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.
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.
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 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 notbe accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
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.
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 thedisclosure 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.
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.
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.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
ØPerforming a work based skill or task
ØInteraction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
ØPerforming a skill or task that is asked of you
ØUndertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstratethe skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves.The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
ØAssessment is required in the workplace
ØWhere there are health and safety issues related to observation
ØPatient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training.Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidenceare included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
It is important to lead employees in an organization in order to guide them through work process towards achieving target. The leaders of the company play a vital role in developing and maintaining strong sense of cohesion as well as collective identity in the teams and thus assuring that all team members adapt to change in ongoing situation. It is important to foster team cohesion as it increases employees performance by producing high effort level. Besides this, fostering team cohesion is important as individuals in cohesive team apt to concentrate more on the entire group and hence are highly motivated to work towards team goal. Moreover, team cohesion is important as it is enhances productivity and job satisfaction within the team.
2.List three different sources of information on leadership.
Leadership source refers to the database that provides learning content for the employees training as well as development. Knowledge about evidence based leadership and application is obtained through different sources of information. For the evidence based leadership, these sources of information involve-
3.List three different ways of sharing information with team members.
One of the main determinant to successful decision making in a team is sharing information among the members. Sharing information with the team members is classified into two dimensions such as – openness and uniqueness. Unique information shred with team member results in larger team- decision making performance. Likewise, open sharing information increases trust as well as cohesion among the team members. The three different ways of sharing information with the team members are-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner
Objective To provide you with an opportunity to communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs
1.List three aspects of being mindful of language.
One part of mindful communication series is being mindful of the language. Being mindful about the language facilitates in becoming aware of the way it impact other individuals. Mindfulness has three various aspects which operate together to bring about state of the mindful awareness. The three aspects of being mindful of language are-
2.List three factors you should be mindful of with regard to body language.
Mindful body language is defined as the way an individual thinks about how body language makes other individual feel and choose to present themselves to other individuals. Some of the factors one must be mindful with regards to body language are-
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 theactivity or if reassessment is required.
Objective To provide you with an opportunity to lead consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes
1.What is a consultation process and how should decision makers undertake them?
Consultation process is a vital theory of managing an enterprise. Consultation is the procedure by which the enterprise management aims in better understanding the requirements, wants and expectations of the stakeholders such that the value can be created. Consultation is the active procedure in which the management of the enterprise opens informal as well as formal communication channels between the enterprise and its stakeholders. The decision makers undertake consultation process through adoption of various methods that includes- preparation, designing, implementation, synthesis as well as reporting back, evaluation.
2.List five ways of implementing a consultation process.
The five ways in which consultation process can be implemented are described below-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to seek and value contributions from internal and external sources in developing and refining new ideas and approaches
1.List three internal sources of information and contributions.
It is vital for every business enterprise to develop and refine new ideas before starting new product development procedure. Internal sources are one of the important way of finding and developing new ideas. The three internal sources of information and contributions in new ideas include-
2.List three external sources of information and contributions.
External sources are the ones that is affiliated with the organization externally. The three external sources of information for development of new ideas include-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
1.List three ways of finding out who you need to contact to ensure that issues are dealt with by appropriate staff members.
The three ways of finding that who must be contacted to ensure that issues are dealt with appropriate staff members are –
Firstly, meet with all the individuals those who are involved in the conflict. This in turn helps to find out the appropriate staff members who must be contacted for resolving issues.
Secondly, arranging the meeting with the staff members and motivate them to summarize their view. This facilitates to contact with the relevant personnel as required.
Thirdly, Paying careful attention to each individual concerns. By listening with the issues, it can be ensured that issues raised are resolved promptly.
2.List three possible solutions for workplace issues.
The three possible solutions for workplace issues are described below-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Objective To provide you with an opportunity to treat all internal and external contacts with integrity, respect and empathy
List five questions you should ask yourself to ensure you are treating contacts with integrity, respect and empathy when making decisions.
The five questions that one can ask oneself for ensuring that they are treating contacts with integrity, respect and empathy while making decisions are-
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 theactivity or if reassessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to use the organisation’s social, ethical and business standards to develop and maintain effective relationships
List five organisational factors to which social, ethical and business standards may relate
Ethical and business standards are not always enforceable since it is frequently defined and open to interpretation. The five organizational factors to which social, ethical and business standards might relate to includes-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance
1.List three ways to establish rapport with colleagues, customers and suppliers
The three ways by which an individual can build rapport with the suppliers, customers and colleagues are given below-
2.What is a professional code of conduct and what is its function?
Professional code of conduct is one of the vital component to any kind of profession that helps to maintain the standards for individuals within those professions to adhere. It mainly brings about responsibility, trust and accountability to the person which the profession serves. This helps to guide the workers of the enterprise by supporting every day decision making. The functions of professional code of conduct are-
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 theactivity or if reassessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Objective To provide you with an opportunity to adjust interpersonal styles and methods to meet organisation’s social and cultural environment
1.List three benefits of adjusting interpersonal styles according to the social and cultural environment.
Interpersonal styles is defined as the way one can interact with all other individuals in the organization. The three benefits of adjusting interpersonal styles based on their social and cultural environment are described below-
2.List three problems you may cause if you fail to adjust interpersonal styles and methods.
The three problems that might cause if one fails to adjust interpersonal styles and methods are illustrated below-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to lead and encourage other members of the work team to follow examples set according to organisation’s policies and procedures
List three expected behaviours you would demonstrate in order to set an example to your team members.
The behaviour of a leader mainly demonstrates to set example before their team members and improve their work within the team. By determining appropriate set of expected behaviours helps to enhance the productivity in a team and improve the dynamics of the team. The three expected behaviours that one must demonstrate for setting example before their team members are-
Activity 2E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to use networks to identify and build relationships
The three ways by which an individual can help staff to start networking are described below-
The three ways by which relationship with the employees, customers, suppliers, stakeholders and other business associates can be met are –
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to use networks and other work relationships to provide identifiable benefits for the team and organisation
1.List three benefits of networking for team members.
The three benefits of networking with the team members of the organization are illustrated below-
The three benefits of networking for the enterprise are illustrated below-
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 theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to identify and analyse difficulties and take action to rectify the situation within the requirements of the organisation and relevant legislation
1.What is the Platinum Rule?
The platinum rule in business is defined as the way of treating others the want to be treated. The main goal of this Platinum rule is to make productive relationships with the other individual so that they can take action for rectifying the situation within the enterprise requirements. One of the keys to use the Platinum rule is to understand the personality style of the person and treat him or her in appropriate way.
2.List three guidelines to bear in mind when resolving conflict.
A conflict refers to a disagreement between the two persons in which one individual perceives threats to their requirements, interests, concerns and values. For preventing conflicts , it is vital to understand responses of the persons and be aware of their requirements and concerns. The three guidelines that one should keep in mind while resolving conflicts are-
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