Unit Assessment Pack (UAP) Cover Sheet
Unit Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor Details
Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details
Course code Course name Unit code BSBDIV501
Unit name Manage diversity in the workplace
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor
Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
To demonstrate competence in this unit, youmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Skills Test S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Role play S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed Trainer/Assessor Signature
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to manage diversity in the workplace. It covers implementing the organisations diversity policy, fostering diversity within the work team and promoting the benefits of a diverse workplace.
It applies to individuals who direct the work of others in teams of variable sizes. They may work with staff from different cultures, races, religions, generations, or other forms of difference in any industry context.
No licensing, legislative or certification requirements apply to this unit at the time of publication
What the student can expect to learn by studying this unit of competency
Implement diversity policy
Foster respect for diversity in the work team
Promote the benefits of diversity
Training and assessment resources required for this unit of competency
The student will have access to the following:
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
Access to a computer, the Internet and word-processing system such as MS Word.
Business related environment area, this can be a:
Real industry workplace
Simulated industry environment
Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as your own work
Using phrases and passages verbatim without quotation marks or referencing the author or web page
Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
Work with one or more people to prepare and produce work
Allow others to copy your work or share your answer to an assessment task
Allow someone else to write or edit your work (without rto approval)
Write or edit work for another student
Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy.
Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
Food Standards Australia New Zealand Act 1991
Food Standards Australia New Zealand Regulations 1994
Imported Food Control Act 1992
Food Act 1984
Food Act 2006
Food Regulation 2006
Food Production (Safety) Act 2000
Food Production (Safety) Regulation 2014
Food Act 2003
Food Regulation 2015
Australian Human Rights Commission Act 1986
Anti- Discrimination Act 1991 (Qld)
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Workplace Gender Equality Act 2012
Fair Work Act 2009 (as amended)
Criminal Law (Rehabilitation of Offenders) Act 1986
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act2004
Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/BSBDIV501Additional Information
This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
Be provided for each Unit Assessment Task (UAT)
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust teaching to accommodate students learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
Unit Pre-Assessment Checklist (UPAC)
UAT 1 Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a textbook in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
Written Questions
Assessment task description:
This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of nineteen (19) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location for completing this assessment task.
Instructions for answering written questions:
Complete a written assessment consisting of a series of questions.
You will be required to correctly answer all the questions.
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
This assessment task requires the student to answer all the questions.
Answers must demonstrate the students understanding and knowledge of the unit.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your knowledge essential to manage diversity in the workplace & knowledge regarding to the following:
Knowledge to locate, review and determine application of diversity policy.
Knowledge to perform activities to ensure the diversity policy is well understood and implemented by relevant parties.
Knowledge to identify areas of improvement and provide feedback and suggestions for on diversity policy to ensure its currency and efficacy.
Knowledge to address own prejudices and show respect for differences in personal interactions.
Knowledge to diversify in selection and recruiting process of staff.
Knowledge to identify and address required training to address issues arise due to difference in the team and help them manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences.
Knowledge on help staff to realize working together with differences is a strength that can improve organisations productivity and customer relations.
Knowledge to manage allegations of harassment and handle complaints based on organisational procedure.
Knowledge to promote organisational workforce diversity in both internal and external forums to enhance image and reputation of the company.
Knowledge to collaborate and capture ideas from diverse workforce to enhance products and services and contribute to competitive advantage.
Knowledge to support organisational effort to value diversity.
Knowledge to read, collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
Written knowledge to organize and deliver information effectively in managing operational plan to a range of stakeholders/interested people.
Knowledge to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
Knowledge to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
This is an individual assessment.
The purpose of this assessment task is to assess the students knowledge essential to manage diversity in the workplace in a range of contexts and industry settings.
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.
All questions must be answered in order to gain competency for this assessment.
Explain diversity in workplace in 100-150 words. List any ten types of (10) diversity that can be found in an organisation.
Explain the importance of a review of workplace diversity policy in 50 100 words. List any five (5) benefit of workplace diversity policy.
Explain why the application of workplace diversity will make a company an Employer of Choice? Write your answer in 100-150 words.
List any Six (6) benefits / application which shows working effectively with difference is a strength that can improve the organisations products, services, customer relations and helps for competitive advantage.
Name any five (5) Commonwealth Acts of Parliament that govern the rules of diversity, employment and discrimination in the workplace.
Describe any five (5) actions taken by institution to ensure diversity policy is understood and implemented by relevant parties. Explain in 1 2 lines for each.
Give any four (4) example of action taken by organisation to ensure diversity policy regarding disabled employees, customers with wheel chair are implemented.
Explain the importance of providing suggestions and feedback t of diversity policy in an organisation. Write your answer in 100 - 150 words.
It is important to leave your own prejudices and show respect for differences in the workplace. Explain why in 100 -150 words.
Explain any five (5) ways to support and promote diversity when selecting and recruiting staff. Explain each point with 25-50 words each.
Briefly describe the basic principles of Equal Employment Opportunity (EEO). Use 50-100 words.
Explain any five (5) types of training which can address issues of difference in a team. Write the answer in 50 100 words for each type of training.
Explain five (5) steps to manage tensions and encourage collaboration and respect between staff who struggle to work effectively with people from diverse backgrounds. Write your answer in 2 5 lines for each.
List any ten (10) examples of workplace harassment behaviour.
ana/ List the five (5) step process for a formal and informal complaints procedure to manage allegations of harassment and handle complaints.
b/ List any four (4) situations where a formal complaints procedure would be appropriate and two (2) situations where an informal complaints procedure is appropriate
Explain any three (3) internal and three (3) external forums where an organisations workforce diversity can be promoted to enhance the companys image and reputation. Explain each forum in 25 50 words.
Give any three (3) examples where ideas and information captured from the diversity in the workforce has helped to enhance products and services and contributed to a competitive advantage. Answer in 2-5 lines for each example.
Outline the key features of the current legislation for the listed topics in 1 3 lines for each:
Age discrimination
Disability discrimination
Racial discrimination
Sex discrimination
Human rights and Equal opportunity.
Explain any five (5) ways by which employees can support organisational efforts to value diversity in 2 3 lines for each.
Unit Assessment Result Sheet (UARS)
Assessment Task 1 Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code BSBDIV501
Unit name Manage diversity in the workplace
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 Unit Skills Test (UST)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 2 Unit Skills Test (UST)
Assessment type
Unit Skills Test
Assessment task description
This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a Unit Skills Test (UST).
You are required to prepare workplace diversity policy, its action plan and advertisement for new hire in this assessment task.
You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task
You must prepare policy and action plan by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions
This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).
Word-limit for this assessment task is 1200-1500 words.
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
Where a students answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
For more information, please refer to your RTO Student Handbook.
Location
This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the skills test:
You will be required to correctly attempt all activities of this assessment task.
You will be preparing workplace diversity policy, its action plan and advertisement for new hire in this assessment task.
You will be expanding the knowledge and skills acquired during the previous assessment task.
Instructions to complete the report on diversity management are provided within the assessment task.
How your trainer/assessor will assess your work?
This assessment task requires the student to prepare workplace diversity policy and action plan.
Answers must demonstrate the students understanding and skills of the unit.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
Skill to identify, review and determine application of diversity policy.
Skill to perform activities to ensure the diversity policy is well understood and implemented by relevant parties.
Skill to identify areas of improvement and provide feedback and suggestions for on diversity policy to ensure its currency and efficacy.
Skill to diversify in selection and recruiting process of staff.
Skill to identify and address required training to address issues arise due to difference in the team and help them manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences.
Skill to manage complaints on harassment and address them according to established organisational procedures.
Skill to promote organisations workforce diversity in external forums to enhance companys image and reputation.
Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
Written and oral/speech communication skills to organise and deliver information to effectively communicate on management of diversity in the workplace to a range of stakeholders/interested people.
Skills to work independently/freely as well as collaboratively/together to make decisions about project initiation processes.
Skills to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
Skills to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
Assessment Task 2 Unit skills test
There are 2 parts in this Assessment Part A and Part B
Assessment Instructions
You are required to analyse existing diversity policy and suggest the improved workplace diversity policy and action plan to achieve them for Shearwater restaurant.
You are also required to prepare advertisement for new hire to promote organisations workforce diversity in external forums.
Your assessor will assess your work according to the given performance criteria/ performance checklist.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
Student ID or Student Name
Unit ID or Unit Code
Course ID or Course Code
Trainer and assessor name
Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
Computer
Internet
MS Word
Printer or e-printer
Adobe acrobat/reader
Learning management system
Assessment task Instructions:
This assessment task requires you to assume/ take on the role of a Manager at the Shearwater restaurant.
You must analyse the existing diversity policy and suggest the improved workplace diversity policy and action plan to achieve them for Shearwater restaurant.
You must prepare advertisement for new hire to promote organisations workforce diversity in external forums.
Policy and Plan must contain original content and should not be a "copy" of someone else's work.
Policy and Plan must be of 1200-1500 words in length.
You must prepare the policy and action plan as per the provided template.
Assessor/trainer will assess your performance as per the performance criteria and checklist provided.
Case Study:
Shearwater Restaurant, Coffs Harbour
Shearwater Restaurant is a family owned business established in 1998. Customer can enjoy breakfast, lunch or dinner in a relaxed atmosphere right on the water in an iconic location.
Vision
We strive to sell remarkable food and beverage to match our world class location, to consistently provide our customers with impeccable service by demonstrating warmth, graciousness, efficiency, knowledge, professionalism and integrity to our work.
To provide all who work with us the tools to be their best in a friendly, co-operative, and rewarding environment. To keep our concept fresh, exciting and on the cutting edge of the hospitality industry. To be a giving member of the Coffs Harbour region and use our Restaurant and to improve the quality of life on the Coffs coast.
Mission statement
To sell delicious and remarkable food and beverage to match our world class location, to consistently provide our customers with impeccable service by demonstrating warmth, graciousness, efficiency, knowledge, professionalism and integrity to our work. To have every customer who comes through our door greeted or acknowledged within 20 seconds, and thanked at least once for allowing us to serve, and to leave impressed.
To provide all who work with us the tools to be their best in a friendly, co-operative, and rewarding environment.
To keep our concept fresh, exciting and on the cutting edge of the hospitality industry.
To be a giving member of the Coffs Harbour region and use our Restaurant and to improve the quality of life on the Coffs coast.
Our vision
Within the next 12 months Shearwater will become known to be no.1 in service, to have the best staff, and to serve the best cup of coffee.
We provide fresh modern cuisine and beverages in a unique environment with friendly yet un-intrusive service to a high volume of customers through effective teamwork and communication.
We acknowledge our customer on arrival and say thank you to every customer at least once for choosing Shearwater Restaurant.
(the content of Shearwater restaurant is taken from http://shearwaterrestaurant.com.au/)
Policies in Shearwater
Diversity Policy
Policy statement
Encourage and help equal employment opportunities in the organisation based on ability, performance and potential of individual.
Help to build a safe working environment by ensuring action against inappropriate workplace behaviour that hampers value on diversity including bullying, harassment, discrimination, victimisation and vilification.
Develop flexible work practices to meet diverse needs of employees.
Attract and retain skilled and diverse workforce.
Enhance customer service and market reputation through a workforce that respects and reflects the diversity of our customers;
Improve the quality of decision-making ensuring the productivity and teamwork in the workplace;
Ensure relevant legislation and interest of shareholders and Board are met.
Follow world leading practices and create a comprehensive workplace culture.
Procedure:
Shearwater Restaurant does not tolerate non-inclusive behaviour and upholds the law aimed at
preventing vicarious liability. To achieve this Shearwater restaurant expects its employees to:
Show and follow Restaurants core Values and behaviours at work or at afterhours work functions.
Regularly participate in diversity awareness training.
Understand and comply with Diversity policy and procedures.
Be active and assertive to report and prevent inappropriate and non-inclusive behaviours of discrimination, harassment, bullying, victimisation and vilification
Willingly adapt their behaviours if required to ensure appropriate workplace conduct.
If this policy is not adhered to, it may result in disciplinary action, including counselling,
warning, dismissal or other outcome depending on the circumstances.
Performance Management Policy
The purpose of performance management is to improve performance. It is an ongoing process. It should include informal and formal review. We encourage a two-way process, that is, employees can also give management feedback on performance.
All employees will undergo a formal performance review with their immediate managers at least three (3) times a year.
Procedure
The manager and the employee agree on the date for a performance appraisal meeting to allow time to prepare.
The manager and employee will meet and openly and constructively discuss performance over the period.
The manager and the employee will agree any objectives and outcomes for the next appraisal period.
Training and development will be considered as part of the process.
Notes should be taken of the meeting and copies kept.
Outside of this formal process, employees are encouraged to raise any issues they have when they arise.
Recruitment Policy
The purpose of the Staff Recruitment Policy is to increase opportunity to attract the best available staff for all vacant positions. This policy relates to employment of all staff other than the CEO.
Procedure
Pre- recruitments activities: The hiring manager provides the requirements for the position, and the key selection criteria including skills, experience and qualifications.
Promotions: To promote an employee meeting the specific selection criteria for the vacant position, the appointment must be authorised by the appropriate Manager, and forwarded to the Human Resources Department.
Internal appointments: Where appropriate, company will advertise all vacancies internally.
External advertising: When the vacant position cannot be filled internally or it is appropriate to hire external candidate, the available position should be advertised through relevant networks, on relevant websites, and through local employment services. CEO must approve all advertisements.
Screening applicants: The collected resumes must be screened against the position description. Applicants who are assessed as suitable will then be called for interview.
Conducting Interviews: The short-listing and interview process will be conducted by a selection panel.
Reference Checking: A minimum of two reference checks are conducted on the selected candidates by HR Manager prior to confirming the employment to the candidate.
Records and correspondence: The selected candidate should be correspondence on the required information and the record should be maintained by HR manager.
Induction Policy
The purpose of this document is to ensure that new employees have a smooth transition into the organisation and their roles. New employees refer to both recruits to the company and staff transfers and promotions.
All employees will be inducted in a manner as described in the procedures which accompany this policy document.
Procedure
The hiring manager must schedule induction on new employees first day of employment.
An appropriate amount of time and expenditure should be used to communicate all the necessary information.
The induction should cover Occupational Health & Safety requirements, duties to be undertaken, dealing with clients/customers, physical layout of the site, etc.
The hiring manager should assign a mentor to help induct the new employee during the first two weeks of employment.
The hiring manager must follow up on the progress of employees induction during the first week and month.
Harassment, Grievance complaints Handling Policy
Any employee can lodge a grievance in the workplace based on the policy if they feel there is discrepancy and biasness in a decision, behaviour or action. Restaurant aims to resolve problems and grievances promptly. When necessary, Shearwater will escalate a grievance to the next higher level of authority for more discussion and resolution, and continue escalating it to the level above until it is resolved.
Managers will handle grievances objectively, discreetly and promptly. Be aware that grievances that are misconceived, vexatious, and lacking substance may result in disciplinary action being taken against the employee lodging the grievance.
Procedure
The employee should try to resolve the grievance as close to the source as possible. This can be informal and verbal. At this stage, every possible effort should be made to settle a grievance before the formal grievance process starts. If the matter still cant be resolved, the process continues and becomes formal.
To start the formal grievance the complainants must fully describe their grievance in writing, with dates and locations wherever possible and how they have already tried to settle the grievance.
The person(s) against whom the grievance/complaint is made should be given the full details of the allegation(s) against them. They should have the opportunity and a reasonable time to respond before the process continues.
If the grievance still cant be resolved, refer the matter to the most senior manager for consideration and a final decision. A grievance taken to this level must be in writing from the employee.
Current employee distribution
SnoRole Number of employees Country of origin Age diversity (years) Gender diversity
1 Manager 2 Italy, Australia 45, 62 2-Male
2 Head Chef 1 Italy 41 Male
3 Chefs 3 China, Nepal, Malaysia 34,30,38 1-Female
2-Male
4 Waiters 10 China, Pakistan, India 18, 20, 21, 22, 26, 30, 32
7-Female
3-Male
5 Cleaner 3 Australia, India 20, 27, 35 3-Male
Part A: Prepare workplace diversity policy and action plan
Suppose you are working as a manager in Shearwater restaurant where a number of employees come from different backgrounds and cultures. They have different opinions and lifestyles but work together under one roof. On the other hand, different people come to the restaurant as a guest with different tastes. The owner of your restaurant wants you to analyse current policies and prepare an effective policy to foster strength of workplace diversity along with an action plan to achieve them.
You are provided with the restaurants policy. Critically review it and determine the application of the available diversity policy of the restaurant.
Prepare a diversity policy and action plan to provide feedback and suggestions for improvement to ensure currency and efficacy of diversity policy. The plan should cover following:
Write a brief about the restaurants current situation with regards to workplace diversity
Focus of the restaurant is to make it a diverse workplace; the importance of workplace diversity policy
List and brief of legislative obligations related to workplace diversity. Following legislations should be covered:
Age discrimination
Disability discrimination
Racial discrimination
Sex discrimination
Human rights
Equal opportunity.
Objectives of the Workplace Diversity Policy under four Key Result Areas Selection and Recruitment; Communication, Education and Training; Harassment, Grievance complaints Handling (Formal and informal method); Collaborative Working Environment.
Implementation details via action plan. The action plan should include detail key activities required to ensure each key result areas and objectives for diversity policy.
List of roles and responsibilities of each position related to ensuring diversity policy
Monitoring and evaluation of plan using various performance indicators to evaluate the effectiveness and outcomes of the Workplace Diversity Program
Template for workplace diversity policy and action plan
Workplace Diversity Policy and Action Plan
DATE @ "d MMMM yyyy" 15 July 2021
TABLE OF CONTENTS
INTRODUCTION
< Introduction about the restaurant, current situation of workplace diversity in the restaurant>
WORKPLACE DIVERSITY POLICY
<Focus of restaurant to make it diverse workplace; importance of workplace diversity policy>
LEGAL FRAMEWORK<List and brief of legislative obligations related to workplace diversity>
OBJECTIVES<Objectives of the Workplace Diversity Policy. Group the objectives under four Key Result Areas Selection and Recruitment, Communication, Education and Training, Grievance complaints Handling, Collaborative Working Environment>
Key Result Area Objectives
Selection and Recruitment Communication, Education and Training Harassment, Grievance complaints Handling Collaborative Working Environment IMPLEMENTATION
<Implementation detail via action plan. Action plan should include detail key activities required to ensure key result areas and objectives>
ROLES AND RESPONSIBILITIES
<List out roles and responsibilities of each position related to ensuring diversity policy>
Position Roles and responsibilities
Manager Head Chef Chefs Waiter Cleaner MONITORING, EVALUATION AND REVIEW<Include performance indicators to evaluate the effectiveness and outcomes of the Workplace Diversity Program>
<Separate monitoring, evaluation and review should be planned for each objectives of the workforce diversity policy>
Workforce diversity Action plan
Key result area Objectives Actions Responsibility Timeframe Success measures
Selection and Recruitment Communication, Education and Training Harassment, Grievance complaints Handling Collaborative Working Environment Part B Prepare a job vacancy
The restaurant is expanding and planning to hire 1 chef and 2 waiters to extend service period.
Prepare a job vacancy to fulfil the vacant position. This job vacancy will be posted in LinkedIn, Company website, Seek and local Newspaper.
In the advertisement, promote organisations workforce diversity to enhance companys image and reputation.
The advertisement should encourage diverse candidate to apply for the position.
Your report must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete
(Comment and feedback to students)
Identified, reviewed and determined application of diversity policy. Performed activities to ensure the diversity policy is well understood and implemented by relevant parties. Identified areas of improvement and provided feedback and suggestions for on diversity policy to ensure its currency and efficacy. Diversified in selection and recruiting process of staff. Identified and addressed required training to address issues arise due to difference in the team. Developed plan to manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences. Developed plan to manage complaints on harassment and address them according to established organisational procedures Promoted organisations workforce diversity in external forums to enhance companys image and reputation.
Unit Assessment Result Sheet (UARS)
Assessment Task 2 Unit skills test
Student and Trainer/Assessor Details
Unit code BSBDIV501
Unit name Manage diversity in the workplace
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 3 Role Play
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
provision of information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 3 Role play
Assessment type:
Role play Training / One on One
Assessment task description:
This is the last unit assessment task that the you must successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a training and a One on One session.
The training should be conducted via presentation and interaction session.
You are required to perform training with entire class in presence of trainer/assessor.
You are required to perform one on one with trainer/assessor who will act as Australian waiter harassing a Pakistani employee.
You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task
You must ensure that premise of the presentation is closely related to the previous assessment tasks.
Applicable conditions:
This skill test is timed.
Time allowed to deliver the training is 15 to 20 minutes.
Time allowed for one on one is 10 to 15 minutes.
Time allowed to develop required resources for presentation is 3 weeks prior to the presentation.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the project:
You must not cut and paste chunk of text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation.
You must not read the presentation word-by-word and should use the presentation for reference purpose only.
You must interact with students on their understanding and ask for feedbacks and questions.
You must explain the topics appropriately.
Student must try to resolve conflict and manage allegations of harassment without being bias.
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
How your trainer/assessor will assess your work?
This assessment task requires you to conduct a training to cover diversity policy and action plans using presentation and interaction with the audience.
At the end of training session, you must confirm with the audience that they have understood the policy and seek for any feedback on its improvement.
During one on One session, you need to demonstrate oh how to behave in the workplace and show respect for difference in personal interactions.
Answers must demonstrate your understanding and skills of the unit.
You will be assessed according to the provided performance checklist/ performance criteria.
Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
Skill to perform activities to ensure the diversity policy is well understood and implemented by relevant parties.
Skill to identify areas of improvement and provide feedback and suggestions for on diversity policy to ensure its currency and efficacy.
Skill to address own prejudices and show respect for differences in personal interactions.
Skill to diversify in selection and recruiting process of staff.
Skill to address required training to address issues arise due to difference in the team and help them manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences.
Skill to help staff to realize working together with differences is a strength that can improve organisations productivity and customer relations.
Skill to promote organisational workforce diversity in internal forums to enhance image and reputation of the company.
Skill to manage allegations of harassment and address complaints according to established organisational procedures.
Skill to collaborate and capture ideas from diverse workforce to enhance products and services and contribute to competitive advantage.
Skill to support organisational effort to value diversity.
Skills to conduct an interactive and creative role play.
Skill to read, collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.
Written Skill to organize and deliver information effectively in managing operational plan to a range of stakeholders/interested people.
Skill to interact/cooperate with others using appropriate conventions/systems when communicating and consulting/discussing with stakeholders/interested parties.
Numeracy/numbers- mathematical Skill to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information.
Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
Skill to sequence/in order and schedule/plan activities and manage communication.
Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
Skill to answer the questions asked by the audience/trainer and assessor.Assessment Task 3 - Role play
Instructions to complete this assessment task:
This task requires you to conduct training to cover diversity policy and action plans using presentation and interaction with an audience.
At the end of training session, you must confirm with the audience that they have understood the policy and seek for any feedback on its improvement.
During the One on One session, you need to demonstrate how to behave in the workplace and show respect for difference in personal interactions.
You may use models, aids, equipments to deliver your meeting effectively.
Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.
The meeting should be consistent, well organised and must cover all the criteria mentioned in the observation guide.
Resources required to complete the assessment task:
Computer
Internet
MS PowerPoint
Printer or e-printer
Projector
Microphone
Speakers
Assessment task Instructions:
This activity will require you to take on the role of the Manager of the Shearwater restaurant.
The activity is broken into two phases. For each phase, you must schedule a suitable time and get approval of your assessor.
In the first phase, you must conduct a training session on diversity policy and action plan followed by discussions.
You are required to facilitate the training.
The time limit for the training is 15 to 20 minutes.
The training should consist of a presentation and a discussion session.
The training should be provided to the entire class.
You must submit preparatory work to your assessor before the session.
After the training session, you are required to collect feedback from the audience on any suggestion of improvement.
In the second phase, you must conduct a one on one session to resolve conflict and manage allegations of harassment.
The time limit for the one on one is 10 to 15 minutes.
The one on one should try to resolve conflict and manage allegations of harassment without being biased, addressing your own prejudices and showing respect for differences in personal interactions.
For this role play exercise, you will pair up with your Instructor and students of class, assigning designated roles to each person. After the scenario, each student will switch with the other students to ensure everyone experiences each role fully. If there are an insufficient number of students, the trainer will assume multiple roles for the scenario, rotating roles after each exercise. If the student is required to participate in multiple roles for the exercise, they will also switch after each round, of the role play scenario.
The trainer/assessor will assess your performance based on the performance criteria and checklist provided.
Part A: Presentation and meeting session
You are the manager of the restaurant presented in the case study under UAT2. You have prepared a diversity policy and action plans and have already got approval by the relevant stakeholders as part of UAT2.
A few observations made by you:
The newly hired chef from Nepal suggested new flavours and dishes which were liked by customers.
With the addition of 2 Chinese waiters, the Chinese customers found it easy to communicate in Mandarin.
Some of the waiters were talking negatively about a head scarf worn by a Pakistani waitress causing discord in the team. She felt it was harassment based on her religious background.
Conduct a training session via presentation on the diversity policy and action plans to ensure that the diversity policy is well understood and implemented by each employee.
During the presentation, provide feedback and suggestions for improvement to ensure currency and efficacy of diversity policy. Try to promote the organisations workforce diversity to enhance the companys image and reputation.
Your presentation should contain:
The diversity policy and procedure for:
Selection and recruitment of a diverse workforce promoting equal opportunity
Communicating, educating and training of employees on diversity
Harassment, Grievance complaints handling process and conditions Including both the formal and informal process
Enhancing collaborative working environment
Action plan
Action plan on each objective, its action items, responsible person, timeframe and success measures.
Give examples of the cases showing how working effectively with people of different backgrounds is a strength that can improve the organisations products, services and customer relations
After the presentation, conduct a discussion to:
Check if the staff have understood the presented policies.
Identify training needs to address any issues of difference in the team.
Critically review the presented diversity policy with the team and get feedback on ideas to enhance products and services based on the diverse employee population.
Feedback template
SnoIdea / area of improvement Benefit / Explanation Purposed by
Part B: One on One
You have effectively conducted training on diversity. Even after the training, one individual has shown a negative attitude toward an employee from Pakistan wearing a headscarf in the workplace.
The victim has informally complained to you and requested that you talk with the staff member. For the role play, your trainer will act as a waiter who is negative about the employee wearing headscarf in the workplace.
Conduct one on one with the employee harassing the victim and manage tensions and encourage collaboration and respect between staff who struggle to work effectively with difference.
You should address your own prejudices and demonstrate respect for difference in personal interactions.
Give examples and help staff to see that working effectively with differences is a strength that can improve the organisations products, services and customer relations. Also talk about Racial discrimination, Sex discrimination, Human rights and Equal Opportunity.
Manage allegations of harassment and address complaints.
Your presentation will be assessed by your assessor and must cover the following Observation guide:
To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Comments and feedback to student
Appropriate and professional body language, gestures and tone Effectiveness of the PowerPoint presentation, overall (Interesting, informative and interactive) Performed activities to ensure the diversity policy is well understood and implemented by relevant parties. Identified areas of improvement and provided feedback and suggestions for on diversity policy to ensure its currency and efficacy. Addressed own prejudices and shown respect for differences in personal interactions. Diversified selection and recruiting process of staff. Conducted required training to address issues arise due to difference in the team and help them manage tension and encourage collaboration and respect among the employees struggling to work effectively due to differences. Helped staff to realize working together with differences is a strength that can improve organisations productivity and customer relations. Managed allegations of harassment and addressing complaints according to established organisational procedures Promoted organisational workforce diversity in internal forums to enhance image and reputation of the company. Collaborated and captured ideas from diverse workforce to enhance products and services and contribute to competitive advantage. Supported organisational effort to value diversity. Ability to understand the questions and answering correctly
Unit Assessment Result Sheet (UARS)
Assessment Task 3 Role Play
Student and Trainer/Assessor Details
Unit code BSBDIV501
Unit name Manage diversity in the workplace
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor Details
Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details
Course code Course name Unit code SITXWHS003
Unit name Implement and monitor work health and safety practices
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
To demonstrate competence in this unit, youmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Role Play S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed Trainer/Assessor Signature
Assessment Conditions
Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. It requires the ability to monitor safe work practices and coordinate consultative arrangements, risk assessments, work health and safety training, and the maintenance of records.
The unit applies to all tourism, travel, hospitality and event sectors and to any small, medium or large organisation.
It applies to those people who operate independently or with limited guidance from others. This includes supervisors and departmental managers.
This unit incorporates the requirement, under state and territory work health and safety (WHS) legislation, for businesses to take a systematic approach to managing the safety of their workers and anyone else in the workplace.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
Provide information on health, safety and security
Monitor safe work practices
Coordinate consultative arrangements for the management of health, safety and security issues
Implement and monitor procedures for identifying hazards, and assessing and controlling risks
Implement and monitor health, safety and security training
Maintain WHS records and reports
Training and assessment resources required for this unit of competency
The student will have access to the following:
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
Access to a computer, the Internet and word-processing system such as MS Word.
Business related environment area, this can be a:
Real industry workplace
Simulated industry environment
Codes of practice and standards issued by government regulators or industry groups.
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as your own work
Using phrases and passages verbatim without quotation marks or referencing the author or web page
Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
Work with one or more people to prepare and produce work
Allow others to copy your work or share your answer to an assessment task
Allow someone else to write or edit your work (without rto approval)
Write or edit work for another student
Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy.
Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act2004
Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/SITXWHS003
Additional Information
This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
Be provided for each Unit Assessment Task (UAT)
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust teaching to accommodate students learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
Unit Pre-Assessment Checklist (UPAC)
UAT 1 Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a textbook in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
Written Questions
Assessment task description:
This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of nineteen (19) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location for completing this assessment task.
Instructions for answering written questions:
Complete a written assessment consisting of a series of questions.
You will be required to correctly answer all the questions.
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
This assessment task requires the student to answer all the questions.
Answers must demonstrate the students understanding and knowledge of the unit.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
This is an individual assessment.
The purpose of this assessment task is to assess the students knowledge essential to implement and monitor work health and safety practices in a range of contexts and industry settings.
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.
All questions must be answered in order to gain competency for this assessment.
Question 1:
Q1. a: List ten (10) relevant work health and safety information that you need to explain to personnel?
Q1. b: Discuss methods to make information easily accessible to staff at workplace. Write your answer in 100-150 words.
Question 2: Outline ten (10) WHS related responsibilities of an employer that is applicable across all business types.
Question 3: Discuss the steps to monitor ongoing compliance with safe work practices in workplace. Answer in 100-150 words.
Question 4: Discuss the actions you must consider to address the following non-compliance procedures and safe work practices?
At the end of the shift, staff often take shortcuts, ignore warning signs and expose their skin to harsh cleaning chemicals.
I recently observed an employee storing stock in the cool-room. He was bending and lifting in all sorts of strained and uncomfortable positions.
Answer in 50-100 words.
Question 5: Outline eight (8) work health and safety procedures that you need to monitor in workplace.
Question 6: Discuss the methods to monitor day-to-day effectiveness of WHS practices in order to maintain health, safety and security of personnel. Write your answer in 50-100 words.
Question 7:
Q7.a: What are the appropriate methods to coordinate the operation of all consultative processes? Answer in 50-100 words.
Q7.b: Outline twelve (12) consultative processes that you need to coordinate in workplace.
Q7.c: Discuss the strategy that you can use to motivate team members to contribute their views on current and future WHS management practices. Answer in 50-100 words.
Question 8.
Q8.a: What is hazard identification? What are the methods to identify any hazards in day-to-day workplace operations to avoid injuries and accidents? Write your answer in 100-150 words.
Q8.b: Outline two (2) time requirements that needs to be consider for hazard identifications.
Question 9. You are the head chef in a 5-star hotel. You receive a report that a junior cook has burnt his right hand. How would you react to the incident? What measures would you take to ensure such type of incident do not happen in future? Explain in 50-100 words.
Question 10. Based on the given scenario in Q9 answer following questions: Q10.a: Outline six (6) risk control methods that you need to implement in the workplace in order to reduce the chances of accident or injuries. What can you do if the risk control is outside your authority? Explain in 100-150 words.
Q10.b: Discuss the strategies to monitor effectiveness of control measure. Answer in 100-150 words.
Question 11. Discuss the importance on providing your own and your staffs feedback on WHS management practices to an authorised person. Write your answer in 100-150 words.
Question 12. You are new recruit by Hansal hotel, as a WHS manager. The management is facing issues with WHS practices in hotel. The management has asked you to implement and monitor health, safety and security training for employees in order to maintain a safe workplace. You are required to answer the following questions:
Question 1: Discuss the methods to identify WHS training needs based on given scenario and regular staff monitoring?
Question 2: What are the methods to make arrangements in order to fulfilling training needs?
Question 3: Discuss the strategies to monitor effectiveness of training and to make required adjustments according to organisational procedures.
Answer in 50-100 words each.
Question 13.
Q13.a: Outline five (5) types of records and reports that you need to complete and maintain in workplace.
Q13.b: How would you save and store WHS records and reports accurately and legibly? Give your answer in 100-150 words.
Question 14. You have conducted a meeting with your team members and management on WHS practices. Some of the staff members have raised some issues in WHS practices in workplace. Discuss the methods that you will adopt to resolve and refer these WHS issues to the appropriate person. Write your answer in 100-150 words.
Question 15. Discuss the importance and methods to analyse health, safety and security reports in order to provide reliable and timely input into the management of workplace, health, safety and security. Answer in 100-150 words.
Question 16. What is carbon footprint? Discuss the strategies to reduce carbon footprint by minimizing printing and maximizing electronic transmission? Explain your answer in 100-150 words.
Question 17: Outline ten (10) primary components of relevant state or territory OHS or WHS legislation.
Question 18: Briefly discuss following aspects of WHS policies and procedures according to organisational policies and procedures. Answer in 100-150 words each.
Risk assessment and control
WHS policy and procedure induction
WHS representative or committee
Question 19:
Q19.a: Outline nine (9) WHS records and reports use by organisations.
Q19.b: Outline eight (8) aspects that can be change by monitoring reports and recommendations.
Unit Assessment Result Sheet (UARS)
Assessment Task 1 Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code SITXWHS003
Unit name Implement and monitor work health and safety practices
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 Role Play
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provision of information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 2 Role Play
Assessment type:
Role Play
Assessment task description:
This is the second (2) unit assessment task that you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a role play to be completed in front of your trainer/assessor.
This assessment task has four (4) activities that you need to perform in order to complete this task.
You are required to implement and monitor work health and safety practices in workplace.
The premise of the role play must be closely related to the previous assessment task.
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
This role play test is timed.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in an independent learning environment or learning management system.
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the role play:
You must explain the topics appropriately.
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
Information about role play:
Please note that the task includes participation in the role play.
The aim of the task is to implement and monitor work health and safety practices in workplace.
This type of learning provides a controlled environment in which role players can practice skills, roles and processes.
In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback.
This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au.
You have to present your role play to your trainer/assessor on the due date.
Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
Please read through the instructions and assessment information carefully, prior to commencing the tasks.
How your trainer/assessor will assess your work?
This assessment task requires the student to participate in a role play and implement and monitor work health and safety practices in workplace.
Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.
A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.
Your assessor will provide you with initial oral feedback in class, after the role play by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual role play and preparatory work will be provided within two weeks from the due date of your assessment.
Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.
A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
Skills to implement and monitor work health and safety workplace practices in order to maintain safe and secure environment for employees in workplace.
Skills to identify, analyse and interpret legislation, codes of practices and national standards.
Skills to effectively perform role play with appropriate body language.
Skills to conduct an interactive and creative role play.
Skills to provide training to staff and monitor the effectiveness of their work after training.
Reading skills to interpret unfamiliar and complex materials describing regulatory requirements for WHS management and organisational policies and procedures.
Written skills to write high level reports about the effectiveness of WHS management practices, making recommendations for change and complete accurate records for regulatory compliance.
Oral communication skills to explain all WHS procedures and information on safe work practices.
Skills to take appropriate actions in case of emergency and accident.
Skills to cooperate with others using appropriate conventions/systems when communicating to, and discussing with employees.
Problem solving skills to incorporate the views of other people consulted in the workplace and analyse WHS system deficiencies and recommend required change.
Skills to monitor staff members daily compliance with WHS management practices and counsel on non-compliance.
Assessment Task 2 Role Play
Instructions to complete this assessment task:
Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.
During the role play, the assessor will be looking for:
Appropriate interaction, body language and communication skills
The students ability to establish rapport and defuse potentially difficult situations
The ability to understand, interpret and answer the questions appropriately.
Suitably documenting and presenting the topics to audience.
The student meets the requirements of the unit of competency or performance criteria mentioned in the assessment task.
Resources required to complete the assessment task:
An industry workplace
A simulated industry environment.
Computer
Internet
MS Powerpoint
Printer or e-printer
Appendix 1
Assessment task Instructions:
This activity will require you to participate in a role play, assuming the role of a WHS manager at the Manali Restaurant.
This assessment task has four (4) activities that you need to perform in order to complete this task.
You will be required to implement and monitor the work health and safety practices at workplace.
You will be required to coordinate with other employees to discuss the issues and WHS information to maintain safety and security of workplace.
You must resolve or refer issues to the appropriate person.
You must write all reports in provided template in order to complete this task.
You must arrange a training session for staff members in this task, in order to update the knowledge of current WHS information and practices.
Your assessor/trainer will assess your performance as per the performance criteria and checklist provided.
Assessment task:
This task will take place in a simulated industry environment, which for all intents and purposes should mirror a realistic situation. Any equipment and materials required for this will be organised by your trainer and/or training organisation. For this activity, you will be assuming the role of a WHS manager, who is employed at the Manali Restaurant for the last 12 months. Based on your knowledge of WHS/OHS requirements and practices in the workplace related to security, emergency and hazard management, you will need to respond the specific scenarios outlined below. Your trainer will assume the role of the other party in each of the cases if there are no classmates who are available to do so. In each of the given situations you will need to apply your safe practice knowledge to respond in a manner that would satisfy legislative requirements. Your trainer will provide you with or direct you to the following in order to complete this assessment to a satisfactory level:
Computers, software programs, printers and communication technology used to administer the implementation and monitoring of a WHS system
Current plain English regulatory documents distributed by the local WHS government regulator
Codes of practice and standards issued by government regulators or industry groups
WHS information and business management manuals issued by industry associations or commercial publishers
Current commercial policies, procedures and template documents used for managing WHS practices.
Activity 1:
As you are the WHS manager, you need to monitor the current safe work practices in the hotel by inspecting on a day to day basis.
Whilst working in the hotel, you need to go and inspect the workplace on a daily basis in order to identify hazards to maintain safety in the workplace. You need have found the following hazards in workplace:
Work areas and walkways blocked by waste, equipment, unused items, broken items etcSpills
Hoses, wires and equipment lying around
Items that havent been put away.
You need to inspect the workplace in order to identify hazards in workplace to maintain the safety of each and individual in workplace according to organisational and WHS policies and procedures. Document any action you intend to take as a result of your observations (hazards identified through staff processes, who you will notify or consult with, training needs identified, reports to be completed, etc.)
Briefly comment on the effectiveness of existing procedures in maintaining the health, safety and security of personnel and any recommendations for change. For this you need to do the following tasks in this activity:
Inspect the workplace area on a daily basis and monitor ongoing compliance with organisational WHS procedures and safe work practices. You are required to monitor day-to-day effectiveness of WHS practices in workplace in order to maintain health, safety and security of personnel. If you see any work as non-compliance for WHS practices, you need to take appropriate actions to address it according to organisational and WHS policies and procedures.
As you were completing your inspection, two staff members come to you and notify you that one of the staff member has had a fall because of spills and loose wires. His feet got caught in wires and he slipped, and this has caused bleeding from his nose and forehead. You notice that some team members are not stacking the shelves correctly and according to work safety procedures in the storeroom. You have just seen some heavy items stored on top. You are looking through the WHS incident reports and notice that many of the forms are difficult to read due to the illegibility of the handwriting. It is really important for anyone to be able to read these documents in order to analyse the information in them. As a manger, you need to resolve these issues and refer to the relevant authority.
You need to conduct an inspection regarding the accident that has happened and perform a risk assessment of the workplace in order to avoid a similar accident in future. For this, you need to use the following templates in order to perform a risk assessment. You need to prepare an incident or accident report and submit it to your WHS regulatory authorities. Make sure you minimise the use of printed materials by sending reports to management online through emails in order to reduce negative impacts on environment and waste.
Save the template locally to your computer and complete the action plan for the risk assessment you are implementing in your workplace. Save and submit your template to your assessor when completed.
