Assessment-3

MANAGE TEAM AND WORKPLACE OPERATIONS

SITXHRM003 Lead and Manage People &

SITXMGT001 Monitor Work Operations

Student Must Fill this Section

Student Name:
Student ID: Term: Year:

Privacy Release “I give my permission for my assessment material to be used in the

Clause: auditing, assessment validation & moderation Process”.
“I declare that:
Authenticity  The material I have submitted is my own work;
Declaration:  I have given references for all sources of information that are not
my own, including the words, ideas and images of others”.

Student Signature: Date:

Assessment Outcome

Assessor Name:

Not Yet Assessor

Attempt Competent Date
Competent Signature

Initial attempt  

2nd attempt/Re-
assessment  

Information for Student:

 All work is to be entirely of the student.

General Information for this assessment:

 Read the instructions for each question very carefully.

 Be sure to PRINT your FIRST name & LAST name in every place that is provided.
 Short questions must be answered in the spaces provided.
 For those activities requesting extra evidence such as: research reports, essay reports, etc. The student must
attach its own work formatted in double space, Arial 12 pts.
 All activities must be addressed correctly in order to obtain a competence for the unit of competency.
 If the student doesn’t understand the assessment, they can request help from the assessor to interpret the
assessment.
 Re-submission of assessment after the term will incur additional fees.

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Re-assessment of Result& Academic Appeal procedures:

If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly
stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject
and within fourteen days of commencement of the new term.

Re-assessment Process:
 An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal.
 Academic Manager will delegate another member to review the assessment.
 The student will be advised of the review result done by another assessor.
 If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising
the lecturer/trainer in charge and the Academic Manager or if need be an external assessor.
 The Institute will advise the student within 14 days from the submission date of the appeal. The decision of
the panel will be deemed to be final.
 If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow
external mediation option with nominated mediation agency.
 Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that
subject.

The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on
principles of assessment. These principles require assessment to be reliable, fair, practical and valid.

Academic Appeals:
 If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through
academic appeals handling protocol.
 To appeal a decision, the person is required to complete the WSC- Request for Appeal of a Decision form
with all other supporting documents, if any. This form is available via our website. The completed Request for
Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the
following contact details:
Student Support Officer, Western Sydney College (WSC), 55 High St, Parramatta NSW 2150, Email:
[email protected]
 The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven
days of notification of the outcome of the re-evaluation process.
 If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
 In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical
certificate in support of a deferred appeal. The notice of appeal must be made within three working days of
the concluding date shown on the medical certificate.
 The decision of Chief Executive Officer will be final.
 Student would then have the right to pursue the claim through an independent external body as detailed in the
students’ complaint / grievance policy.

Comments/ feedback to student:

Assessment Task 3: Manage Teams and Individuals

TASK SUMMARY
You will be observed by your assessor demonstrating your skills and knowledge of leading and
managing staff during a service period.

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RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK:
 Access to a hospitality workplace.
 A workplace supervisor
 Workplace colleagues
 Workplace technology
 Access to workplace policies and procedures
 Access to paying customers
 Products and services to be delivered to customers

WHEN AND WHERE WILL THIS TASK BE COMPLETED?

You will do this task in the workplace during your assessor’s workplace visit.
Your assessor will provide you with the date of their workplace visit and observation.

WHAT HAPPENS IF I GET SOMETHING WRONG?

If you get something wrong you will need to redo that part of the observation, or your assessor may
ask you some questions verbally to check your understanding. Your assessor will provide you with
guidance as to what needs to be resubmitted and how.

STUDENT INSTRUCTIONS FOR TASK 1

You will be observed by your assessor demonstrating management and leadership skills during one
service period. At the end of the observation you will need to submit to your assessor copies of all
documentation completed for this service period as required by workplace or training kitchen policies
and procedures.
These tasks require the involvement of workplace personnel and customers. Before your work
placement, it is important that you tell your supervisor what you need to do (refer to checklist below).
Your supervisor will tell you when and where you can do these tasks.

