Stream A: CPP30321 Certificate III in Cleaning Operations (MCI) v7.0

Stream A: CPP30321 Certificate III in Cleaning Operations (MCI) v7.0

BSBPEF301 Assessment Task 8: Question 8.4_R

This is a recording for the assessment in course: Stream A: CPP30321 Certificate III in Cleaning Operations MCI

The unit and question are: BSBPEF301 Assessment Task 8: Question 8.4_R

The following roleplay will be recored.

My name is Regina Fairthorne and I will play myself.

The other role is a Tutor, Scarlett and they are playing the role of a head chef.

Start Recording

Good afternoon, Tutor. Thanks for taking the time to meet with me today.

Tutor: Thats ok. Im happy to help.

Gina: Today I would like to discuss 2 items.

Gina: The 1st item that I would like to discuss is my professional development plan.

For the 2nd item Ill ask you a few questions about your time as a chef.

Im open to suggestions and I would like your honest feedback please to improve myself through a professional development plan.

In the past I have had about 7 years in administration, finance, recruitment and reception. Currently I have 4 years experience in security.

The jobs that I would like to work towards are a part time position in cleaning and then to progress into facilities management.

The Knowledge and skills gaps that I think that I have

1. Prioritizing tasks and completing all projects on time

2. Experience in a cleaning job

3. Working in teams and seeking feedback

Professional development activities

1. Start to use a to do list and prioritise the importance and urgency of the task

2. Ask my current manager and team for informal and formal feedback on working in teams.

3. Speak to my manager about getting experience in the Facilities Management team and managing the cleaning contractors.

Personal learning

1. Complete the Certificate 3 in Cleaning and consider further training

2. Practice people management skills in my current role

Gina: Do you have any suggestions about my professional development plan?

Tutor: Why have you started studying cleaning?

Gina: I think that having practical experience cleaning can help me progress to Facilities Management role. There are Facilities Management staff that have practical skills to be able to better understand how cleaning contractors complete a job.

Tutor: I see how practical skills and knowledge can assist in Facilities Managers. They also have a wide variety of skills like handyman or construction. They also know how to schedule works on a building and the can liaise with the finance, administration and the security teams.

I can see this as a starting point, so in the future you can progress to further study.

Gina: Thank you for your feedback. Ill make some adjustments; I will need to plan how to gain more skills for facilities management. Ill keep looking for more opportunities for practical experience. Im first learning cleaning and going on to further study. I see there is a need to continually to upskill frequently. Do you think that my plan could be achievable?

Tutor: Of course your plan can be achieved. As I know that you are a capable and determined person. It also takes hard work. You will have to perform well in order to be in the best position to be recommended and chosen for a secondment into facilities management.

Gina: Thank you for the advice. That is realistic. I have looked into transferring into facilities management. Currently there are no vacant positions, but I will ready myself to transfer into the team.

For the 2nd topic, I also have a few questions about your career changes.

Can you tell me more about how and why you became a chef?

Tutor: I am passionate about making good food that people enjoy. I started in a small family owned takeaway and then moved to larger restaurants.

At the height of my career, I was the Head Chef.

Gina: What was helpful for your professional development plan and progressing into management positions?

Tutor: As a head chef it was important for me to not reinvent the wheel at the new restaurant that I was in, but understand the strength and weaknesses of the staff reported to me.

Gina: You focused on staff to find what they were good at to improve the team. Did you also mentor apprentices?

Tutor: Yes I have mentored apprentices.

Gina: Can you tell me more about mentoring?

Tutor: It was basically their need to learn and develop skills. They already had skills but I worked with them to develop skills to produce top notch food. They performed at a higher level and improved their skills.

The most successful staff were driven to improve themselves and went on to better roles.

Gina: Personal drive is important for self-improvement and professional development plans.

Thank you for meeting with me today. This meeting has been very helpful. I hope to speak with you further about mentoring and managing staff.

End Recording

Performance Observation ChecklistBSBPEF301 | Organise work priorities

This checklist is to be completed by your Assessor to evaluate the students oral communication skills.

PLAGIARISM DECLARATION

By completing this evidence, I declare that this is my own work, except where I have acknowledged the use of the works of other people.

Qualification title and unit code: Certificate III in Cleaning Operations | BSBPEF301 Organise personal work priorities

Task observed: Observation of students oral communication when seeking and providing feedback on performance development plans

Student name: Regina Fairthorne

Student signature: Regina Fairthorne

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Activity objective

This activity is designed to provide students with the opportunity to communicate with a third-party to discuss performance development plans. You will discuss the students development plans, and if you are happy to, you will discuss your future development plans.

Instruction for the student

Send or hand a copy of this checklist to the third-party you have chosen to observe your oral communication skills.

When its signed and completed, submit it as evidence for assessment.

Instruction for the third-party

Think about the students performance in the discussion around his/her and your performance development plans and options.

Complete the checklist by providing a rating for each indicator and providing an explanation in the Comments column.

Write additional feedback in the space provided.

Complete the rest of the checklist and sign it, before handing it back to the student to submit as evidence.

Rating scale guideline

Y = Yes

N = No

N/A = Not applicable

Table 1: General section

During the discussion, did the student Rating Comments

Meet with you for approximately 5-10 minutes to discuss development plans Clearly verbalise the meeting objective and items to be discussed Table 2: Discussion around student's development plan

During the discussion, did the student Rating Comments

Present a clear written plan for developing skills and improving knowledge for the preferred job Use clear language and present a logical flow of ideas Request feedback and comments about development plan Listen without interrupting and was open to hearing suggestions Ask open, closed and clarification questions to confirm understanding Table 3: Discussion around third-party's development plan

During the discussion, did the student Rating Comments

Ask what the third-party does to develop skills and improve knowledge for their job Request feedback and comments about how these types of skills and knowledge activities could be applied to what they want to do Listen without interrupting and was open to hearing suggestions General comments:

Date:

Assessors name:

Assessors signature: