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Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name

Course and Unit Details Course code

BSB51915

Course name

Diploma of Leadership and Management

Unit code

BSBWOR502

Unit name

Lead and manage team effectiveness

Assessment Submission Method ☐

By hand to trainer/assessor

☐ By email to trainer/assessor

☐ Online submission via Learning Management System (LMS)

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By Australia Post to RTO

☐ Any other method _________________________________________________ (Please mention here)

Student Declaration •

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

•

I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;

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For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________ Type: Unit Assessment Pack (UAP) Page | Document 1 Release Date: Feb 2016

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Date: ____/_____/______________

Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded

Evidence Type/ Method of assessment

Sufficient evidence recorded/Outcome

Unit Assessment Task 1

Unit Knowledge Test (UKT)

S / NS (First Attempt) S / NS (Second Attempt)

Unit Assessment Task 2

Unit Skills Test (UST)

S / NS (First Attempt) S / NS (Second Attempt)

Final result

C/NYC

Date assessed Trainer/Assessor Signature

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Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation. It applies to individuals working at a managerial level who facilitate work teams and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. What the student can expect to learn by studying this unit of competency

• • • •

Establish team performance plan Develop and facilitate team cohesion. Facilitate teamwork. Liaise with stakeholders.

Training and assessment resources required for this unit of competency The student will have access to the following:

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Learner guide

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PowerPoint presentation

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Unit Assessment Pack (UAP)

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Access to other learning materials such as textbooks

The resources required for these assessment tasks also include:    

Access to a computer, the Internet and word-processing system such as MS Word. An operational business environment to implement the learning plan Computer technology and documentation as required Codes of practice and standards issued by government regulators or industry groups

Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to:

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Undertake studies and research responsibly and with honesty and integrity.

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Ensure that academic work is in no way falsified.

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•

Seek permission to use the work of others, where required.

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Acknowledge the work of others appropriately.

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Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

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Paraphrasing and presenting work or ideas without a reference

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Copying work either in whole or in part

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Presenting designs, codes or images as your own work

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Using phrases and passages verbatim without quotation marks or referencing the author or web page

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Reproducing lecture notes without proper acknowledgement.

Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to:

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Work with one or more people to prepare and produce work

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Allow others to copy your work or share your answer to an assessment task

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Allow someone else to write or edit your work (without rto approval)

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Write or edit work for another student

• Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Other Important unit specific Information N/A

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• • •

This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT). Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s Nil Co-requisite/s Nil Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation

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Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Code of ethics and codes of conduct Ethical Principles in the Workplace Codes of practice The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) Occupational Health and Safety Act 2004 Work Health and Safety Act 2011 Workplace environmental and resource efficiency strategies including organisational policies, plans and procedures Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level

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AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information

For further information about this unit go to https://training.gov.au/Training/Details/BSBWOR502

Additional Information • • • • •

This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: • Be provided for each Unit Assessment Task (UAT). • Guide students to adapt and adjust their learning strategies. • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs. • Be a pivotal feature of learning and assessment design, not an add-on ritual. • Focus on course and unit learning outcomes. • Guide students to become independent and self-reflective learners and their own critics. • Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook.

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Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • • • • •

Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeal process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments • • • •

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

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• •

Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Verbal assessment  Reading  Presentations  Writing  Demonstration of a skill  Confidence  Use of diagrams  Use of supporting documents such as wordlists  Non Speaking  Discuss with the student and supervisor (if applicable) English  Reading whether language, literacy and numeracy are likely to Speaking  Writing impact on the assessment process Background  Cultural  Use methods that do not require a higher level of background language or literacy than is required to perform the job  Confidence role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs   Knowledge and  Culturally appropriate training Indigenous understanding  Explore understanding of concepts and practical  Flexibility application through oral assessment  Services  Flexible delivery  Inappropriate  Using group rather than individual assessments training and  Assessment through completion of practical tasks in the assessment field after demonstration of skills and knowledge.  Age  Educational  Make sure font size is not too small background  Trainer/Assessor should refer to the  Limited study student’s experience skills  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM Document Page | 8 Type: Unit Assessment Pack (UAP) Release Date: Feb 2016

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift   Reading  Discuss with the Student previous learning experience Educational  Writing  Ensure learning and assessment methods meet the background  Numeracy student’s individual need  Limited study skills and/or learning strategies  Disability  Speaking  Identify the issues  Reading  Create a climate of support  Writing  Ensure access to support that the student has agreed to  Numeracy  Appropriately structure the assessment  Limited study  Provide information or course materials in accessible skills and/or format, e.g. a textbook in braille learning strategies  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)

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Unit Assessment Task (UAT) Assessment Task 1 - Unit Knowledge Test (UKT) Assessment type:  Written Questions Assessment task description:  This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  The Unit Knowledge Test is comprised of twenty-three (23) written questions.  You must respond to all questions and submit them to your Trainer/Assessor.  You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.  You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions:  All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).  You must read and respond to all questions.  You may handwrite/use computers to answer the questions.  You must complete the task independently.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.  As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.  The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts:  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)  For more information, please refer to your RTO Student Handbook. Location:  This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.  Your trainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions:  Complete a written assessment consisting of a series of questions.  You will be required to correctly answer all the questions.

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Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyze them for a few seconds, this will help you to identify what is really needed. Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality. Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. When you quote, paraphrase, summarize or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?  This assessment task requires the student to answer all the questions.  Answers must demonstrate the student’s understanding and knowledge of the unit.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).  If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).  Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).  The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:  Skill to establish a common understanding of team purpose, roles, responsibilities and accountabilities and develop team performance plan to establish expected outcomes, goals and objectives.  Skill to establish team performance plan to support team members in meeting expected performance outcomes.  Skill to develop team strategies to maximize team members input in planning, decision making and operational aspects and take responsibility for own work and assist others to take responsibilities.  Skill to encourage team members, value their team effort and developing process to ensure issues identified by team members are addressed.  Skill to develop process to identify problems and concerns and eradicate them and serving as a role model for team members and enhance organizations image for all the stakeholders.  Skill to develop policies and procedures ensuring team members responsibility and providing them feedback to encourage them and reward them based on the team performance.  Skill to establish communication process with all stakeholders and line managers and take corrective measures regarding unsolved issues, concerns and problems raised by internal and external stakeholders.  Written and oral/speech communication skills to organize and deliver information to effectively communicate Lead and manage team effectiveness to a range of stakeholders/interested people.  Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analyzing scenario/setting-situation business information.  Skill to work independently/freely as well as collaboratively/together to make decisions.

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Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

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Assessment Task 1 - Unit Knowledge Test (UKT) Instructions:  This is an individual assessment.  The purpose of this assessment task is to assess the students’ knowledge essential to lead and manage team effectively in a range of contexts and industry settings.  To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.  All questions must be answered in order to gain competency for this assessment.  

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You may attach a separate sheet if required. You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers. Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task: 

Computer

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Internet

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MS Word

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Printer or e-printer

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Adobe acrobat/reader

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Learning management system

Question 1: Read the below-mentioned case study and answer following questions: The new CEO of Barclays, Antony Jenkins, wants to change the organisational culture of the bank in response to a series of damaging revelations in recent years. Like some other banks, Barclays has been hit by heavy penalties for the mis-selling of interest rate hedging products sold to small firms, and payment protection insurance (PPI) schemes to consumers. Barclays was also implicated in a LIBOR-rate fixing scandal which further damaged its reputation as a bank which had become too reliant on high-risk investment banking. Jenkins has identified a number of employee who are involved in a number of activities, which can be in-short considered as “criminal” but have been providing the maximum profits to the organisation and then a number of other employees are not working to his expectations, therefore, Jenkins has started consulting team members to establish a common understanding of team Document Page | 13 Type: Unit Assessment Pack (UAP) Release Date: Feb 2016

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purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives, developing performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team and supporting team members in meeting expected performance outcomes Jenkins has launched a culture change programme named "Project Transform" and has made it clear to Barclays employees that they must either accept the new corporate culture or leave the business. Jenkins has established a team performance plan to monitor the progress of “Project Transform”. Question: To what extent does successful organisational change require new leadership? You must consider the following criteria while answering this question: 1. Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 2. Develop performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team 3. Support team members in meeting expected performance outcomes Answer in 350-400 words.

