BSBTWK502: Manage Team Effectiveness

S T U DE N T
ASSESSMENT
T A S KS

BSBTWK502
MANAGE TEAM
EFFECTIVENESS
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ROLEPLAY/ PRESENTATION
EVIDENCE SHEET

STUDENT TO FILL-IN
Student Name

Student ID

Unit Number

Unit Title

Task Number

 Proposal/ Report Presentation

Type (tick the
 Role Play  Team Meeting
appropriate
 PowerPoint Presentation  Other. Specify
box)
____________________
I declare that all work completed and/or submitted in this assessment is my own.
Student
Date
Signature

ASSESSOR TO FILL-IN
Assessor Name

Observation
conducted on
(date)

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Feedback/
Comments
(if required)

Result S - Satisfactory NYS - Not Yet Satisfactory

Assessor
Date
Signature

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Instructions For Students

Contents
1: Introduction ................................................................................................................................. 5
Business Works 5
Key information 5
2: Preparing for assessment ............................................................................................................ 7
Preparing for assessment 7
3: Undertaking assessment ............................................................................................................. 8
Types of assessment 8
Assessment task cover sheets 10
Submission instructions 10
Completing written assessment tasks 10
4: Following assessment ................................................................................................................13
Right of appeal 13

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1: Introduction
Welcome to the Instructions for completing the assessment. This instruction has been designed to
help you to successfully complete the assessment for this unit.

Business Works
A number of documents have been provided to support you to complete training and assessment
including:

• Student Guide: The Student Guide provides you with learning content, activities and links to
videos, further reading and additional material to help you to develop your knowledge and
skills.

• Student Assessment Tasks: The Student Assessment Tasks include the tasks themselves as
well as guidance about how to complete each assessment. Submission information and
relevant forms are also included.

• Supporting resources: Supporting resources include templates, forms and portfolios which you
can use to provide evidence of your competence. Your assessor will provide you with the
relevant supporting resources when you are ready to complete assessment for each unit. You
will find a list of the student resources relevant to each task in the Student Assessment Tasks.

Key information

Safety
Regardless of the training or assessment setting, you must always work safely and comply with
legislative requirements. Listen to and follow the direction of your trainer/assessor at all times.

Policies and procedures

The information in this guide is general in nature and should always be read in conjunction with
MMC’s and (where relevant) workplace’s policies and procedures.

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Icons
Icons are used throughout the Student Assessment Tasks to indicate important information.

This information indicates that you will need to read information about a task and that
you may need to seek further clarification or advice before beginning an assessment.

This icon shows that you will need to meet with your assessor (and possibly other
students) to complete a meeting or role play.

This icon shows that you will need to communicate via email or send documents via
email.

This icon indicates that you will need to submit an item of evidence.

This icon indicates that you will need to complete a practical element during a task
which may include research, developing documents, brainstorming ideas and so on.

i This icon indicates that information is provided about completing or submitting your
assessment.

Portfolio icons

This icon indicates that you must attach evidence to support your written entry.

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2: Preparing for assessment

Preparing for assessment

Much of the quality of your assessment relies on the planning and preparation that you do. Take
the time to:

• carefully read through the whole of the assessment task and each of the supporting
documents

• ensure that you are clear about what it is that you are expected to do. Ask your assessor for
clarification if you have any questions at all

• be clear on the time limits and due dates for each task

• ensure that you have completed a Student Assessment Agreement for every unit of
competency.

Understand expectations
You will find specific advice at the start of each assessment which will guide you in how to
complete each assessment task. Make sure that you take the time to read this advice and to clarify
any legislative and organisational requirements before proceeding with assessment.
Always ensure that you are clear about what is expected of you. If you need support, advice or
assistance, speak to your trainer, your assessor or your workplace supervisor.

Time limits and due dates

Your assessor will provide you with a due date for each assessment task. In some cases, you will
also be required to complete an assessment within a set time limit (particularly in the case of
written Knowledge Question tasks). In assessment task, you will find a table showing the time-limits
(where relevant) for your assessment tasks. You will also find space to write the due dates for each
task.

Reasonable adjustment
You are encouraged to consult with your assessor prior to attempting an assessment task if you
have a learning need or issue that you require additional support with or which may hinder your
ability to successfully complete the assessment.

