Student ID: _________________________________________________
Student Name: _________________________________________________
Assessor Name: ________________________________________________
Student Signature: ______________________ Date: _____ / _____ / ______
OFFICE USE ONLY
Received by – Date:
Assessment Attempt ? Initial Attempt ? Second Attempt / Reassessment
Completion Status ?Complete ?Incomplete
RESULTS ?COMPETENT ?NOT YET COMPETENT
Completion Date: Assessed by:
Table of Contents
Table of Contents 1
Instructions to Learner 3
Assessment instructions 3
Assessment requirements 6
Activities 7
Activity 1A 7
Activity 1B 8
Activity 1C 9
Activity 1D 10
Activity 1E 11
Activity 2A 12
Activity 2B 13
Activity 2C 14
Activity 2D 15
Activity 2E 16
Activity 3A 17
Activity 3B 18
Activity 3C 19
Activity 3D 20
ASSESSOR FEEDBACK Activity Questions 1A to 3D 21
Summative Assessments 22
Section A: Skills & Knowledge Activity 23
Section B: Performance Activity 25
ASSESSOR FEEDBACK Summative Assessments: Section A and B 27
Competency record to be completed by assessor 28
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed
? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one’s own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Objective To provide you with an opportunity to consult with and inform colleagues about expected standards of performance using appropriate communication mechanisms
1. What is the best way to outline the standards of performance expected from an employee?
2. List three methods you can use to communicate with employees.
Activity 1B
Objective To provide you with an opportunity to monitor ongoing performance through regular performance appraisals and by maintaining close contact with the workplace and colleagues
1. What is the overall aim of monitoring staff performance?
2. Why is it important for employees to know their performance is being monitored?
3. What does a performance appraisal involve?
Activity 1C
Objective To provide you with an opportunity to regularly provide colleagues with guidance and support to enhance their work performance
List five aspects of providing colleagues with guidance and support.
Activity 1D
Objective To provide you with an opportunity to provide recognition and rewards for achievements and outstanding performance
1. Why is it vital to provide employees with recognition and rewards?
2. List three factors to keep in mind when designing your company’s reward program.
Activity 1E
Objective To provide you with an opportunity to identify need for further coaching or training and organise according to organisational policies
List five types of coaching or training for employees.
Activity 2A
Objective To provide you with an opportunity to identify and investigate performance problems
1. List five performance problems.
2. List three questions to ask employees when identifying and investigating performance problems.
Activity 2B
Objective To provide you with an opportunity to use feedback and coaching to address performance problems
1. List five requirements for coaching to be effective.
2. Explain what is meant by ‘corrective feedback’?
Activity 2C
Objective To provide you with an opportunity to discuss and agree on possible solutions with the colleague
1. List five possible solutions for performance problems.
2. List three topics your conversation with an employee – and the subsequent solutions you come up with – should cover.
Activity 2D
Objective To provide you with an opportunity to follow-up outcomes of informal counselling through review in the workplace
1. What is informal counselling?
2. List three types of workplace review.
Activity 2E
Objective To provide you with an opportunity to organise and conduct a formal counselling session when needed according to required procedures
1. List three problems that counselling sessions are ideal for addressing.
2. List three actions you may have to take prior to arranging a formal counselling session.
Activity 3A
Objective To provide you with an opportunity to implement formal performance management systems
1. List three performance management systems.
2. List three types of data that performance management systems can gather.
Activity 3B
Objective To provide you with an opportunity to conduct individual performance evaluations openly and fairly
Why is it important to conduct individual performance evaluations openly and fairly?
Activity 3C
Objective To provide you with an opportunity to complete and file performance management records
1. Why is it imperative to complete and file all performance management records after performance appraisals?
2. Explain what is meant by ‘concise documentation’.
3. List three ways of filing documents.
Activity 3D
Objective To provide you with an opportunity to agree on courses of action with colleagues and follow-up in workplace
List five courses of action you may agree with an employee.
ASSESSOR FEEDBACK Activity Questions 1A to 3D
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills & Knowledge Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills & Knowledge Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
? Reading skills to:
o review staff records and performance management documents
? Writing skills to:
o record potentially complex and sensitive information about staff performance
? Oral communication skills to:
o provide effective feedback, coaching and counselling to team members
? Problem-solving skills to:
o evaluate factors contributing to poor staff performance
? Teamwork skills to:
o monitor the performance of individuals and their effect on the team, and take corrective action to enhance whole of team performance.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Examine three different performance management documents relating to one employee, process the information and then write a one page report outlining:
? What the employee is doing well – supported with evidence
? What the employee needs to improve – supported with evidence
? How you and the employee could together address the employee’s shortfalls.
2. Over the course of a 6 week period, conduct at least one informal counselling session with an employee who needs it. Be sure only to start with simple questions about how things are going and try to conduct the session in the form of a loose chat. You should also talk to the employee about the reasons why they are struggling to perform to the expected standard and how they could improve their performance. Write a one page report detailing:
? How you think the session went
? What you did well
? What you could improve for next time
? The extent to which you think the employee’s stated reasons for underperformance are legitimate.
In your report, you may talk about broad topics of conversation you covered with the employee but make sure that you do not disclose any personal details about the employee that would identify them to anyone else. Everything they say should remain confidential.
3. Choose three staff members to speak to about their team’s overall performance, and identify:
? One individual whose performance levels exceed the expected standards
? One individual whose performance levels fall below the expected standards
? The reasons why each individual is doing so well/falling behind
? The corrective action you could take to help the individual who is falling behind
? The recognition you could provide the employee is doing well, which would in turn encourage the rest of the team to improve their performance.
Write a one-two page report detailing what you have learned and the conclusions you have come to with regards to what kind of corrective action you will take and what kind of recognition you will provide.
Section B: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
? Monitor the effectiveness of staff in relation to at least six of the following standards of performance:
o adherence to procedures
o cost minimisation
o customer service standards
o level of accuracy in work
o personal presentation
o productivity
o punctuality
o response times
o team interaction
o waste minimisation
? Provide supportive feedback and guidance for improving standards of performance to above staff
? Conduct structured performance appraisals and formal counselling and training sessions for staff members, in line with established organisational procedures
? Recognise outstanding performance according to organisational policies.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Over the course of one week, use a range of methods to monitor three employees’ performance levels.
Specifically, you should assess their:
? Adherence to your organisation’s policies and procedures
? Interaction with colleagues and customers
? Attention to accuracy of work
? Personal presentation
? Punctuality
? Productivity
? Waste and energy minimisation.
2. At the end of the week-long period of monitoring staff, sit down with the employees and provide each one with three pieces of feedback/advice for improving their work performance, based on what you have discerned.
3. Conduct performance appraisals with the employees you have been monitoring over the week, being sure to:
? Select an appropriate time and location for the performance appraisal
? Prepare an opening statement
? Let the employees know how their work is contributing to the organisation
? Give the employees the chance to speak about any issues/challenges they are facing
? Help the employees identify any skills and competencies that need to be improved
? Agree targets with the employees for the future.
If learners wish, they may combine questions 2 and 3 so that the performance appraisal includes the delivery of feedback and advice.
At the end of a one month period, provide three different awards to recognise different achievements/positive behaviours. The awards may be for anything they choose. For instance, they could be for punctuality and attendance, or for going ‘the extra mile’ during a particular task. Whatever the rewards are for, be sure to make everyone eligible for the awards and explain why the recipients are receiving them.
ASSESSOR FEEDBACK Summative Assessments: Section A & B
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Date(s) of assessment
Have the activities been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature
