-254002412365Student Assessment Tasks

BSBWOR203 Work effectively with others

00Student Assessment Tasks

BSBWOR203 Work effectively with others

Contents

TOC h z t "RTO Works Heading 1,1" Assessment information PAGEREF _Toc35935208 h 3Assessment instructions PAGEREF _Toc35935209 h 4Student assessment agreement PAGEREF _Toc35935210 h 7Assessment Task 1 Cover Sheet PAGEREF _Toc35935211 h 8Assessment Task 1: Workplace relationships and activities project PAGEREF _Toc35935212 h 9Assessment Task 1 Instructions as provided to students PAGEREF _Toc35935213 h 11Assessment Task 1 Checklist PAGEREF _Toc35935214 h 14Assessment Task 2: Customer service training project PAGEREF _Toc35935215 h 15Assessment Task 2 Instructions as provided to students PAGEREF _Toc35935216 h 16Assessment Task 2 Checklist PAGEREF _Toc35935217 h 17Assessment Task 3: Workplace problem project PAGEREF _Toc35935218 h 18Assessment Task 3 Instructions as provided to students PAGEREF _Toc35935219 h 19Assessment Task 3 Checklist PAGEREF _Toc35935220 h 20Final results record PAGEREF _Toc35935221 h 21

Assessment information

The assessment tasks for BSBWOR203 Work effectively with others are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment plan

Assessment Task Overview

Workplace relationships and activities project You are required to assist a new staff member to understand their roles and responsibilities, and to explain the organisations customer complaints policy and procedures.

Customer service training project You are required to identify opportunities for your team of customer service staff to improve your customer service skills.

Workplace problem project You are required to review case study information about workplace conflict and identify potential solutions.

Assessment preparation

Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions.

When you have read and understood this units assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it and hand it to your assessor, who will countersign it and keep it on file.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals

If you do not agree with an assessment decision, you can make an assessment appeal as per your RTOs assessment appeals process.

You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.

Assessment instructionsEach assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted with your assessment responses.

If you are submitting hardcopy, the Assessment Task Cover Sheet should be the first page of each tasks submission.

If you are submitting electronically, print out the Assessment Task Cover Sheet, fill it out, sign it and then scan and submit the file.

The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor will include written feedback on the Assessment Task Cover Sheet giving reasons why. Your assessor will also discuss this verbally with you and provide advice on reassessment opportunities as per your RTOs reassessment policy.

Depending on the task, this may include

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

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

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

being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment task information

This gives you:

a summary of the assessment task

information on the resources to be used

submission requirements

resubmission opportunities if required.

Assessment task instructions

This includes questions you will need to answer or tasks that you need to complete.

Your answers must be typed using software as indicated in the assessment task Instructions.

Copy and paste each tasks instructions into a new document and use this as the basis for your assessment task submission. Include this documents header and footer.

If you are submitting electronically, give the document a file name that includes the information as indicated in the section called Naming electronic documents (see below).

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.

Each should include:

Course identification code

Assessment Task number

Document title (if appropriate)

Student name

Date it was created

For example, BSBWHS204 AT3 Training Recommendations Joan Smith 20/10/19.

Icons

Icons are used in task instructions to indicate three of the common stages within the task.

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

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

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

This icon indicates all other stages during the task, which may include research, developing documents, brainstorming ideas and so on.

Additional resources

You will be provided with the following resources before you begin each assessment task.

Assessment Task 1:

Customer Complaints Policy and Procedure

Complaints Register

Complaint Acknowledgement Letter

Complaint Outcome Letter

Position Description

Assessment Task 2:

Training Options Report Template

Assessment Task 3:

Case Study Response Template

Checklist

This will be used by your assessor to mark your assessment. Read through this checklist as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses or observing your performance.

Student assessment agreementMake sure you read through the assessments in this booklet before you fill out and sign the agreement below.

If there is anything that you are unsure of, consult your assessor prior to signing this agreement.

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

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

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

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

If so, explain these in the space below. Do you understand your rights to reassessment? Yes No

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

Student name Student ID number Student signature Date Assessor name Assessor signature Date Assessment Task 1 Cover SheetStudent declaration

To be filled out and submitted with assessment responses

I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).

I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

Student name Student ID number Student signature Date Assessor declaration

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

Assessor name Assessor signature Date Assessment outcome S NS DNS Resubmission Y N

Feedback

Student result response

My performance in this assessment task has been discussed and explained to me.

I would like to appeal this assessment decision.

Student signature Date A copy of this page must be supplied to the office and kept in the students file with the evidence.

Assessment Task 1: Workplace relationships and activities project

Task summary

You are required, in the role of Customer Service Officer, to assist a new staff member to understand their roles and responsibilities, understand other staffs roles and to explain the organisations customer complaints policy and procedures.

This assessment is to be completed in the simulated work environment in the RTO.

Required

Access to textbooks and other learning materials

Computer with Microsoft Office and internet access

Meeting space

Role play participant (your assessor)

Position Description

Customer Complaints Policy and Procedures

Complaints Register

Complaint Acknowledgement Letter

Complaint Outcome Letter

Timing

Your assessor will advise you of the due date of this assessment.

Submit

Email giving the culture and language chosen for the new staff member

Email reflecting on the feedback given following the meeting

Assessment criteria

All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you with written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Assessment Task 1 Instructions as provided to studentsProvide answers to all of the questions below:

Carefully read the following scenario

You are a Chef with IPSO Hospitality Group. The Group is very focussed on excellent customer service and each staff member is expected to have excellent customer service skills.