Student assessment agreements

Before starting the assessment for each unit of competency, you must complete, sign and submit a
Student Assessment Agreement. Your assessor will countersign the agreement and keep it on file
according to your MMC’s policies and procedures.

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3: Undertaking assessment

Types of assessment
The Student Assessment Tasks incorporate a range of assessment styles including:

• knowledge questions

• research tasks

• assessor observations

• portfolios

• projects, which may include case studies

• role plays.

Knowledge questions
Knowledge questions are designed to help you to demonstrate the knowledge which you have
acquired during the unit. Knowledge questions can be completed in a variety of ways including:

• in a traditional, closed-book exam style setting in the classroom

• in an open-book setting in the classroom. This means that you can draw on your learning
materials and other resources to answer questions

• in an open-book setting in the your own time

• via your organisation’s learning management system (LMS)

• as verbal questions if required for the purposes of reasonable adjustment.

You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

Research tasks
Research tasks are provided to help you to demonstrate your ability to conduct and analyse
research or to gather information. They also help you demonstrate your knowledge about a
particular topic. When completing research tasks, consider the following tips.

• Ensure that you accurately quote your sources (including on-line sources).

• Use information from reliable, relevant sources.

• Use information sources that are current (while there are exceptions, a good guide is not more
than six years old).
You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

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Projects
Projects are provided to help you demonstrate a range of knowledge and skills that you have
developed during your course. They may be completed in your own workplace, in a simulated
workplace, in the classroom or in your own time. Supporting templates and resources are usually
provided to help you. They often have a range of tasks within them which will include observations
and portfolio completion.
You should also refer to the section on Completing Written Assessment Tasks below for additional
information.

Assessor observations
Assessor observations are used where the unit of competency requires that you must be observed
by an assessor demonstrating the skills and knowledge that you have learnt during your course.
Before being observed, make sure that you read through the task information so that you
understand what it is that you must demonstrate. Your assessor will advise you of when you will be
observed for the purposes of assessment.
Observations may be in person, via video conferring software as and when necessary/relevant
(e.g. pandemic conditions or distance-based learners) or you may like to video record evidence for
your assessor to watch later. When submitting video evidence ensure the quality is suitable enough
for the assessor to clearly observe what you are doing and that the audio quality is sufficient.
Otherwise, you may be asked to resubmit.

Round table discussions

Round table discussions are a fantastic way for you to discuss your own real experiences and
apply them in the context of the case study. Even though you may be participating in a project
based on a case study business, you have a wealth of knowledge, experience and skills that you
have gathered over the course of your life that can be reflected on and applied in discussion with
your peers and fellow students. These can then be discussed and applied to the project you are
working on, making it more industry realistic.

Role plays
Role plays are used to assess your knowledge and skills where it would not be possible to provide
evidence in another way. For example, many Human Resources (HR) units will require you to
demonstrate competency in processes like recruitment or termination of employment.
When participating in role plays, ensure that you behave as you would in real workplace. You will
find more information about simulated workplaces below.

Simulated workplace environments

Many of the student assessment tasks that you undertake throughout your course will take place in
the simulated business environment which could include your home and/or classroom. Simulated
workplace tasks are designed to:

• reflect real life work tasks

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• are assessed using criteria that relate to the quality of work expected by industry
• use authentic workplace documentation

• require you to work as part of a team

• involve the use of standard, workplace equipment (hardware, software and consumables)

• require you to consider usual workplace constraints such as time and budgets.
You should therefore ensure that you treat simulated workplaces as real workplaces for the
purposes of assessment by:

• communicating professionally, using industry standard language and terminology

• adhering to an appropriate level of dress and behaviour
• working in a way which is client or team focussed (as relevant to the unit)

• completing group work in a professional, team-oriented way

• behaving in a way which is consistent with current industry practice.

Assessment task cover sheets

You must submit a completed, signed Assessment Task Cover Sheet with each assessment.

Submission instructions
The format that you will submit tasks in will vary, depending on the task. Some might require hand-
written responses, some will require submission of electronic files and others will require emails.
You will find specific instructions with each task. You will also find a summary in assessment task
information.