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Question 2: You have been hired as a coordinator for Project Transform to develop and establish team performance plan for Barclays. 2.1. Discuss in 300-350 words, why must you consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives?

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2.2. How will you develop performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team. Provide detailed explanation and steps required in about 500- 600 words.

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2.3. Mention any 5 ways you will support team members in meeting expected performance outcomes? Provide examples how these ways will support team members in meeting expected performance outcomes. Give answer in 450-500 words. Document Page | 18 Type: Unit Assessment Pack (UAP) Release Date: Feb 2016

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Question 3: Read the case study “Develop and facilitate team cohesion” and answer following questions: Wisconsin-based Johnsonville Sausage is the number one national brand of brats, Italian sausage, smoked-cooked links, and fresh breakfast sausage links. Johnsonville products are available in thirty-

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nine countries. Founded in 1945 by Ralph F. & Alice Stayer, the company has more than 1,000 employees and is privately owned. THE OPPORTUNITY Johnsonville Sausage was founded more than sixty years ago, but its business has exploded in recent years, taking the family-owned company from its local Wisconsin roots to selling its signature bratwurst in all fifty states and in thirty-nine countries. However, hiring new employees to keep up with the global expansion put new pressure on Johnsonville’s team- oriented corporate culture, and the competitive European sausage market had the company looking for new ways to sharpen their edge. In an effort to assess areas for improvement during this time of rapid growth, Johnsonville’s human resource department conducted a leadership skills assessment. The assessment revealed several areas for improvement, such as conflict resolution and speaking up to defend one’s point of view. Some supervisors were failing to address performance matters with their employees; some were passing safety violation issues along to someone else rather than confronting the employee in question. At the same time, much of the growth in hiring came in professional areas, where new employees arrived with excellent technical skills but needed improvement in their interpersonal skills. Tim Ahrens, employee development coordinator, was charged with putting together a training program to address the challenges. After spending months exploring the options, he saw a brochure on Crucial Conversations Training from VitalSmarts. “After I read the Crucial Conversations material, I realized we didn’t really have five or six problems, we had just one,” Ahrens says. “We didn’t know how to effectively hold crucial conversations with one another.” THE SOLUTION In the Fall of 2003, Ahrens introduced Crucial Conversations Training to the leadership team of Johnsonville’s operations arm—which includes manufacturing and supply chain—by arranging a twoday session for fifteen plant coordinators and directors. Then Ahrens and Don McAdams, Johnsonville’s director of organization development and learning, facilitated sessions for the supervisors and team leaders in the operations division, traveling to plants outside Wisconsin when necessary. “We didn’t have any plans beyond that, other than the hope that we would facilitate training as people requested based on the results they saw in operations,” Ahrens says. “And we have been doing it non-stop for three years.” Employees in new leadership roles seek out the course, and supervisors direct their employees to it based on need. Ahrens and McAdams set up a rolling program with two classes twice a year. Each class is offered every other week. On the off week, participants conduct a “homework assignment” with a partner to practice newly learned skills. The cost for the training materials is shouldered by each participant’s own department—not by HR. The demand has spread throughout the company, even to corporate headquarters. The entire Cteam has been through the program, including the owner of the company. In addition to the open enrolment sessions mentioned above, Ahrens has also taken the company’s MIS and marketing groups through the program as intact teams. He and McAdams even travelled to catch up with the sales team and provide the course for them.

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“Our HR training program is built around Crucial Conversations now,” Ahrens says. “We have a ninemonth program for first-time leaders, but they are required to have completed or be taking Crucial Conversations because those are the baseline skills that people are expected to have.” THE RESULT To date, more than two hundred Johnsonville employees have taken the course. One year after the rollout of Crucial Conversations, Ahrens’ group repeated the original leadership skills assessment and observed improvement in all areas. Some of the highlights he reports include: Taking action to correct unsafe work practices improved 25 percent Mediating differences of opinions among team members improved 16 percent Defending one’s own views when challenged improved 13 percent Interacting with angry or hostile team members in a calm and non-defensive manner improved 10 percent The company-wide improvement across the seventeen-item survey was seven percent, and corporate safety numbers have “improved dramatically.” Ahrens says Johnsonville management gives Crucial Conversations Training credit for the increases, “It has been huge—it’s given the company a common language to determine mutual purpose. The fact that the company leaders keep asking for more and continue to send people to it speaks volumes about the program’s effectiveness and reputation.” He adds that in addition to positive company-wide results, individual teams at Johnsonville have seen direct results in their daily job performance that they attribute to the training. For example, the sales team has successfully used the skills when interacting with customers. “The sales force talks about using the skills to make progress with customers where they have been banging their heads against the wall for years.” The marketing team is another example. The team was functioning very well, but the nature of their roles—as brand managers for different products, for example—was very individual. After the training, the team reported better synergy and found new ways to help each other. With a mandate to grow and develop the “whole person,” Ahrens is also pleased with the reports he hears from colleagues on how their new crucial conversations skills have helped them at home—with their families, at church, and within their community roles. One employee told Ahrens he successfully used the skills as a jury foreman. In less than three years, Crucial Conversations Training has established itself as a key ingredient in the Johnsonville Sausage recipe for a successful corporate culture. Ahrens also attributes the training course with helping the growing business maintain its sense of team unity with a common language to surface the best ideas and to work out differences when they arise. “We are growing quickly, and as new people join the organization, Crucial Conversations is one of the first things they are directed to,” Ahrens says. “Leadership has identified the ability to hold crucial conversations as a key skill in our company, and their message is: ‘You need to be able to master crucial conversations if you want to be successful here.'” Reference: vitalsmarts

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Based upon the above-mentioned case study, write on developing and facilitating team cohesion in 500- 600 words outlining:    

Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities Provide feedback to team members to encourage, value and reward individual and team efforts and contributions Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed

Question 4: What are the benefits of developing strategies to ensure team members have input into planning, decision making and operational aspects of work team? Answer in 200-250 words.

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Question 5: Mention the process of developing policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities? What main items you should include in these policies and procedures? Answer in 500-600 words.

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Question 6: Why a manager should provide feedback to team members to encourage, value and reward individual and team efforts and contributions? How feedback can help? Answer in 250-300 words.

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Question 7: What are the strategies and processes you can implement in a business setting to ensure that issues, concerns and problems identified by team members are recognised and addressed? Answer in 600- 650 words.

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Question 8: In every organisation, smaller groups form, made up of departments, work groups and networks. Each of these groups have subcultures or an operating code, its own common language, dress, rituals, ‘hangouts’ and performance expectations. How should people behave in an active work group? You must complete this activity considering the mentioned below points: • Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes •

Support the team in identifying and resolving work performance problems

• Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders •

Establish and maintain open communication processes with all stakeholders

•

Communicate information from line manager/management to the team

• Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders • Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

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Question 9: Read the case study and answer following questions in 150-200 words: Jane’s manager had not ever told her that he found her too inclined to agree with him. It was not until the third time that she had been overlooked for promotion that her manager eventually told her that he felt she lacked decisiveness and was not assertive enough to be a senior manager. Jane was left wondering why she had not been given this feedback during a three-year period. Unless she had asked for verbal feedback, the only feedback she would have received indirectly was the fact that she was being overlooked. Based upon the above-mentioned scenario, answer in 300- 350 words within the following criteria, how Jane’s manager has managed the situation and should have responded? • Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes • Support the team in identifying and resolving work performance problems • Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders • Establish and maintain open communication processes with all stakeholders • Communicate information from line manager/management to the team • Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders • Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

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Question 10: Explain what do you mean by SMART? Explain in 100- 150 words.

Question 11: Explain each of the following terms in 50-100 words: 

Self-Managed Teams



Virtual Teams

Question 12: By knowing the SMART of your job role you will endeavour to achieve your goals, targets and KPI’s. Explain the statement in 50-100 words.

Question 13: Mention any four (4) steps you can take to support your team?

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Question 14: Mention any 5 ways through which Information should be shared with all stakeholders?

Question 15: What are the strategies you can use to support your team? Mention any 10.

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Question 16: How can you differentiate between poor performing teams and high performing teams? Differentiate on the basis of their feelings, behaviour and results?

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Question 17: Mention any five (5) policies, that organisations must have to ensure team members take responsibility of their own work.

Question 18: What are the major factors which can create problems among the team members?

Question 19: In order to work effectively as a team leader or supervisor who is planning team activities or building a team, what skills will you need? Mention any four (4).

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Question 20: What is "Performance Planning", when it should occur and what is the purpose and format of using this plan? When these plans can be implemented? Discuss in 500-600 words.

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Question 21: Imagine you are working for a catering company and you are the team leader or supervisor for the function/unit. The mission statement of this company is to provide the highest quality catering services at all cost levels. The vision is to be the chosen catering company for providing services to government organisations. You need to formulate the objectives for your team who are planning an end of year barbeque for all night time students to be held on the last Friday night of the student calendar year. Using information provided and the SMART criteria write at least three (3) team objectives.

Question 22: Why is it required to establish realistic timeframes for goal achievement? Answer in 200-250 words.

Question 23: How must you allocate tasks, resources and accountabilities to team members? Answer in 200-250 words.

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Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

BSBWOR502 Lead and manage team effectiveness First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

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First attempt:

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

Student Declaration

  



 Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.

I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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Second attempt:

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Unit Pre-Assessment Checklist (UPAC) UAT 2 – Unit Skills Test (UST) - Project Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • • • • •

Section 2: Reasonable adjustments • • • • •

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•

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

 LLN

 Speaking  Reading  Writing  Confidence

 NonEnglish Speaking Background

 Speaking  Reading  Writing  Cultural background  Confidence

 Indigenous

 Knowledge and understanding  Flexibility  Services  Inappropriate training and assessment  Educational background  Limited study skills

 Age

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Reasonable Adjustment Strategy (select as applicable)  Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists  Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.  Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g.

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relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift  Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need

 Educational background

 Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Disability  Speaking  Identify the issues  Reading  Create a climate of support  Writing  Ensure access to support that the student has agreed to  Numeracy  Appropriately structure the assessment Explanation of reasonable adjustments strategy used (If required)  Limited study  Provide information or course materials in accessible skills and/or learning format, e.g. a text book in braille strategies  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Unit Assessment Task (UAT) Assessment Task 2 – Unit Skills Test (UST) - Project with Role Play Assessment type  Unit Skills Test - Prepare a project on Lead and manage team effectiveness. Assessment task description  This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  This assessment task is comprised of a Unit Skills Test (UST).  You are required to prepare a project on Lead and manage team effectiveness in this assessment task.

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

  

This assessment consists of three parts: o Part A – team learning plan with role play o Part B – team progress report o Part C – team performance improvement plan You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task. You must prepare your project Lead and manage team effectiveness by following all given instructions, for your trainer/assessor to assess your competency in this assessment task. You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.

Applicable conditions  This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test). .  You will be assessed independently on this assessment task.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.  As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.  Trainer/Assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).  For more information, please refer to your RTO Student Handbook. Location  This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.  Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the skills test:  You will be required to correctly attempt all activities of this assessment task.   

You will be developing a project on Lead and manage team effectiveness in this assessment task. You will be expanding the knowledge and skills acquired during the previous assessment task. Instructions to complete the project Lead and manage team effectiveness are provided within the assessment task.