Your team leader is very busy this week and has asked you to help a new staff member (customer service officer) to understand their roles and responsibilities and reporting requirements. The team leader has also asked you to explain IPSO Appliances complaints policy and procedures and associated forms.

You are required to prepare for, and meet with, the new Customer Service Officer. The meeting should last no more than 15 minutes, as you also have a busy work schedule. The Customer Service Officer will be roleplayed by your assessor and will ask you questions during the meeting.

Prepare for the meeting with the new Customer Service Officer.

Review the documents provided to you:

Position Description

Customer Complaints Policy and Procedures

Complaints Register

Complaint Acknowledgement Letter

Complaint Outcome Letter

Make notes about the documents if necessary to guide your discussion with the customer service officer.

Assume that the new customer service officer will be from a different cultural background to you. Choose any culture for the new customer service officer and research differences in communication styles between that culture and language background, and your own.

Send an email to your assessor.

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

The email text should document the following:

The culture and language you have chosen for the new customer service officer

The communication styles that you will use to communicate with a person from the selected culture and language

The email should ask for the place, date and time of your roleplay meeting.

Meet with the new staff member.

During the meeting you will be expected to:

Explain the roles and responsibilities of Customer Service Officers as documented in the position description

Outline the reporting arrangements, ensuring that it is clear that you will be the first person to report to

Explain the complaints policy and procedure including:

Purpose of the policy

Definition of complaints

Forms to be used for complaints (show the forms to the staff member)

Responding to complaints

Keeping customers informed

When complaints should be escalated

You will be required to keep to the required timeline of 15 minutes, and you will be assessed on your time management in this regard.

During the meeting, you are required to demonstrate effective interpersonal and communication skills including:

Speaking clearly and concisely

Using effective non-verbal communication skills to encourage audience interest

Responding to questions

Asking questions to seek feedback

Use of active listening techniques to confirm and clarify understanding.

You will also need to demonstrate the communication strategies you researched relevant to the culture.

Your assessor, in the role of the Customer Service Officer will ask you questions that you will need to respond to.

Following the meeting, your assessor will provide you with some feedback on how clearly you explained the information and your communication skills and talk to you about possible actions you could take to address the feedback.

Send an email to your assessor.

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

Reflect on the feedback provided to at the end of the meeting and consider how you intend to action the feedback. Include these in the email.

The actions you indicate could be, for example: practice, or reading more about the area where your assessor indicated you could improve.

Assessment Task 1 Checklist

Students name:

Did the student: Completed successfully? Comments

Yes No Clearly explain the roles and responsibilities of the customer service officer to ensure that their own role, and those of others, is understood? Clearly explain company complaints policy and procedure to ensure that the correct procedure is followed? Complete the meeting in the required timeframe? During the meeting, demonstrate effective communication skills including:

Speaking clearly and concisely

Using non-verbal communication to assist with understanding

Asking questions to identify required information

Responding to questions as required

Using active listening techniques to confirm understanding Demonstrate culturally appropriate communication skills as researched by the student and document in the email? Reflect on feedback provided and identify suitable actions? Task outcome: Satisfactory Not satisfactory

Assessor signature: Assessor name: Date: Assessment Task 2: Customer service training projectTask summary

This assessment task requires you to identify opportunities for customer service staff to improve their customer service skills by identifying suitable professional development.

This assessment is to be completed in the simulated work environment in the RTO.

Required

Access to textbooks and other learning materials

Computer with Microsoft Office and internet access

Training Options Report Template

Timing

Your assessor will advise you of the due date of these submissions.

Submit

Email recommending a training option, with Training Options Report attached.

Assessment criteria

For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

Assessment Task 2 Instructions as provided to studentsWrite a Training Options Report.

Assume you have been asked to look into training to improve customer service.

Use the internet to find three different formal training options for customer service training.

One should be provided by an external provider at the companys premises, one should be a short course that a new member of staff could take and the third should be a formal qualification.

Provide a brief outline of the training and the name of the company offering the training, as well as the costs and time commitment.

Use the Training Options Report Template to guide your work.

Send an email to your Manager (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachment and seek their feedback.

The email text should include your recommended training option according to the budget and time constraints given.

The training that you identify must be completed in the next three months, and a budget of $700 per team member is available

Attach your Training Options Report to the email.

Assessment Task 2 Checklist

Students name:

Did the student: Completed successfully? Comments

Yes No Identify suitable training options for the team to participate in to improve customer service skills? Recommend most suitable training option for the team to participate in to improve customer service skills, based on time and budget constraints? Write the email in clear and simple English to ensure understanding? Task outcome: Satisfactory Not satisfactory

Assessor signature: Assessor name: Date:

Assessment Task 3: Workplace problem projectTask summary

You are required to identify potential solutions for a case study scenario.

This assessment is to be completed in the simulated work environment in the RTO.

Required

Access to textbooks and other learning materials.

Computer with Microsoft Office and internet access.

Timing

Your assessor will advise you of the due date of these submissions.

Submit

Email with Case Study Responses attached.

Assessment criteria

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

Assessment Task 3 Instructions as provided to studentsComplete the following activities:

Carefully read the following scenario

The new customer service officer has now been with IPSO Hospitality Group for three months.

She confides with you (a fellow customer service officer) that she is feeling stressed and hasnt been sleeping well because she doesnt feel that she has had enough training to do her job and sometimes when customers call with issues, she is just not sure how to respond.

Briefly explain why the issue identified in the scenario is an issue that needs to be resolved.

In around a paragraph, describe what good stress is and what bad stress is.

Who should the stressed customer service officer speak to?

In around a paragraph, describe what the stressed customer service could ask for in terms of changes that would address their situation.

Who, outside the organisation, could the stressed customer service officer ask to assist them with this issue should the staff member not be satisfied with their employers response?

Describe at least five steps that the new customer service officer could take to assist in dealing with workplace stress.

Send an email to your assessor.

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachment

Attach your Case Study Responses to the email.

Assessment Task 3 Checklist

Students name:

Did the student: Completed successfully? Comments

Yes No Identify and discuss the workplace issue? Identify solutions to workplace issue including whom to report it to? Task outcome: Satisfactory Not satisfactory

Assessor signature: Assessor name: Date:

Final results recordStudent name: Assessor name: Date Final assessment results

Task Type Result

Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Workplace relationships and activities project S U DNS

Assessment Task 2 Customer service training project S U DNS

Assessment Task 3 Workplace problem project S U DNS

Overall unit results C NYC Feedback

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

I would like to appeal this assessment decision.

Student signature: Date:

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

Assessor signature: Date:

Assessment Task 3

Case Study Responses

Briefly explain why the issue identified in the scenario is an issue that needs to be resolved.

In around a paragraph, describe what good stress is and what bad stress is.

Who should the stressed customer service officer speak to?

In around a paragraph, describe what the stressed customer service could ask for in terms of changes that would address their situation.

Who, outside the organisation, could the stressed customer service officer ask to assist them with this issue should the staff member not be satisfied with their employers response?

Describe at least five steps that the new customer service officer could take to assist in dealing with workplace stress.

IPSO Hospitality Group

Customer name:

Customer address:

Receipt of complaint

Date of complaint:

Dear <customer name>

I am writing to advise of the receipt of your complaint about <insert brief description>.

We are currently auctioning your complaint and will advise you of the outcome in writing within 10 days of the date of this letter.

Yours sincerely

<Name>

Customer Service Officer

IPSO Hospitality Group

Complaint Handling Policy and Procedures

Policy purpose

We value complaints as they assist us to improve our products, services and customer service.

This policy has been designed to assist both customers and staff.

PSO Appliances is committed to consistent, fair and confidential complaint handling and to resolving complaints as quickly as possible.

We aim to make it easy for people to make a complaint if they are dissatisfied and we will treat all customers making a complaint equally.

Our complaint handling policy and procedure is included on our web site.

Definition of a complaint

Complaints are defined as any expression of dissatisfaction or grievance made to staff by a customer or member of the public in relation to our business.

Recording complaints

All complaints made, verbal or written, will be recorded in our complaints form at the time the complaint is made, or as soon as possible afterwards. The complaint will be recorded by the staff member who took the details.

Alternatively, customers can download our form from our web site and complete it themselves.

When taking a complaint, staff will record the name and contact details of the customer, as well as full details of the complaint including the date.

Details of all communication with the customer and any actions to resolve the complaint will be recorded in the same place.

Customers personal details or details of their complaint will not be divulged to third parties unless we have their written consent.

All complaints will also be entered into the companys complaint register which will be reviewed at quarterly management meetings to discuss continuous improvement and preventative measures.

All complaints will be actioned by the Customer Service/Administration Officer or, in complex matters, referred to the Managing Director.

Informing customers of progress

We strive to resolve all complaints within 10 business days of receipt. Written complaints will be acknowledged within 2 business days and a timeframe provided for the resolution of the complaint.

Customers will be given an indication of the timeframe at the time they make their complaint.

Customers will be informed of the progress of their complaint regularly, especially if there are any delays or changes to what has been agreed.

A standard letter will be provided advising of the outcome of the complaint and providing timelines for action.

Customers will be informed of any changes to our products or services as a result of their complaint.

Where appropriate, customers who have had a complaint resolved will be contacted at a later date to see if they are happy with how their complaint was handled.

Responding to complaints

All people making a complaint will be treated with courtesy.

Customers will be given a timeframe, a contact person and details of our complaint handling process. Where possible, the staff member taking the complaint details will be the contact person.

Escalation of complaints

If a complaint cannot be resolved by the usual complaint process, it should be referred to a Managing Director and the customer will be informed and given an amended timeframe for resolution.

If we cannot resolve the complaint to the customers satisfaction, we will inform them about where they can take further action i.e. Consumer Affairs Victoria. We will provide contact details.

IPSO Hospitality Group

Customer name:

Customer address:

Outcome of complaint

Dear <customer name>

I am writing to advise of the outcome of your complaint about <brief description of complaint>.

At IPSO Appliances we value all of customers and strive to resolve all customer complaints to the satisfaction of our customers.

I am writing to advise you that <brief description of outcome and timelines>.

Please contact us to <brief description of arrangements e.g. if products need to be picked up for repair or replacement, customers should be advised that they should contact the store to advise of a suitable time or where the outcome is in our favour to say that they may call to discuss the matter further>.

Yours sincerely

<Name>

Customer Service Officer

-254002412365Student Guide

BSBWOR203 Work effectively with others

00Student Guide

BSBWOR203 Work effectively with others

Contents

TOC h z t "RTO Works Heading 1,1" Overview PAGEREF _Toc35865321 h 3Content PAGEREF _Toc35865322 h 4Learning outcomes PAGEREF _Toc35865323 h 5Topic 1: Develop effective workplace relationships PAGEREF _Toc35865324 h 6Topic 2: Contribute to workgroup activities PAGEREF _Toc35865325 h 14Topic 3: Deal effectively with issues, problems and conflict PAGEREF _Toc35865326 h 19Review and assessment PAGEREF _Toc35865327 h 30

Overview

The Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor.

Topics Content

Topic 1: Develop effective workplace relationships Responsibilities and duties as a worker and a member of a team

Time and resource constraints

Asking for and reacting to constructive feedback

Topic 2: Contribute to workgroup activities Support your team members to achieve goals

Contribute to workgroup goals and tasks

Share information to ensure goals are met

Identify and plan opportunities for improvement

Topic 3: Deal effectively with issues, problems and conflict

Respect differences in personal values and beliefs

Identify differences in communication styles

Identify issues, problems and conflict

Deal with conflict in the workplace

Unit review and assessment tasks

Recommended text

The following text is recommended for this unit:

Dwyer, J 2016, The Business Communication Handbook 10ed, Cengage Learning, Melbourne, Australia:

Part 1: Workplace Communication.

Part 3: Workplace Documents.

ContentThe Student Guide includes:

topics for the unit

activities

links to websites containing relevant information (if the links are broken, copy and paste into a web browser).

Activities

The trainer/assessor will provide a simulated work environment therefore, the activities provided in the Student Guide:

reflect real life work tasks

are performed to industry safety requirements as relevant

use authentic workplace documentation

require you to work with others as part of a team

require you to plan and prioritise competing work tasks

involve the use of standard, workplace equipment such as computers and software

take into consideration workplace constraints such as time and budgets

will either be self-directed or carried out as part of group or team work

require you to read through the activity carefully and ask the trainer/assessor for guidance if needed

will have time allocated for completing the activity, along with time for class discussion and feedback

Some activities may require you to submit work to the trainer/assessor for feedback. Where this is the case it will be indicated at the bottom of the activity.

Video clips

If presented in class, take part in any class discussions, providing feedback and contributing to debate and arguments.

If directed to watch the video as part of self-study, or independently in class, take notes so contributions to any future class discussions can be made.

Roleplays

The trainer/assessor will direct class roleplays.

When undertaking these activities ensure that you understand the purpose of the roleplay and take part as if you are in a professional situation to provide your fellow classmates with a true-to-life experience. Roleplays rely on your ability to act in a manner that imitates real-life situations and can provide you with depth of understanding and practical skills.

Learning outcomesThis unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict.

It applies to individuals who perform a range of routine tasks using a limited range of practical skills, and a fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Outcomes include:

Develop effective workplace relationships.

Contribute to workgroup activities.Deal effectively with issues, problems and conflict.

Topic 1: Develop effective workplace relationshipsResponsibilities and duties as a worker and a member of a team

A worker or an employee is a person who does work for a business or employer. This includes:

a trainee, apprentice or work experience student

a volunteer

a contractor or sub-contractor.

Identifying your role and responsibilities as a worker

As a worker your roles and responsibilities will be defined in your position (or job) description.

Role refers to the part that each person plays in the organisation. It refers to the overall focus of the job and the reporting relationships in your workplace.

Responsibility refers to the tasks that the worker must do to carry out the role.

During the first weeks of employment documents you should be given include:

Duty statement outlining dailythe dutiesandresponsibilitiesof theposition

Industrial award /enterprise agreement

Workplace contract

Code of Conduct/Code of Ethics

Service policies and procedures

Industry codes and regulations

Quality or accreditation standards

Staff handbook

It is important that you use these documents to make sure you understand the roles and responsibilities of your job description.

Employees need to have a clear understanding of the organisations goals and the role they play in that organisation.

Once workers have an understanding of their rights, roles and responsibilities they are in a better position to start developing a work plan with their supervisor.

This involves meeting with your supervisor and discussing what has to be done and in what order.

Workplace policies

Workplace policiesare statements that aim to guide employers and employees in how to behave inthe workplace. A policy outlines a purpose and provides further guidelines on the actions to be taken to achieve that purpose. Workplace policies communicate an organisations values and the organisations expectations and they can be put in place to deal with a variety of issues.

Workplace policies define acceptable and unacceptable behaviour in the workplace, and set out the consequences of not complying with those policies.

Workplace policies often contain details about standard operating procedure in a workplace. Clear and concise policies help employers manage staff more efficiently.

The length of the policy may vary depending on the issue it addresses.

Employers frequently provide employees with handbooks, policies and procedures which regulate the workplace matters below:

code of conduct, containing standards of behaviour

recruitment of new employees

employee performance management and discipline

discipline and termination of employees

anti-discrimination and harassment

grievance handling

use of internet and email

use of mobile phones

use of social media

health and safety of employees

use of company property

use of drugs and alcohol and cigarettes.

Aproceduresets out the steps to be followed for work activities and actions that can be taken to resolve issues.

Responsibilities and duties as a team member

Employees work in a team.

Teamwork is the joint action of people working toward the same end goal. As such individual workers have the responsibility of contributing to the success of the team.

Image by Fauxels courtesy of PexelsEffective teams are ones in which everyone is aware of the different roles and responsibilities of each member and are able to respect the work of others and the different roles they play in the team.

Employees fulfil this responsibility by attending meetings, contributing to decision making and problem solving, and participating in organisational projects.

Employees also have the responsibility of ensuring that they perform according to mission, goals, objectives and expectations of the organisation.

Information about the organisations mission, goals, objectives and expectations need to be clearly communicated to employees as part of their induction process and then regularly discussed, especially when they have been reviewed.

Effective teams are ones in which everyone:

Activity: Video

Watch the video at the following link:

Video: https://www.youtube.com/watch?v=fUXdrl9ch_Q (03:20)

What have been some ways that you have successfully worked as a member of a team?

What behaviours supported the successful outcomes?

