Valid | Yes No (Please circle) | |
Reliable | Yes No (Please circle) | |
Current | Yes No (Please circle) | |
Sufficient | Yes No (Please circle) |
The learner is deemed: | Not yet competent | Competent |
If not yet competent, the date for re-assessment: | ||
Comments from trainer/assessor: | ||
Learner’s signature | ||
Assessor’s signature |