How your trainer/assessor will assess your work?  This assessment task requires the student to complete Lead and manage team effectiveness project.  Answers must demonstrate the student’s understanding and skills of the unit.

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    

Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:           

Skill to establish a common understanding of team purpose, roles, responsibilities and accountabilities and develop team performance plan to establish expected outcomes, goals and objectives. Skill to encourage team members, value their team effort and developing process to ensure issues identified by team members are addressed. Skill to encourage team members to participate in team activities and take responsibilities. Skill to establish open communication process with all stakeholders Written and oral/speech communication skills to organize and deliver information to effectively communicate Lead and manage team effectiveness to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analyzing scenario/setting-situation business information. Skill to work independently/freely as well as collaboratively/together to make decisions. Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Assessment Task 2 – Unit skills test - Project Assessment Instructions  You are required to complete the project on Lead and manage team effectiveness.  Your assessor will assess your work according to the given performance criteria/ performance checklist.  

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 

You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers.



Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task: 

Computer



Internet



MS Word



Printer or e-printer



Adobe acrobat/reader



Learning management system

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You are the new manager at Careers call centre of Sales team 10, with a team of 3 staff membersFernando, Chaoran and Yuki. Careers call centre sell mobile phone plans and sales team 10 has the worst sales figures of all the current teams. All three sales members are from different cultural backgrounds and there seems to be quite a bit of tension between different team members over their differences, as well as, with the wide sales department. 

Chaoran is from a Chinese background and average sales per day are 3.5 and he has issues with Fernando being overly loud and being very opinionated. He believes that Fernando is trying to be the acting team leader and trying to tell him what to do.



Yuki is from a Japanese background and average sales per day are 2. Yuki finds Chaoran to be very abrasive in his mannerisms and feels that he is always angry and upset at her. This makes her not want to talk to him and avoid him where possible.



Fernando is from a Columbian background and average sales per day are 4. He feels frustrated that Yuki doesn’t speak up for herself when Chaoran is being mean to her and feels Chaoran is stubborn; refusing help, advice.

The reason for your appointment is that there have been complaints about the services delivered in this ward and senior managers decided to hire someone externally to be able to manage them efficiently. They have also identified some problems in the team: • • •

Communication between team members appears to be strained at times Levels of cooperation are falling Communication with the other teams within the organisation are not as good as they should be There is no one currently taking on the leadership role Prioritisation of tasks appears to occur on an ad hoc basis Average individual sales are 5 units per day and 25 per week Last week the total sales were 50 (10 for Yuki, 25 for Fernando and 15 for Chaoran)

• • • •

While each of the team members were selected for their role on the basis of demonstrated skills and expertise, they seem unable to work together effectively. Your initial role, therefore, is that of trouble shooter, problem solver and team facilitator. You need to bring this group of people together to form a cohesive, effective and productive team. PART A: Your task is to: 1. Partner up with three others in class and take turns to act as the team leader who is conducting a team meeting with each team member. o

Act as a team leader AND a team member by swapping roles with your partner

You will fill in the team learning form and make notes, based on the discussions held

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Your assessor will act as the Sales Director, overseeing the meeting

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TEAM LEARNING PLAN What team does this review apply to

Team members present

Date Venue Review conducted by 1. Understanding of goals Do all team members clearly understand purpose and goals of the team?

How is this expected to be achieved?

What opportunities can you identify for improvement?

2. Team member support Are team members provided with the support required to achieve team outcomes?

What support is usually provided?

How can team members be supported more effectively?

3. Strategies for Team member input Are team members given sufficient opportunities to provide input into planning, decision-making and general operational aspects of the team?

How is this currently done?

Document Page | 45 Type: Unit Assessment Pack (UAP) Version 8 â&#x20AC;&#x201C; Compliance and Quality Assura nce Department Release Date: Feb 2016 Review Date: Dec 2017 BSBWOR502 Lead and Manage Team Eff ecti veness What opportunities can you identify Unit for Name: improvement?