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Promoting cooperation and good relationships

Positive employee interactions where workers engage in a professional and respectful manner drive successful organisations. Here is a list of ways to build good co-worker relationships:

Practice common courtesy: make eye contact, greet fellow workers, refer to people by name, clean up after yourself.

Use effective communications: learn the best way to communicate with colleague some may prefer an email, while others work better with a phone/personal visit/text.

Respect other peoples time: unless its an emergency, dont hover outside someones office while theyre busy talking to someone else. Dont hand off work in the kitchen, hall, bathroom or outside work hours. Conduct business operations with others at times that are convenient for both parties.

Help yourself: try to find out answers to your questions by looking up manuals and policies before asking for help.

Be careful on social media: if you connect with co-workers through social media, don't engage in inappropriate relationships and don't present an unprofessional side of yourself. Dont share confidential company information.

Treat everyone the same: staying friendly with everyone is the best policy. Dont get involved in office gossip.

Dont whine about work at work. If there's something you can do, do it. If not, address it through the healthiest means possible. Managers should never display frustration about the company to their staff. It will trickle around; that's a guarantee.

Make new staff feel welcome: everyone plays an important role in a business and deserves a "Welcome to the company. Let me know if there's anything I can help you with."

Dont blame others: everyone makes mistakes you need to acknowledge errors made by you. If someone else has made a mistake, you can describe what happened factually without throwing them under the bus.

Follow up with people: when you've completed a task involving others, it takes 20 seconds to send out an email a couple of days later asking "Did that work for you?" or "How are things going?". This helps to solidify relationships.

Be fair:A good team member takes due credit for a job well done, but would never think of taking praise for someone elses work.

Being a supportive team member also makes you a valuable team member and can ultimately lead to more positive working relationships.

Source: https://www.techrepublic.com/blog/10-things/10-ways-to-build-good-coworker-relationships/

Activity: Video

Brainstorm ways you can be a supportive team member.

Watch the video at the following link:

Video: https://www.youtube.com/watch?v=mf9FRXPHMUg (02:57)

List at least 5 ways you can be an effective team member.

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Time management

Time management is the process of planning and organising how to spend the right amount of time on the right activity. It is a vital skill in life and in the workplace as maximises your productivity.

Image by Geralt courtesy of PexelsFailing to manage your time or poor time management skills can result in:

Missed deadlines

Poor work quality

Unwanted stress

Poor professional reputation

Work and life imbalance.

There are many advantages with proper management of time. In your working life, time management can benefit you in the following ways:

Deliver work on time

Better quality of work more time spent on important tasks

Improved productivity and efficiency

Less stress and anxiety

Improved quality of life

More opportunities for career growth.

Steps for better time management:

Plan: make smarter decisions about the right time to do a task.

Use a planner or diary (paper based or electronic).

Prioritise: figure out the most important tasks and the ones that are urgent. Schedule time blocks to attends to these tasks.

Break big tasks up into smaller chunks.

Dont multitask, rather do one thing at a time.

Cut off distractions such as mobile phones and chatty co-workers.

Take planned breaks when working.

Find your most productive times.

Activity: Video

Watch the video at the following link:

Video: https://youtu.be/RiI1NkaDXlQ (01:53)

Think about reasons why good time management in your personal life might help you to be a better worker.

Write your thoughts down.

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Resource management

Resource management is the organisation of staff, equipment and other resources that are needed to complete a project.

Like time management, decisions need to be made on how to prioritise resources to ensure that projects are completed. The prioritised tasks will be the ones that are most important in achieving the organisations goals.

Employees can assist managers in identifying tasks that need to be funded or resourced in order to achieve these goals.

Asking for and reacting to constructive feedback

Asking for feedback

In the workplace:

Your supervisor or co-workers should be available to provide feedback and direction when you feel unsure about what to do or what order to do tasks in.

It is your role to read through your job description and other relevant information that you are given on commencement of employment and discuss and clarify with your supervisor the information you have been given.

Ask your supervisor for feedback during a quiet period or arrange a time suitable for both of you.

Politely ask your supervisor when she/he thinks it would be an appropriate time.

Being keen to do your job well is fantastic; constantly asking for feedback & assistance is a hindrance you need to read your co-workers cues & non-verbal communication.

Activity: Group work

Divide into pairs.

Source a job description from the Internet and thoroughly review it.

Identify the key roles and responsibilities of that job and describe it to your partner.

See if you can identify how good time and/or resource management would be needed to do this particular job.

Your trainer/assessor will provide your group with feedback.

Receiving constructive feedback

When we receive constructive criticism, many of us react with defensiveness or anger, or even attack the person giving feedback. However, when receiving feedback from our manager or peer we need to learn to handle the situation with tact and good grace. Here are some suggestions to assist the process:

Stay calm and do not react until you have had time to process what is being said.

Remind yourself that constructive feedback has many benefits. It will help you to improve your skills, quality of your work, and relationships, and can help you meet the expectations that your manager and others have of you.

Listen carefully, without interrupting, then repeat back what you have heard. For example, I hear you saying that you want me to provide more detailed weekly reports, is that right?

Be appreciative and thank the person for sharing feedback with you while you look them in the eye.

Avoid engaging in a debate; instead, ask questions to get to the root of the actual issues being raised and possible solutions for addressing them.

Set a later date or time to ask more questions and get agreement on next steps.

Source: https://www.themuse.com/advice/taking-constructive-criticism-like-a-champ

Activity: Discussion

Think about a time when you were given feedback.

In what way/s was it helpful or not helpful?

Who gave you the feedback?

Has it/Did it change your work practices?

Did you ask for the feedback or was it given unsolicited?

The trainer/assessor will facilitate a class discussion by asking for volunteers to share their experiences.

Topic 2: Contribute to workgroup activitiesSupport your team members to achieve goals

Teamwork is most successful when members work together towards a common goal. It isvitaltosupport each otherin ateamso that theteamwill reach its goals.

Understanding goals

What are team goals?

Some team goals might be to:

Boostwork performance

Finish projects on time

Increase your organisations status in the industry

Strengthen relationships with stakeholders

Tips for setting the right team goals

Make sure you understand the necessary steps required to achieve the goals.

Goals need to be SMART:

It takes sustained team effort and a solid approach to achieve goals.

Understand your organisational goals: goals should be spoken about at team meetings. If you don't understand them, give feedback to your manager. Ask questions: Why are they important? What happens if the organisation doesnt achieve them?

Do you have the necessary skills to work towards the goal? Can you ask for training, mentoring or coaching so you can contribute to goal achievement?

Do you need to be relieved of some duties so you can work towards the priority tasks? If so, have that discussion with your manager.

Specific ways to provide support to other team members

Understanding your own role and the boundaries of your position and working co-operatively to achieve the team goal.

Welcomingthe ideas of the other members of your team and not assuming that your ideas are the best. Sharing your own ideas and knowledge.

Taking responsibility for your mistakes and understanding how your actions impact the entire team.

Being helpful and flexible. Flexibility in your role allows you to learn more and help your team.

Maintaining a positive attitude even during stressful times and helping to create a better atmosphere.

Committing to the team and being available when you are needed.

Image by Tumisu courtesy of PixabyContribute constructively to workgroup goals and tasks

In an effective team, the members work together and achieve more than if they had been working independently.

Teamwork is based on open communication, sharing of ideas and perceptions and the generation of a much wider selection of options.

For teams to work successfully, people in the team need to communicate their opinions and ideas in a clear and concise manner.

All team members should also make sure that they share information that will help others to get things done. This includes supporting new employees by sharing essential information to enable them to work effectively. This can be referred to as positive communication.

For a team to work effectively, its essential that team members have the skills to communicate positively. By communicating positively co-workers need to be able to express their ideas and concerns in a clear and calm manner.

Effective workers need to work towards team goals according to organisational requirements. For example, a broad goal of an organisation may be to ensure they provide a safe and healthy workplace. As an effective team member, you can contribute towards this goal by understanding and following all safety procedures, by attending health and safety meetings, by reporting any health and safety concerns to the safety officer.

Share information to ensure goals are achieved

Sharing information with your fellow team membersis crucial, especially when it comes to urgent matters. Some workers may be reluctant to discuss what they know, but sharing your knowledge is in the best interest of everyone involved.

Some benefits include:

It helps to solve problems faster and in a better way

It enables better and faster decision making

It inspires innovation and growth

It ensures a better experience for your customers

It helps new employees to be more productive.

Activity: Discussion

Think about a time when you have contributed to the goals of a team.

In what ways did the team members provide support to each other?

In what ways did sharing ideas enable the team to meet their goals?

Can you think of any examples where information was shared between team members to achieve a goal?

The trainer/assessor will facilitate a class discussion about the outcomes from the

Identify and plan opportunities for improvement

Continuous improvement is an organised approach to identifying opportunities for improvement that can help an organisation meet its goals. This can lead to increasing profits, improved customer service, reducing costs within the organisation and stimulate innovation.

Here are five suggestions to improve quality:

Make it a priority: Unless a business views quality as a non-negotiable goal, workers will feel the need to compromise and quality will slip.

Track mistakes: Customer surveys can be useful to track the number of customers who would recommend a business to their friends or to gain insight into their overall opinion of the business. Tracking customer complaints or product defects can help you to set issues right and improve the quality of your product or service.

Invest in training: quality experts recommend that businesses train employees at all levels to look for ways to improve quality and to solve problems.

Have quality control teams who are given the authority and responsibility for checking products and measuring service delivery, making a business better.

Plan-Do-Check-Act

A helpful continuous improvement concept is the "plan, do, check, act" process. This is a cyclical process that walks an organisation or team through the steps of improvement. By continuing to cycle through these four steps, improvement is always being worked on and tracked.

Each step builds on the previous step, and then feeds into the next.

Plan - In the planning phase, teams will measure current standards, come up with ideas for improvements, identify how those improvements should be implemented, set objectives, and make the plan of action.

Do - Implement the plan that was created in the first step. This includes not only changing processes, but also providing any necessary training, raising awareness, and adding in any controls to avoid problems that might arise.

Check - Taking new measurements to compare with those taken prior to the change is an important step here. Analyse the results and take any corrective or preventative steps to ensure the desired results are being accomplished.

Act - All the data from the change is analysed by management teams to work out whether the change will become permanent or if further adjustments are needed.

Source: https://www.creativesafetysupply.com/articles/continuous-improvement/

Activity: Group work

Divide into small groups of 3-4 students. Discuss the questions at the end of the following scenario:

Assume you are a team working in a restaurant. The team has been struggling to meet its targets as members are not supporting each other and not doing their share of the work.

One team member (the head chef) is always late for work and lacks productivity. Another member of the team is not answering the phone when it rings and is sometimes rude to customers. As a result, the quality of the dishes you are selling is lacking.

Think of ways to give constructive feedback to team members.

Think about specific ways to improve the quality of the food and service.

Brainstorm ways to ensure the same mistakes are not repeated in future.

The trainer/assessor will facilitate a class discussion.

Topic 3: Deal effectively with issues, problems and conflictRespect differences in personal values and beliefs

We all have personal values, beliefs and attitudes that have been shaped by our upbringing, family, friends, community and the experiences we have had.