File naming conventions

It is important that you use a consistent file naming convention for each file that you submit. For all
files that you submit throughout the assessment for this course, use the following convention:

competency code task number student name date

For example: BSBLDR523 AT1 Student Name 25-04-2021

Completing written assessment tasks

The following advice applies to completing all types of written assessment (for example, knowledge
questions, research reports, project portfolios and so on).

• You should always apply the documentation principles that you have learned throughout your
course when answering written questions, completing assessment tasks and presenting
reports. In particular, you should:
o use clear, non-discriminatory language

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o use business-like language

o follow your workplace’s policies and procedures
o respect the confidentiality of the people who you are providing services and support to.

• Read each question carefully and focus on answering it in full. For example, if the question
asks you to list five of something, ensure that you provide five examples.

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Written answer question guidance

• The following written questions use a range of “instructional words” such as “identify” or
“explain”, which tell you how you should answer the question. Use the definitions below to
assist you to provide the type of response expected.

• Note that the following guidance is the minimum level of response required.

Analyse: when a question asks you to analyse something, you should do so in detail, and
identify important points and key features. Generally, you are expected to write a response one
or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or
more things are similar, ensuring that you also indicate the relevance of the consequences.
Generally, you are expected to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or
more things are different, ensuring you indicate the relevance or the consequences. Generally,
you are expected to write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most
noticeable qualities or features. Generally, you are expected to write a response two or three
sentences long.

Discuss: when a question asks you to discuss something, you are required to point out
important issues or features and express some form of critical judgement. Generally, you are
expected to write a response one or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments
for and against something. Generally, you are expected to write a response one or two
paragraphs long.

Examine: when a question asks you to examine something, this is similar to “analyse”, where
you should provide a detailed response with key points and features and provide critical
analysis. Generally, you are expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why
something happened or the way it is. Generally, you are expected to write a response two or
three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to
briefly describe the required information. Generally, you are expected to write a response two or
three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state
information in a list format.
Outline: when a question asks you to outline something, this means giving only the main points,
Generally, you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only
giving the main points. Generally, you are expected to write a response a few sentences long.

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4: Following assessment
As you complete and submit each assessment task, your assessor will mark it and complete the
Assessment Task Cover Sheet. The Assessment Task Cover Sheet will be returned to you with the
outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U).
If your work has been assessed as being not satisfactory, your assessor will also discuss this
verbally with you and provide advice on re-assessment opportunities as per your MMC’s re-
assessment policy.
Depending on the task, this may include

• resubmitting incorrect answers to questions (such as knowledge questions and case studies)

• resubmitting part or all of a project, depending on how the error impacts on the total outcome
of the task

• redoing a role play after being provided with appropriate feedback about your performance

• being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.
Your assessor will provide you with an appropriate timeframe in which to resubmit your work,
according to your MMC’s reassessment policy and procedure.

Right of appeal
You have the right to appeal the outcome of assessment decisions if you feel that you have been
dealt with unfairly or have other appropriate grounds for an appeal.
You should refer to your MMC’s assessment appeals process for more information.

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Assessment Task Information

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Unit code and title Assessment Task To be completed: Max time Conditions Submission Due date
allowed? requirements (student to
complete)

BSBTWK502 Knowledge Questions Self Study Time 6 hrs Open Book Completed
all Question
and Answer

Project Portfolio Self study Time 14 hrs Open Book Completed

Project
Portfolio

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Student assessment agreement

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Student assessment agreement

Make sure you read through the assessments in your student assessment booklet before you fill
out and sign the agreement below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.

Have you read the assessment requirements for this unit?  Yes  No

Do you understand the requirements of the assessments for this unit?  Yes  No

Do you agree to the way in which you are being assessed  Yes  No

Do you have any specific needs that should be considered  Yes  No

If so, explain these in the space below.

Do you understand your rights to reassessment?  Yes  No

Do you understand your right to appeal the decisions made in an  Yes  No

assessment?

Student name

Student ID number

Student signature

Date

Assessor name

Assessor signature

Date

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Assessment Task

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Assessment task information

The assessment tasks for BSBTWK502 Manage team effectiveness are outlined in the assessment plan
below. These tasks have been designed to help you demonstrate the skills and knowledge that you have
learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also follow
the advice provided in the Business Works Student User Guide. The Student User Guide provides
important information for you relating to completing assessment successfully.

Assessment for this unit

BSBTWK502 Manage team effectiveness describes the performance outcomes, skills and knowledge
required to lead teams in the workplace and to actively engage with the management of the organisation.
For you to be assessed as competent, you must successfully complete two assessment tasks:

• Assessment Task 1: Knowledge questions – You must answer all questions correctly.

• Assessment Task 2: Project – You must work through a range of activities and complete a project
portfolio.

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Assessment Task1 (Knowledge Question and Answer) - Cover Sheet

Student declaration
To be filled out and submitted with assessment responses
 I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded
with any other student(s).
 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against
me according to the process explained to me.
 I have correctly referenced all resources and reference texts throughout these assessment tasks.

Student name

Student ID number

Student signature

Date

Assessor declaration
 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

Assessor name

Assessor signature

Date

Assessment outcome S NS DNS Resubmission Y N

Feedback Student result response

 My performance in this assessment task has been discussed and explained to me.
 I would like to appeal this assessment decision.

Student signature

Date

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.

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Assessment Task 1: Knowledge questions

Information for students

Knowledge questions are designed to help you demonstrate the knowledge which you have acquired
during the learning phase of this unit. Ensure that you:

• review the advice to students regarding answering knowledge questions in the Business Works
Student User Guide

• comply with the due date for assessment which your assessor will provide

• adhere with your RTO’s submission guidelines

• answer all questions completely and correctly

• submit work which is original and, where necessary, properly referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

i Assessment information
Information about how you should complete this assessment can be found in Appendix
A of the Business Works Student User Guide. Refer to the appendix for information on:

• where this task should be completed

• the maximum time allowed for completing this assessment task

• whether or not this task is open-book.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix C of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

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Questions
Provide answers to all of the questions below:

1. Outline two benefits of good group dynamics on a team’s performance.

2. Provide examples of three causes of poor group dynamics.

3. Explain why a team would need a team performance plan.

4. Complete the table below to show how a performance plan can help overcome the following
scenarios:

The team is needs to complete a project by

a certain deadline.

The team members do not understand the

reason for undertaking the project or their
own involvement in it.

The team members are a diverse group and

have many different outcomes in mind. They
are struggling to organise themselves as a
team.

5. Provide at least two examples of formal and informal communications in the workplace, by
completing the table below:

Formal

Informal

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6. In light of the Covid-19 pandemic and employees working from remote locations, provide examples
of two tools or techniques for creating collaboration between team members.

7. Team leaders need to develop strategies to ensure that their team members have input into
planning, decision making and operational aspects of work. Describe at least three strategies that
can be used to accomplish this.

8. Explain how to give constructive feedback to a team member.

9. Explain what is meant by reaching consensus in a team.

10. Describe two strategies for reaching consensus in a team.

11. Outline two ways that issues can be identified by team members.

12. Describe three strategies a team leader can use to help resolve conflict in a team.

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Assessment Task 1: Checklist

Student’s name:

Did the student provide a Completed

sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the Yes No
following?

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

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Assessment Task 2: Project Portfolio

Information for students

In this task, you are required to demonstrate your skills and knowledge by working through a number of
activities and completing and submitting a project portfolio.
You will need access to:

• a suitable place to complete activities that replicates a business environment including a meeting
space and computer and internet access

• your learning resources and other information for reference

• Project Portfolio template

• BSBTWK502 Simulation Pack.

Ensure that you:

• review the advice to students regarding responding to written tasks in the Business Works Student
User Guide

• comply with the due date for assessment which your assessor will provide

• adhere with your RTO’s submission guidelines

• answer all questions completely and correctly

• submit work which is original and, where necessary, properly referenced

• submit a completed cover sheet with your work

• avoid sharing your answers with other students.

Assessment information
i
Information about how you should complete this assessment can be found in Appendix
A of the Business Works Student User Guide. Refer to the appendix for information on:

• where this task should be completed

• how your assessment should be submitted.

Note: You must complete and submit an assessment cover sheet with your work. A
template is provided in Appendix B of the Student User Guide. However, if your RTO
has provided you with an assessment cover sheet, please ensure that you use that.

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Activities
Complete the following activities:

1. Carefully read the following:

This project is about leading teams in the workplace and actively engaging with the
management of the organisation. You need to demonstrate that you can manage
the effectiveness of at least one work team.
You can do this based on the assumption that you are the team leader or manager
of a team within the case study business provided in the Simulation Pack for this
unit or a business that you work for, if applicable. It’s important that this business
has organisational objectives already developed. Speak to your assessor to get
approval if you want to base this on your own business.
If you choose the case study business, you may select any of the teams that form
part of the organisation to base your project on. You may assume the role of
manager. If it is your own business, then you may choose any team that forms part
of your workplace and in which you are involved.

Vocational education and training is all about gaining and developing practical skills
that are industry relevant and that can help you to succeed in your chosen career.
For this reason, basing your project on real relationships with classmates or work
colleagues will mean that you are applying your knowledge and skills in a relevant,
practical and meaningful way!

You will be collecting evidence for this unit in a Project Portfolio. The steps you
need to take are outlined below. Before you begin, complete page 5 of your Project
Portfolio.

2. Establish a team

Make sure you are familiar with the business you are basing this assessment on
and have read through the necessary background information, policies and
procedures that apply. For the case study business, this is all of the documents
included in the Simulation Pack. If it’s your own business or a business where you
are working or are familiar with, it’s important at this step that you have your
business or case study approved by your assessor.
If you are using a real business, you will use your current team members to base
this project on. If using the case study in a classroom or online situation, choose a
group of at least three students who will act as your work team throughout the
project. Open the Simulation pack, read through the case study and select the team
you would like to base your assessment on.

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Work through Section 1 of your Project Portfolio. As part of this step, you will need
to:

• Specify your work team, or specify which team your group chose if you’re
using the case study.

• Outline the roles of each member of the team. If you are using the case study,
each of you will have a turn to be the manager.

• State the purpose of the team

3. Establish team objectives

In a group round-table style discussion with your team and at least one stakeholder
present, outline all the tasks the team must do to accomplish the expected
outcomes.

The discussion should last for at least 15 minutes, but not more than 30 minutes. If
you are using the case study, your assessor will assume the role of stakeholder. If
you are basing the project on your workplace, the stakeholder might be a line
manager or any member of senior management.
Ensure that each team member has a turn to participate in planning the tasks, share
what they expect outcomes will be and decide as a team how performance will be
measured.
As a team, making sure consensus is reached:

• create a list of tasks to be undertaken

• allocate the tasks to the team members based on their strengths and abilities

• set the start and end date for each activity

• set the KPIs for each team member

4. Write a Performance Plan

Use the Internet to find an example of a Performance Plan. Use the information you
recorded in your Project Portfolio during the previous activities to write your own
Team Performance Plan and attach it to your Project Portfolio at the end of
Section1. The written plan should include:

• The team vision or a team purpose statement

• Main tasks and responsibilities of each team member

• Performance measures/ Key Performance Indicators (KPIs)

• Start and end date for each activity

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Complete Section 1 of your Project Portfolio and submit to your assessor.

5. Facilitate team cohesion

Assume some weeks have passed and the team have implemented their
Performance Plan and are working on their tasks. It has come to your attention that
the team is not working cohesively and that they are not sharing information and
are duplicating work.
In order to support your team in achieving their performance outcomes, you will
provide coaching on team cohesion and collaboration. This will be a 10-minute
session and you may use slides, visual aids or video clips in your coaching session.
If you are basing this on the case study, everyone in your group will have a turn to
be the manager and present their coaching to the rest of the group. If this is your
own workplace, this will be the members of your own team that you are providing
coaching for.
The assessor will advise you of the date and time of your team meeting so that you
can prepare in advance.
Use your Project Portfolio to outline the main points and attach your slides or links
to the videos you use.

This can either be viewed in person by your assessor or you may like to video
i
record the session for your assessor to watch later. Your assessor can provide you
with more details at this step. Make sure you follow the instructions above and
meet the timeframes allocated.

Complete Section 2 of your Project Portfolio and submit to your assessor.

6. Develop or modify policies and procedures

Despite your efforts to support your team through coaching, the team is still
struggling to work cohesively. One of the issues the team identified is that one of
the team members are not performing their tasks and is using the Internet for
personal reasons during work hours. This is creating conflict within the team.

You will address this concern by developing a policy for Internet usage.
Use the Policy and Procedures Template provided for you in the Simulation Pack
to create an Internet Usage Policy within the context of the business you are
basing your assessment on.

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Attach your Internet Usage Policy to your Project Portfolio to Section 2 of your
portfolio.

7. Facilitate teamwork

Assume three months have gone by. Have a meeting and allow each team
member to provide a 5–10-minute update on how their tasks are going.
Take turns to assume the role as manager and do the following:

• give feedback to team members on team effort and contributions

• encourage team members to take responsibility for team activities

• help to identifying work performance problems by addressing each of the

issues, concerns and problems identified by team members

• help to resolve issues using your own problem-solving skills

Your assessor will be looking to see that you can:

• provide feedback to encourage, value and reward others

• model desired behaviour and practices

• encourage and foster shared understanding of purpose, roles and

responsibilities

• Adapt personal communication style to build positive working relationships

As a team, brainstorm ways to address issues, concerns and problems identified
by team members. Outline a process for addressing these concerns by deciding
where and how concerns should be raised and who should be involved.
Use your Project Portfolio to record this information.

This can either be viewed in person by your assessor or you may like to video
i
record the session for your assessor to watch later. Your assessor can provide you
with more details at this step. Make sure you follow the instructions above and
meet the timeframes allocated.

Complete Section 2 of your Project Portfolio and submit to your assessor.

8. Communicating with line management

Develop an email to your line manager to address the main issue raised by team
members, namely that the team is still struggling to collaborate and share
information.

• Outline the issue

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• Propose a solution
Attach this email to Section 3 of your Portfolio.
Assume that your line manager has responded to your email and would like you to
communicate the following information to the team:
Line management would like the team to start using a new software application to
help the team collaborate. You have approval to purchase a subscription to a
collaboration tool such as Dropbox, OneDrive or any tool that suits the context, and
to implement it.

Develop an email to the team to explain the decision and provide the team with
details about the change including when it will be implemented.
Attach this email to Section 3 of your Portfolio.

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9. Liaise with stakeholders

Schedule a meeting with the relevant stakeholders and prepare a short

presentation using your choice of software or application e.g., PowerPoint,
Keynote, etc. The meeting should last for at least 15 minutes each and no more
than 30 minutes.
If you are using the case study, your assessor will assume the role of stakeholder.
If you are basing the project on your workplace, the stakeholder will be an internal
or external party that has an interest in the project.
Your presentation should contain an overview of how the project is going.
Your assessor will be looking to see that you can:

• establishing open communication processes with diverse stakeholders

• Address unresolved issues, concerns and problems raised by stakeholders

• demonstrate effective communication skills including:

o Speaking clearly and concisely
o Using non-verbal communication to assist with understanding
o Asking questions to identify required information

o Responding to questions as required

o Using active listening techniques to confirm understanding.
Ask for feedback from relevant stakeholders and take notes. Transfer this
information to Section 3 of your Project Portfolio.

10. Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio, answered all
questions, provided enough detail as indicated and proofread for spelling and
grammar as necessary.
Submit to your assessor for marking.

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Assessment Task 2: Checklist

Student’s name:

Completed
successfully? Comments

Did the student: Yes No

Establish a team performance plan by:

• Identifying the team purpose, roles,

and responsibilities according to
both the organisational and task
objectives

• Developing performance plans with

expected outcomes, KPIs and goals
for their team

• Supporting team members to meet

their KPIs and goals?

Develop and facilitate team cohesion by:

• Developing strategies for team

members to have input into
planning, decision making and
being involved in achieving team
tasks

• Developing or modifying policies

and procedures for promoting team
member accountability for personal
work and team tasks

• Providing feedback to team

members on their team effort and
contributions

• Developing processes for

identifying and addressing issues,
concerns and problems identified by
team members?

Support the team to meet expected

performance outcomes including

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providing formal and informal learning

opportunities as needed?

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Facilitate teamwork by:

• Encouraging team members to

participate in and to take
responsibility for team activities

• Supporting the team in identifying

and resolving work performance
problems

• Promoting work team collaboration

through individual behaviour?

Provide feedback to encourage, value

and reward their team members?

Model desired behaviour and practices

during interactions with their team?

Encourage and foster shared

understanding of purpose, roles and
responsibilities?

Liaise with stakeholders by:

• Establishing and maintaining open

communication processes with
relevant stakeholders

• Communicating information from

line management to the team

• Communicating and follow-up

unresolved issues, concerns and
problems raised by team members
with line management

• Addressing unresolved issues,

concerns and problems raised by
stakeholders?

Manage the effectiveness of at least one

work team?

Communicate effectively with a range of

stakeholders about team performance
plans and team performance?

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Task outcome:  Satisfactory  Not satisfactory

Assessor signature:

Assessor name:

Date:

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Appendix 1 Project Portfolio

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Contents

Section 1: Establish a team performance plan 43

Section 2: Develop and facilitate team cohesion 9

Section 3: Liaise with stakeholders 12

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Student name:

Assessor:

Date:

Business this assessment is

based on:

Team this assessment is

based on:

Documentation reviewed as
preparation:

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Section 1: Establish a team performance plan

Team Name:

What will your role in the team

be and who are your team
members?
State their roles in the team
and provide a short
description.

Provide an overview of the

purpose of the team in line
with organisational objectives.
What is the team seeking to
accomplish?

Team manager
responsibilities
What is the role of a manager
or team leader?

Team tasks
What are the main tasks and
activities the team needs to
do?

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What input was received from

the stakeholder/s?

What input was received from

your team member?

Team member tasks and

KPI’s
How did you decide which
task to assign to each team
member?

What are the timelines for

completing each task?

Setting KPI’s
Outline the key performance
indicators for each task.

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Supporting the members of a

team to achieve expected
performance outcomes

Attach: Link to business website About page or corporate ☐

brochure that summarises what the business does OR
Simulation Pack if using case study ☐

Team Performance Plan

Slides, visual aids or video clips ☐

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Section 2: Develop and facilitate team cohesion

Complete this section after the meeting.

Policies and procedures

How did you develop/ modify
the Internet Use Policy?

Develop team cohesion

What were the
communication skills you
applied when giving
feedback?

What are the issues,

concerns, problems
highlighted?

How did you help team

members identify issues?

How did you apply your

problem-solving skills?

How did you encouraging

team members to take
responsibility for team
activities?

Facilitate teamwork

How did you adapt your

personal communication

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style to build positive working

relationships?

Model desired behaviour and

practices

Promote collaboration
Encourage and foster shared
understanding of purpose,
roles and responsibilities

Complete this section after the brainstorming session.

Develop a process for

addressing concerns.

What were your ideas?

Outline the process you

developed

What brainstorming and group

leadership techniques did you
use?

Attach:
Internet Usage Policy and procedures ☐

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Section 3: Liaise with stakeholders

Communicating with line

management

You can use this space to

plan your ideas if you like but
you must include the emails
as attachments
Create your email to your
line manager. Include:
What were the issues?
What solutions are you
proposing?

Create an email to your

team. Include:
What was the decision line
management informed you
of?
When will this change
occur?
How will it affect the team?
Attach to your portfolio.

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Liaising with stakeholders

How can a manager
establish open
communication processes
with stakeholders?

What unresolved issues,

concerns and problems
needs to be communicated
to stakeholders?

Applying feedback
What feedback did you
receive from the
stakeholders?

How did you address their

concerns?

Attach: Presentation slides ☐

Email to line manager ☐

Email to team ☐

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Final results record

Student name:

Assessor name:

Date

Final assessment results

Result

Task Type Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Knowledge questions S U DNS

Assessment Task 2 Project Portfolio S U DNS

Overall unit results C NYC

Feedback

 My performance in this unit has been discussed and explained to me.

 I would like to appeal this assessment decision.

Student signature: ________________________________________ Date: ________________

 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

Assessor signature: ______________________________________ Date: ________________

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