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PART B - Team performance Improvement plan 2. Continuing from PART A, with your groups, fill in the team performance improvement plan – based on the discussions held in the team learning plan exercise. You must complete this team performance plan on the provided template.

Team Performance Improvement Plan (TPIP) Confidential

TO:

(insert employee’s names)

FROM: (insert manager’s name) DATE:

(insert date)

RE:

Team Performance Improvement Plan (TPIP)

The purpose of this Team Performance Improvement Plan (TPIP) is to define serious areas of concern, gaps in your work performance, reiterate organisations expectations, and allow you the opportunity to demonstrate improvement and commitment. Areas of Concern: Bullet point issues and how employee’s lack of performance and/or behaviour has affected his/her co-workers, the company and clients/customers.

Observations, Previous Discussions or Counselling:

Recap dates/times you have addressed the issues in the recent/relevant past. Reference previous documents when applicable.

Step 1: Improvement Goals: These are the goals related to areas of concern to be improved and addressed: 1.

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Step 2: Activity Goals: Listed below are activities that will help you reach each goal:

Goal #

Activity

How to Accomplish

Start Date

Projected Completio n Date

Step 3: Resources: Listed below are resources available to you to complete your Improvement activities (may include other peopleâ&#x20AC;&#x2122;s time or expertise, funds for training materials and activities, or time away from usual responsibilities.)

Management Support: Improvement activities.

Listed below are ways in which your manager will support your

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Step 4: Expectations: The following performance standards must be accomplished to demonstrate progress towards achievement of each Improvement goal:

1. 2. 3. 4. 5.

Step 5: Progress Checkpoints: The following schedule will be used to evaluate your progress in meeting your Improvement activities.

Goal #

Activity

Checkpoint Date

Type of Follow-up (memo/call/meeting)

Progress Expected

Notes

Follow-up Updates: You will receive feedback on your progress according to the following schedule:

Date Scheduled

Activity

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Conducted By

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Completion Date

30-day Update Memo

[Supervisor/Manager]

45-day [or 60-day] Update Memo

[Supervisor/Manager]

60-day [or 75, or 90 â&#x20AC;&#x201C; Day] Status Memo

[Supervisor/Manager]

Timeline for Improvement, Consequences & Expectations:

Effective immediately, you are placed on a (insert 60, 75, or 90)-day PIP. During this time you will be expected to make regular progress on the plan outlined above. Failure to meet or exceed these expectations, or any display of gross misconduct will result in further disciplinary action, up to and including termination. In addition, if there is no significant improvement to indicate that the expectations and goals will be met within the timeline indicated in this PIP, your employment may be terminated prior to (insert 60, 75, or 90) days. Furthermore, failure to maintain performance expectations after the completion of the PIP may result in additional disciplinary action up to and including termination.

The PIP does not alter the employment-at-will relationship. Additionally, the contents of this PIP are to remain confidential. Should you have questions or concerns regarding the content, you will be expected to follow up directly with me.

We will meet again on as noted above to discuss your Performance Improvement Plan. Please schedule accordingly.

Signatures: Print Employee Name: _____________________________________ Print Employee Name: _____________________________________ Print Employee Name: _____________________________________

Print Supervisor/Manager Name:

_____________________________________

Supervisor/Manager Signature: _____________________________________ Date:

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PART C Team Progress Report

3. Three months after this learning plan was implemented you have noticed a significant improvement in the overall performance of your sales team. o

Sales are now, on average 27 units for each term member per week –above the overall average.

The team is a lot closer and works together to solve issues and problems that arise. Chaoran has become far happier and protective of his team mates. Fernando and Yuki has both commented that now he has accepted them as part of his social group, he is a very loyal and helpful – sometimes becoming slightly overprotective, especially of Yuki. He has had some heated exchanges with other sales teams and they have stopped harassing her so much since.

Your team has begun to emulate your positive behaviour somewhat, and to some extent your negative habit of twirling your pencil.