During the observation, your assessor will be looking to see that you can:
1. Act as a role model to staff
 Model high standards of performance and behaviour according to workplace policies and
procedures
 Demonstrate support for and commitment to the organisation’s goals
 Demonstrate positive and professional behaviour in interactions with team members
2. Develop commitment and cooperation in the team
 Clearly communicate short, long- and medium-term goals with team
 Encourage team to take responsibility for their own work by communicating your expectations,
and their roles and responsibilities
 Encourage innovation from individuals and the team
 Provide constructive and positive feedback
 recognise and reward team efforts and contributions
 Recognise and reward individual effort and contributions
 Engage team in providing feedback and implementing changes
 Represent the interest of the team in the organisational environment
3. Manage team performance
 Delegate tasks and responsibilities according to individual capabilities and potential
 Identify areas for individual improvement or potential and provide opportunities for
development

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  Monitor team progress and provide supportive feedback
 Coach and mentor staff
 Motivate team members to achieve their best

Your assessor will also ask you some verbal questions at the end of the observation. The questions
will relate to the following topics:
 Leadership styles
 Communication skills
 Principles of team work
 Characteristics of teams and group dynamics

1. Act as a role model to the staffs:

Answer:
Role models in the business are not well, but they'd still influence co-workers in a variety of ways,
including assisting you in achieving your professional objectives. In this post, I outline what a
competent mentor is, their main characteristics, and why having me as a father figure at work is
so essential. I, like other role models, exhibit similar qualities. Even in challenging situations, I will
have faith in my own and my teammates' skills to overcome problems. These characteristics are
common among good workplace role models.
Role models are more likely to accept control of situations and acknowledge when I make errors,
and I encourage others to do the same by informing their organizations of my faults and how I
intend to remedy them.
When it comes to completing my own chores, effective role examples work hard, and I typically go
above and beyond what is required. Once I've finished my task, I'm sure I'll be willing to assist
colleagues with theirs. I have a can-do attitude and demonstrate to everyone around me that
there really is no assignment too difficult for them to do.
Places of employment may be difficult at times, and influences retain a good attitude even when I
am confronted with problems both within and outside of the office. I consider the advantages of
each circumstance and urge people surrounding me to do it as well.
When one task is tough to perform, role models persevere. I approach challenges with a feeling of
urgency and commitment. This helps to my performance since some will realize that their
triumphs were not achieved easily.
Respecting colleagues, peers, and buyers is essential in every scenario since being motivated,
clever, and accomplished means nothing when compared to how strong women treat individuals.
Always having compassion to role models is a fantastic approach for them to acquire respect from
everybody else.

2. Develop commitment and cooperation in the team

As a team manager, I'm in charge of providing material assistance and growth to each member of
my assigned team of assisted workers. This will be accomplished by proper command of all group
members, contact with other management team and support personnel, and assessment of
supporting workers' attainment of goals as indicated in their appraisals. I'm also in charge of
applying agreed-upon ways to handle members of my squad's day-to-day performance and
conduct disorders. If members of the group task are temporarily moved to other organizational
units, I will continue to be accountable for their assistance by communicating with other
management team.
To ensure that everyone is in the correct job, it's critical to get to know their group members as
well as their skill sets, and it was even more critical for team members to understand their duties.

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 Requirements for teams that are aligned with a development's intended results or goals are often
not put out in advance.
I am as excellent as the people that surround me." I've said this before and, and I'll say it again.
This remark is true in any team setting, but it is particularly true in-service companies. It relates to
huge projects, little projects, fast and simple tasks, as well as the hard, unpleasant, and tough
undertakings that everyone promises they will do one day "You'll be able to look back upon as a
training opportunity.

3. Manage team performance

Train and enhance the skills of sponsored personnel to maximize the team's and specific
members' performance.

 Coordination and supervision of the activities of participants of the group task is required to meet
planned production objectives.
 Contribute to the creation of supported performance assessments and objectives.
 Develop and analyse the attainment of employee evaluation targets that are endorsed.
 Resolve behavioural and behavioural concerns in individuals and groups.
 As needed, keep productivity records as well as individual supporting personnel records.
Throughout all times, act in compliance with and remain informed of all corporate policies,
Occupational Health standards, and Product Testing requirement analysis.

SUBMISSION REQUIREMENTS FOR TASK 3:

 Copies of all documentation completed for this service period

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Trainer and Assessor Assessment Record Checklist
ASSESSMENT TASK 3: MANAGE TEAM AND INDIVIDUALS

Yes No

Instructions to the assessor: The assessor is required to observe the student in the workplace demonstrating their ability
to lead and manage staff over a period of time. This observation assessment may be completed at the same time as
Assessment Task 1 if the student is operating as a shift or department manager during service periods. The assessor is
required to observe each of the tasks/checkboxes below at least once (which may be done over a number of work place
visits if appropriate). All set up instructions for the task are included in the Marking Guide. Further expansion of the items
below has been included in the Marking Guide for the assessor’s reference.
Did the student submit the following:
¨ Copies of all documentation completed for this service period
Did the student demonstrate they can act as a role model to staff?
 Model high standards of performance  Demonstrate support for and
and behaviour according to workplace commitment to the organisation’s goals
policies and procedures  Demonstrate positive and professional
behaviour in interactions with team
members
Did the student demonstrate they can develop commitment and cooperation in the team?
 Clearly communicate short-, long- and  Encourage team to take responsibility
medium-term goals with team for their own work by communicating your
 Represent the interests of the team in expectations, and their roles and
the organisational environment responsibilities
 Engage team in providing feedback and  Recognise and reward individual effort
implementing changes and contributions
 Encourage innovation from individuals  Recognise and reward team efforts
and the team and contributions
 Provide constructive and positive
feedback
Did the student demonstrate they can manage team performance?
 Delegate tasks and responsibilities  Identify areas for individual
according to individual capabilities and improvement or potential and provide
potential opportunities for development
 Coach and mentor staff  Monitor team progress and provide
 Motivate team members to achieve supportive feedback
their best
VERBAL QUESTIONING
Ask the student the following verbal questions. Take note of their answers/responses in the ‘Comments’ column. You
may like to tick/circle/highlight items in the Answers/guidance/suggested responses column where the student has
indicated any of these items.
Questions Answers/guidance/suggested responses Comments
1. Describe your ¨ Students should identify one of the
leadership style and following styles:
explain your
¨ Bureaucratic
reasoning as to why
you think this is your ¨ Laissez faire’
style.
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Trainer and Assessor Assessment Record Checklist
ASSESSMENT TASK 3: MANAGE TEAM AND INDIVIDUALS

Yes No

¨ Autocratic
¨ Democratic
¨ Student’s explanation should match the
commonly used definition of the management
style
2. Discuss how you use your ¨ Students must identify skills such as:
communication skills to ¨ Questioning and actively listening skills
ensure that staff are fully
briefed on the tasks and ¨ Principles of open and honest
expectations they are communication
required to meet during
their shift.

3. Explain how you show ¨ Students must identify how they role model
support and commitment support and commitment of the organisation,
to organisational goals which may include:
when leading teams and
¨ Never criticising management
individuals.
¨ Not talking negatively about plans or goals
¨ Helping others do their bit towards
achieving the goals
¨ Trying genuinely to achieve goals which
have been set
¨ Explaining reasons why goals have been
set/need to be achieved
¨ Verbally aligning with requirements
¨ Ensuring body language aligns with verbal
commitment
4. In what ways do you feel ¨ Students must describe the way that they
that you are a positive role act as a positive role model, which may
model for the people that include:
you lead and manage in
¨ Arrive early for work
the workplace?
¨ Be upbeat/optimistic
¨ Adhere to organisational Code of Conduct
¨ Not engaging in gossip
¨ Not criticising/talking about people behind
their backs
¨ Be calm under pressure
¨ Show confidence and competency
¨ Take responsibility for actions
¨ Admit mistakes
5. Tell me about the group ¨ Students should identify appropriate stage
dynamics of your team. to describe their team: forming, storming,
What stage do you think norming, etc, and explain how the dynamics of
they are at, and why? the team support their answer
6. What characteristics of ¨ Student should identify the following or
good team work does similar:
your team display?
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 ¨ Good/strong leadership
¨ Clear and achievable goals and plans to
reach them
¨ Good communication skills
¨ Willingness to help each other
7. What attributes of a good ¨ Students should identify at least one of the
team member do you following, or similar attributes:
think you demonstrate?
¨ Reliability
¨ Positive attitude
¨ Honesty
¨ Willingness to share the load
¨ Engaged and committed

Where further verbal questioning is required, please note the questions asked in the space provided below and the
responses provided by the student.

Feedback on student’s performance:

Please note any reasonable adjustments for this task below.

¨ I have reviewed the mapping to this task.

¨ I have analysed the evidence gathered against the requirements of this task and am satisfied that the student has
satisfactorily demonstrated the skills and knowledge required of these units.
Where any items above are marked ‘No’, please provide comments and outline the gaps below. Note actions that will be
taken to correct the gaps.
Ensure a copy of this completed checklist is provided to the student.

How many attempts were required to demonstrate satisfactory performance? ________________________________

Assessment Task 3 outcome: Satisfactory  Not Satisfactory 

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Assessor name: _____________________________________________________________________________________

Assessor signature: __________________________________________________________________________________

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