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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 Time20-30 Minutes
    ObjectiveTo provide you with an opportunity to consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives.

    		As a role play within the learning group, perform the following:

    In groups of three to five determine who will act as team leader and who will be the team members. Choose a work environment and work roles for the team and discuss the roles, responsibilities and accountabilities and how these need to meet organisational goals and plans.

    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 satisfactorySatisfactory
    If not yet satisfactory, date for reassessment:
    Feedback to learner:


    Learner’s signature
    Assessor’s signature

    Activity 1B

    Estimated Time15 Minutes
    ObjectiveTo provide you with an opportunity to know about developing performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team.

    1. What is a performance plan?

    1. How do KPIs differ from work goals?


    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 satisfactorySatisfactory
    If not yet satisfactory, date for reassessment:
    Feedback to learner:


    Learner’s signature
    Assessor’s signature

    Activity 1C

    Estimated Time20 Minutes
    ObjectiveTo provide you with an opportunity to understand how to support team members in meeting expected performance outcomes.

    1. State three ways that you could support your team to reach their performance requirements in work.

    1. How can you ensure you are fully aware and informed on each team member’s work role and responsibilities?

    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 satisfactorySatisfactory
    If not yet satisfactory, date for reassessment:
    Feedback to learner:


    Learner’s signature
    Assessor’s signature

    Activity 2A

    Estimated Time15 Minutes
    ObjectiveTo 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 satisfactorySatisfactory
    If not yet satisfactory, date for reassessment:
    Feedback to learner:
    Learner’s signature
    Assessor’s signature

    Activity 2B

    Estimated Time20 Minutes
    ObjectiveTo 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 satisfactorySatisfactory
    If not yet satisfactory, date for reassessment:
    Feedback to learner:
    Learner’s signature
    Assessor’s signature

    Activity 2C

    Estimated Time30 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 Time20-30 Minutes
    ObjectiveTo 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:

    In groups of three to five determine who will act as the team leader and who will be the team members. Choose a work environment and work roles for the team and discuss the roles, responsibilities and accountabilities and how these need to meet organizational goals and plans.

    In group three, a member who can lead, govern and manage would be the team leader and at the same time, the other team members would be the substantial leading to overcome challenges. In the given environment, it would be based on the roles, responsibilities and the accountabilities that would be based on the given goals and the related plans.


    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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 1B

    Estimated Time15 Minutes
    ObjectiveTo 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.

    1. What is a performance plan?


    Performance planning is referred to as the company's formal process and the related process that could be equated with the identifying and planning basis that can result in the overall growth. It would be based on the individual's or organization's goals that would be advanced to reach them. It is important to understand how the planning would be done based on the employer and employee that could be related to the proper plan which would be important to create a development plan.To have the performance improvement plan (PIP), one has to ensure, there is a substantial performance action plan,  that would be an added tool for the employee to deliver with the performance deficiencies which can be a result of the opportunity to succeed. It would be a result of the address failures that can meet specific job goals and to also have the behavior-related concerns.

    1. How do KPIs differ from work goals?

    The KPI’s are the related goals and the metric that can result in determining the overall goals and also meeting the targets.

    KPIs have to be integrated and used as a result of the individuals along with defining the organizations which can help to address and evaluate the success that could reach a critical target.It is important to note how thee would be the High-level KPIs that could result in the overall performance part of the business and it would be how there can be low-level KPIs that can result in the processes within departments.


    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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 1C

    Estimated Time20 Minutes
    ObjectiveTo provide you with an opportunity to understand how to support team members in meeting expected performance outcomes.

    1. State three ways that you could support your team to reach their performance requirements at work.

    Three ways to support the team would be based on the motivation, planning of the goals and the adherence to the performance motives. It would help determine the related goals. 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.

    1. How can you ensure you are fully aware and informed on each team member’s work role and responsibilities?

    By creating plans, goals, and objectives for every team member and ensuring they are delivering as per the related planned out ways. It would also have the KPI's and the related metrics, to measure the goals and the performance of the teams. It  is also objected towards a better relation of the goals and the 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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 2A

    Estimated Time15 Minutes
    ObjectiveTo 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.

    The strategies that would be adequately be involved in creating a plan of the team would be based on the below-: 
    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 2B

    Estimated Time20 Minutes
    ObjectiveTo 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.


    • For the effective working of the team, the importance of three polices would be outlined as the work health and safety, it would include the basis of the related integration of the anti-discrimination. It would be an important basis of the equal employment opportunity and it would include the lastly Occupational Health and Safety. This policy would help in outlining the synchronized betterment goals and the objectives of the teams.


    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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 2C

    Estimated Time30 Minutes
    ObjectiveTo provide you with an opportunity to provide feedback to team members to encourage, value and reward individual and team efforts and contributions.

    		As a role-play within the learning group, perform the following verbal activity:

    In pairs, take turns to be the team leader and the team member. As a team leader, provide two points of feedback to the team member, positively and constructively that seeks to recognize team success. You should decide on the work roles and scenarios for the role play before you start.

    The first feedback positive was the learning is done through a deduction analysis and the negative is the constant critics faced. The team leaders have to assign the work roles as per the desired performance abilities, suppose if the team member is good in the quality parameter, he should be assigned similar things. For acquiring the team goals, it would be substantial to overcome the challenges and the related parameters, by overcoming the goals.