Yuki is still struggling with her sales volume and this has been identified as being a part of her quiet attitude (though she has improved somewhat from observing your methods of dealing with customers). She believes she would benefit from further training.

Write an email to the Sales Director outlining the feedback you have observed and received from your team and the progress they’ve made. Discuss current unresolved issues with the team and strategies that you plan to take, with consultation, to solve these issues. The email should be 250500 words long. Some key considerations for the email should be: 

What has been achieved to date and how does it compare to previous results?

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What factors have impacted on the team’s performance/progress?

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What factors have impacted on the team’s development

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What outstanding issues/concerns/opportunities exist?

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Your assessor will ensure each candidate has demonstrated the following skills:       

     

Ability to establish a common understanding of team purpose, roles, responsibilities and accountabilities and develop team performance plan to establish expected outcomes, goals and objectives. Ability to encourage team members, value their team effort and developing process to ensure issues identified by team members are addressed. Ability to encourage team members to participate in team activities and take responsibilities. Ability to establish team performance plan to support team members in meeting expected performance outcomes. Ability to develop team strategies to maximize team members input in planning, decision making and operational aspects and take responsibility for own work and assist others to take responsibilities Ability to establish open communication process with all stakeholders Written and oral/speech communication skills to organize and deliver information to effectively communicate Lead and manage team effectiveness to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analyzing scenario/setting-situation business information. Ability to work independently/freely as well as collaboratively/together to make decisions. Ability to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Ability to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Ability to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

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Your unit must address the following performance criteria/ performance checklist.

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To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

a) Evidence of consultation with a team members during the planning process allocating roles and responsibilities, developing key performance indicators and supporting team members in meeting expected performance outcomes.

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b) Covered details of team development activities, end ensuring that the issues and problems identified are addressed

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c) Aptly provided feedback to the team members and steps taken to achieve learning objectives encouraging team members and rewarding their and team’s performance.

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d) Appropriate coverage of all the elements of template on report writing and evidence of consultation with team members to establish common understanding of team purpose, roles and responsibilities in accordance with organisational goals and plans

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e) Developing performance plan to establish expected outcomes, key performance indicators and goals and supporting team members in meeting expected outcomes.

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Evidence of progress review in terms of employee participation and their ability to take responsibilities for team activities and supporting them in identifying and resolving work performance problems

g) Evidence of supporting team members in meeting the expected performance outcomes.

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h) Completed learning plan that clearly identifies teams input into planning, decision making and operational aspects and assist others to undertake

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N/S

Trainer/Assessor to complete (Comment and feedback to students)

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required responsibilities.

Steps that need to be taken to achieve each learning objective including encouraging team members and rewarding their performance, identifying problems and addressing them.

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Evidence of communicating information with the line manager and communicate unresolved issues identified by team members with the line manager.

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k) Aptly follow up the line manager and other stakeholders and take corrective measures for the unresolved issues.

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m) Evidence of improvement in terms of employee participation and their ability to take responsibilities and their capabilities to resolve issues.

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n) Evidence of improvement review and action amendments and Feedback of own contribution and how it enhanced the organisations image for all stakeholders.

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o) Evidence of improvement in communication process and the flow of information from the line manager to the team members.

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Steps that need to be taken to achieve each learning objective including encouraging team members and rewarding their performance, identifying problems and addressing them.

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p) Evidence of progress review in terms of employee participation and their ability to take responsibilities for tam activities and supporting them in identifying and resolving work performance problems

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q) Evidence of progress review of own contribution to team and serving as a role model, how it enhanced the organisations image for all stakeholders.

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r) Relevant tools used to establish and maintain open communication process with all the stakeholders.

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s) Evidence of progress review and action amendments and Feedback of own contribution and how it enhanced the organisations image for all stakeholders

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Unit Assessment Result Sheet (UARS) Assessment Task 2 – Unit skills test (Project on Lead and manage team effectiveness) Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

Feedback to Student

First attempt:

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Student Declaration

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Second attempt:

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

the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.

Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

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