Values define who we are and provides a basis for our worldview.

It is important to understand your personal values and to respect the values of those you work with.

Here are some examples to find out what your core values are. Every individual will have a different set of answers for the following scenarios:

Think of a time you were frustrated or angry. What values were being violated?

When making your biggest decisions, what are the main criteria you base them on?

What is one thing you would like to be remembered for when you die?

What things, if taken away from you, would make life unbearable?

Its important to realise that there are many different answers to the above and that we should all respect the values and beliefs of another person.

Activity: Reflection

Reflect on your own values. Use the following questions as a guide:

Manners are they old fashioned? Do they hold a high or low value in your life?

Pride are there things you need to be proud of? Do you value pride or do you value humility?

Clothes how important are the type of clothes you wear at work? At play?

Behaviour on the sports field what behaviours do you value? Sportsmanship? Winning? Team spirit? Individuality?

Family life? What do you value about family life?

The trainer/assessor will facilitate a class discussion about the outcomes from the reflection.

Linguistic and cultural differences in communication styles

Different communication styles

Learning to identify the different communication styles is essential if we want to develop effective, assertive communication skills.

Activity: Group work

As a class, read the following information: http://www.clairenewton.co.za/my-articles/the-five-communication-styles.html

Discuss the five communication styles

Assertive

Aggressive

Passive-aggressive

Submissive

Manipulative

Your trainer/assessor will facilitate the discussion.

Activity: Video

Watch the video about different communication styles at the following link:

https://youtu.be/MMc8AP9KhEM (01:18)

Try to identify your own style of communication.

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Activity: Discussion

Divide into small groups of 3-4 students. Discuss the questions at the end of the following scenario:

Ella has been working full time for the past 3 weeks and is having problems with her lunch. She puts her lunch in the staff room fridge and in the first week of employment her lunch disappeared and was nowhere to be found.

The following week Ella labelled her lunch with her name.

Today Ella came into the staff room and discovered her lunch was missing from the fridge and the label she wrote is scrunched up next to Anthony on the floor. Anthony is eating her lunch.

Discuss possible responses by applying the different communication styles.

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Linguistic differences

All workers or members of a team may not be fluent in the primarylanguageused in theworkplace. This can cause challenges, such as difficulty expressing their needs or responding to requests from colleagues.

In order to overcome these differences, we may need to:

provide translations of information both verbally and non-verbally

help other employees and clients by repeating information/requests clearly and without jargon

provide additional explanations when needed

hold face-to-face meetings with bilingual staff or specialist support services

incorporate the home languages of staff in noticeboards, posters, pamphlets and displays

translate web pages with information and videos

mastering a few key phrases in a co-workers language

Cultural differences

Photo by Truthseker08 courtesy of PixabyWe are constantly communicating with others, in our homes, in our workplaces, in the groups we belong to, and in the community. No matter how well we think we understand each other, we all tend to have our judgments about people who are from a different group to us.

"Culture" is often at the root of communication challenges. Our culture influences our approach to problems, and how we engage with others. When we participate in teamwork, we are often surprised at how differently people approach tasks.

Culture refers to a group or community with which we share common experiences that influences the way we understand the world. It includes groups that we are born into, such as gender, race, or nationality. It also includes groups we join or become part of.

We might become part of a different culture when moving to a new area, by a change in our financial status, or by becoming disabled.

Our histories are also a critical piece of our cultures and contribute to and shape who we are. Knowledge of our history can help us understand ourselves and each other more fully.

Its important that we dont make assumptions about a person based on stereotypes. For example, if you see a person from a different culture and you feel fear or instant distrust, it's not their culture that's making you feel that way. It's yours.

The manner in which language is used

In different cultures, some words and phrases are used in different ways.

For example, even in countries that share the English language, the meaning of "yes" varies from "maybe, I'll consider it" to "definitely so," with many shades in between.

The use of non-verbal communication

Non-verbal communication includes:

facial expressions

use of gestures

seating arrangements

personal space

sense of time.

Here are some examples:

In Brazil, an initial handshake is considered very important along with quite a bit of small talk.

In Russia, meetings are often very formal, controlled and serious and humour is not appreciated.

In China, a formal exchange of business cards usually happens at the beginning of a first meeting. The respect you show the card is an indication of the respect you show the person.

Assertiveness

Some cultures may consider raised voices to be a sign that a fight has begun, while some other groups might often feel that an increase in volume is a sign of an exciting conversation among friends.

This affects the way some cultural groups may react with greater alarm to a loud discussion than would members of some other groups.

Activity: Further reading

Read through the information on cultural differences:

https://www.universalclass.com/articles/business/handling-cultural-differences-in-the-workplace.htmAlso read:

https://www.skillsyouneed.com/ips/barriers-communication.html

Think of a culture youre familiar with.

Are there certain aspects of body language that can be misinterpreted by people outside of that culture?

Are there any other barriers to communication you can think of?

How can you overcome these?

Take any notes to summarise what you have read and keep for future reference.

Identify issues, problems and conflict in the workplace

There are always warning signs that a problem or conflict is developing. It is important to identify and confront the issues before it rages out of hand.

Activity: Reading and discussion

Read the following article: 9 Early Warning signs of Workplace Conflict https://www.resologics.com/resologics-blog/2016/1/8/9-early-warning-signs-of-workplace-conflict

Discuss:

Dysfunctional meetings

Anger

Productivity slowdowns

High turn-over

Inappropriate communications

Anxiety

Clique forming

Repetitive disagreements

Loss of trust

Your trainer/assessor will facilitate the discussion.

Deal with conflict in the workplace

Image by mohamed_hassan courtesy of PixabyIn any relationship, including work relationships, conflict is inevitable.

Interpersonalconflict occurs when two people or more have incompatible needs, goals, or approaches in their relationship such as different communication orworkstyles. Some people leave the conflict for someone else to deal with, or avoid the conflict or situation.

When problems are hidden or masked, they arent solved. They tend to grow into bigger problems. Conflict has to be identified and dealt with.

Others state and push for their opinion or may state their opinion but give in when other people have stronger opinions. A good approach though is to discuss the differences in opinion and try to find an option that you all agree on.

When there is conflict, there are emotions involved. Workers may feel that their abilities are doubted or that the attack is of a personal nature.

If conflict is not resolved, it can grow into larger issues where people have difficulty working together.

Ideally, people need to employ a collaborative, problem-solving approach to resolve a situation of conflict. There are some situations however, where avoiding the conflict or reaching a compromise may be an appropriate and suitable response.

Ways to deal with conflict

Conflict resolution solves interpersonal conflict in the following ways through lose/lose strategy, win/ lose strategy, lose/win strategy or win/win strategy. How this operates is shown below:

Use I-Statements

Try using I statements instead of you statements.

I would like to be able to communicate better with you

I would love to hear any ideas you have on the situation

Im sorry. I didnt mean to upset you.

Its important to refer to the behaviour not the person and to state how the behaviour affects you. You state what you want to happen.

Use I-statements:

When you need to confront others about their behaviour

When you feel others are not treating us right

When you feel defensive or angry

Activity: Reading and discussion

Read the following article: https://bethrogerson.com/improve-communication/

Discuss as a group the 5-step formula to making better I statements:

When you

I feel

I imagine

I need

Would you

Your trainer/assessor will facilitate the discussion.

Be an active listener

Active listening means paying attention to the speaker both to verbal and non-verbal cues.

Activity: Reading and discussion

Read the information at the following link: https://www.business.qld.gov.au/running-business/marketing-sales/managing-relationships/communicating-effectively/listening

Discuss:

Listening effectively

Active listening

Paying attention

Confirm your understanding.

Your trainer/assessor will facilitate the discussion.

Activity: Group work

Divide into pairs.

Student A gives the following information to Student B (allow 20 seconds only):

Favourite food

Favourite animal

Favourite colour

Student B is required to listen carefully so they can recall the information later and tell the class.

Then Student B gives their information to Student A (20 seconds).

When all Students have exchanged information in pairs, they share their partners information to the whole group.

Your trainer/assessor will facilitate the discussion.

Being aware of your verbal and non-verbal responses

Dont use absolutes you never help; you always do that!

Dont blame others

Dont interrupt

Say how you feel

Dont cross your arms

Do make eye contact positive body language (no finger pointing, clenched fists, etc).

Activity: Further reading

Read through the information:

https://www.relationshipsvictoria.com.au/resources/tip-sheets/managing-conflict-in-the-workplace/Take any notes to summarise what you have read and keep for future reference.

Activity: Video

Watch the following video:

Video: https://youtu.be/ZtFuDilQzpE (02:16)

The trainer/assessor will facilitate a class discussion about the outcomes from the video.

Activity: Group work

Divide the class into groups of 3-4 students. Each group will be given one of the scenarios below.

Student A and B are in conflict. Student C is an observer and assists by using active listening to help clarify Student A and Student Bs point of view. Students then role-play conflict resolution, using the tips above and trying to resolve with a win-win result, including use of I-statements. Other students observe the role play and make notes on the conflict resolution skills used by the participants. Discuss skills used after each role-play.

Scenario 1: Student A is the 2IC at the store where she and Student B work. Student A asks if Student B can move some boxes. The person who usually does it is currently away and the boxes need to get moved. Student B replies that it isnt their job.

Student A is shocked and angry but before reacting angrily, she considers the background to this situation:

Student Bs position description state that his duties include anything required for the benefit of the team. You havent reviewed his position description with him for a while.

You tend to pick on him when looking for someone to pick up the slack

Student B feels it is unfair that others arent asked to do extra tasks.

Scenario 2: Student A and Student B are work colleagues. Student B was hired a few months ago and Student A has been with the company for eight years.

Student B, while being a proficient worker, tends to wait until the last minute to get his work done. Student A works more steadily and keeps on top of her daily work. Student A complains that she feels she has to worry now about his work and her own. And, because they rely on each other for certain tasks, she is uncomfortable with waiting until an hour or so before a deadline when they are forced to collaborate.

Because of the conflict, Student B is having days off work and you suspect its because he wants to avoid Student A and her wrath.

Your trainer/assessor will facilitate the discussion.

Review and assessment

The content of this unit has now been covered.

Review and completion

Allocate time for students to complete any outstanding activities, reading, role-plays, meetings, presentations or further tasks that require observation or submission to the trainer/assessor.

The trainer/assessor should allow time to review any topics or activities undertaken by students to consolidate their learning.

Discuss the assessment tasks

Take time to discuss each task in detail if required, and ensure that the students understand the assessment procedures, submission instructions and deadlines.

Students should use these sessions to work on their assessment tasks, with support from the trainer/assessor where relevant. Reasonable adjustment should be made where appropriate.

Support

The trainer/assessor should provide as much support as is appropriate for students whilst they undertake their assessment tasks. The trainer/assessor may have to timetable meetings or role-plays that require observation for assessment so it is important to ensure that this has been considered into the lesson planning.

Housekeeping

Provide some time at the end of the last session for housekeeping such as administrational duties, student feedback and farewells.