    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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 2D

    Estimated Time15 Minutes
    ObjectiveTo 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.

    1. What should a process provide?


    A process should provide overcoming goals, that would be resultant in fulfillment of the outcome and the outlines of the critical plan. The process should provide in-depth knowledge, key deliverables and the consistency plans, that can be estimated with the overcoming assessment to the related devised plans and goals (Bengio, 2017)

    1. How should you develop a process to resolve team issues, concerns, and problems?

    The process would be developed by guiding, through training, by providing an overall knowledge and related to the potential assessment to relate with the goals. 

    The 360-degree feedback plans and the goals would be adopted and would be judicially be used in the system. It would be a two-way process and would be substantial to relate to career goals. 


    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 3A

    Estimated Time20 Minutes
    ObjectiveTo provide you with an opportunity to encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes.

    1. How you would encourage participation from team members in taking responsibility for team activities?

    The team members would be encouraged through the motivation, devising plans and step by step improving the goals. It would be done through the related actions, planning and then substantially improving the related plans. They can be encouraged through the bonus, incentives and making concrete plans (Sculley, 2015).

    1. How would you assist in team communication processes?

    The team's communication would be informal and formal. It would flow from the top to bottom and then it would channelize into the bottom to the above plans. The team communication process would be based on the suggestion basis, grievances, looking into the feedbacks and considering the related paths.


    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 satisfactorySatisfactory
    If not yet satisfactory, a date for reassessment:
    Feedback to the learner:










    Learner’s signature
    Assessor’s signature

    Activity 3B

    Estimated Time15 Minutes
    ObjectiveTo provide you with an opportunity to know how to support the team in identifying and resolving work performance problems.

    1. List three things that you can do to support your team to resolve work performance problems.

    The performance problem can be done through an improvement plan, it can be done through the training, support guidance, mentoring and by providing a closed aided support network team to assist, It can also be done through the close step by step assessment of the performance plans and the related parties (Zhang, 2016).


    1. What is root analysis?


    The root analysis would be done through understanding the problem, accessing the determining the problem assessment and solving it. It is done through the close digging beneath and provision of the surface of a problem. It can be done through the Cause Mapping method, and it would be based on the root cause analysis that could be benefitted and relate to the beneath the surface. It would be more inclined to the organizations mistakenly to relate with the main cause


    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 3C

    Estimated Time20 Minutes
    ObjectiveTo 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.

    The five ways through which it would be important to show the relation to the team related goals and positive model can be done through the

    To show the appreciation-: it would be done through the looking over the daily work routine that could be appreciative.
    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 4A

    Estimated Time20 Minutes
    ObjectiveTo provide you with an opportunity to establish and maintain open communication processes with all stakeholders.

    		For the following stakeholders, briefly describe how you would maintain a process of open communications (approximately 40-50 words for each one):


    • Your team-: In the team, a quick process of the related meetings, open suggestions and also using the appropriate methods. It would be done through an email, assessment and also be integrating the team members to improve and be vocal over the related process.

    • Department managers-: the department managers have to be interlinked and work parallel towards the one goal. It would be done through close guidance and also based on monitoring per the related goals.


    • External supplier-: It can be done through the external meetings, formal devising the plans, integrating into the communication plans and setting the marketing plan. It can be done through emails, memos, issuing the related formal documents and drawing a relation to it.


    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 4B

    Estimated Time30-45 Minutes
    ObjectiveTo 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:

    In one group, or smaller groups (as determined by the trainer/assessor), take turns to act as the team leader, while other individuals take the part of team members and senior management.

    • In a meeting with your team, you are presented with an issue (of the team’s choosing), discuss this to determine the situation and facts
    • Take this issue to your management and discuss this further to determine a way to resolve this
    • Discuss the outcome of this meeting with your team members and provide them with constructive approaches to resolve the situation.

    The issue has to be understood and the related members have to closely monitor it. Such as if there is a spillover of the oil, the floor manager and the team members have to identify the cause and how to fix it. The next step would be the problems seen in how there is a spillover from the logistics supply or in the storage. Accordingly, the problem can be rectified. 
    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 satisfactorySatisfactory
    If not yet satisfactory, the date for reassessment:
    Feedback to the learner:


    Learner’s signature
    Assessor’s signature

    Activity 4C

    Estimated Time20 Minutes
    ObjectiveTo 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 unresolved issues and concerns have to be documented.
    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 satisfactorySatisfactory
    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 satisfactorySatisfactory
    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 satisfactorySatisfactory
    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 satisfactorySatisfactory
    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/descriptionDocument 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:SatisfactoryNot Satisfactory
    Question
    Learner answer:
    Assessor judgment:SatisfactoryNot Satisfactory


    Question:
    Learner answer:
    Assessor judgment:SatisfactoryNot Satisfactory
    Question:
    Learner answer:
    Assessor judgment:SatisfactoryNot Satisfactory
    Question:
    Learner answer:
    Assessor judgment:SatisfactoryNot 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 competentCompetent
    If not yet competent, the date for re-assessment:
    Comments from trainer/assessor:
    Learner’s signature
    Assessor’s signature


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