Incident Report Template
REPORTED BY: DATE OF REPORT: TITLE / ROLE: INCIDENT NO.: INCIDENT INFORMATION
INCIDENT TYPE: DATE OF INCIDENT: LOCATION: CITY: STATE: ZIP CODE: SPECIFIC AREA OF LOCATION (if applicable): INCIDENT DESCRIPTION
NAME / ROLE / CONTACT OF PARTIES INVOLVED
1. 2. 3. NAME / ROLE / CONTACT OF WITNESSES
1. 2. 3. POLICE REPORT FILED? PRECINCT: REPORTING OFFICER: PHONE: FOLLOW-UP ACTION
SUPERVISOR NAME: SUPERVISOR SIGNATURE: DATE: Risk assessment template:
Potential hazard Who is at risk? Existing control measures Preventative measures Responsibilities
Risk matrix:
CONSEQUENCES Very high severity
4 High severity
3 Medium severity
2 Low severity
1 Low likelihood
1 Medium likelihood
2 High likelihood
3 Very high likelihood
4
LIKELIHOOD
Risk rating template:
Risk Risk assessment equation Risk rating
You are to create three new workplace health and safety procedures based on the risk assessment you completed.
These need to be related to:
Hazard identification and reporting
Incident and accident reporting
Risk assessment and reporting
You need to complete an action plan for the three new WHS procedures. You need to include information about:
the new procedure.
who is responsible for implementation
areas and team members involved
timeframe for roll-out of new procedures
any training to educate team members on the new procedures
when the new procedures will be reviewed for effectiveness.
Save the template locally to your computer and complete the action plan for the new WHS procedures you are implementing in your workplace. Save and submit your template to your assessor when completed.
Action plan:
Date Issue identified Intended action Effectiveness?
How do the existing procedures maintain the health, safety and security of team members? Recommendations
Are there any recommendations for change?
Activity 2:
Communicate new procedures
You need to conduct a team meeting with the team members and management. You need to use appropriate tools and documentation during the meeting, for example, copies of the agenda and handouts are to be given to the assessor prior to the meeting.
Your assessor will use the provided checklist to assess your performance during the meeting. You are to run a team meeting outlining the three new procedures you identified in activity During the meeting, you must include the following:
Explanation of new and relevant WHS procedures and information.
Any changes to WHS policies as a result of this.
Any changes to hazard identification, risk assessment or reporting.
Ask for input from team members about the new WHS procedures.
Outline how the teams ideas can be applied to the new WHS procedures.
Outline when and how the new procedures will be rolled out to all team members.
If there will be conflict in team members you need to resolve that conflict or issue and refer to the relevant authority.
Explanation of how the new procedures comply with WHS legislation or hospitality industry safety codes of practice/standards.
Explanation of where documents of the new procedures can be accessed.
You are required to provide your and staff members feedback about the WHS management practices to the designated person.
Your performance in meeting must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete
(Comment and feedback to students)
Organised and distributed agenda. 2857520955 Explained three new WHS procedures. Used oral communication skills to explain WHS procedures and information on safe work practices. Consulted with staff about new WHS procedures. Listened to and used team feedback to identify ways to improve WHS procedures. Provided an opportunity for staff members to contribute their views on current and future WHS management practices. Outlined how and when the new WHS procedures would be rolled out. Explained how the new procedures comply with WHS legislation or industry codes of practice/standards. Explained any training that team members will undergo for the new procedures.
Activity 3: Monitor WHS procedures
Implement the three WHS procedures and practices that you identified in activity 1 in order to compliance with state or territory occupational health and safety or WHS legislation. Monitor work operations and the use of the three new procedures in your area of responsibility, over a one-week period. You need to monitor effectiveness of control measures in workplace and if you find any hazards or inadequacies resolve or report to the appropriate person.
You need to implement risk control methods to avoid risk for employees and refer to appropriate person if the control of risks is out of control. Report on issues of non-compliance with the new WHS procedures and work health and safety legislation, procedures and safe work practices.
Document any action you intend to take as a result of your observations (hazards identified through staff processes, who you will notify or consult with, training needs identified, reports to be completed, etc.) Briefly comment on the effectiveness of existing procedures in maintaining the health, safety and security of personnel and any recommendations for change.
Monitoring Template:
Date Issue identified Intended action Effectiveness?
How do the existing procedures maintain the health, safety and security of team members? Recommendations
Are there any recommendations for change?
Activity 4: Training evaluation
On your regular monitoring inspection, you have identified that some of the staff members are still not doing their work according to WHS and safe work practices. You need to conduct a training for them by following tasks:
Select an area in relation to work health and safety. Observe, monitor and analyse an employees proficiency in completing the required tasks over a week. Make arrangements for fulfilling training needs according to the needs of WHS practices for the employees in workplace. Document your observations in a training needs analysis and make recommendations for further training required. Organise and implement the appropriate training for the staff members.
Monitor the effectiveness of the training provided to staff members and make required adjustments accordingly.
Save the template locally to your computer and complete the information regarding the training needs of the employee you have monitored. Save and submit your template to your assessor when completed.
TRAINING NEEDS ANALYSIS
Employee: ___________________________________ Job role: -----------------------------------------------------
Task breakdown or skills/knowledge required to perform task Employee skills/knowledge displayed Competency demonstrated in this task?
(Yes/No) Further training required?
Yes/No(Include details)
Your performance must address the following performance criteria/ performance checklist.
To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete
(Comment and feedback to students)
Explained relevant WHS information to personnel. 2884197465 Coordinated the consultative processes. Provided opportunity for staff members to contribute their views on current and future WHS management practices. Participated in risk assessments. Implemented workplace health and safety procedures in three real or simulated situations. Monitored adherence to three workplace health and safety procedures. Completed a risk assessment. Identified WHS training needs based on staff monitoring. Organised and provided training for staff members. Coordinated risk assessments, WHS training and the maintenance of records in relation to three situations specified. Monitored the effectiveness of the WHS system and identified:
required adjustments
staff training needs. Demonstrated management practices that must be implemented for compliance with state or territory occupational health and safety (OHS) or WHS legislation during the three situations. Knows the purpose of data and reports to provide reliable and timely input into the management of workplace health, safety and security.
Unit Assessment Result Sheet (UARS)
Assessment Task 2 Role Play
Student and Trainer/Assessor Details
Unit code SITXWHS003
Unit name Implement and monitor work health and safety practices
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Appendix 1: WHS policies and procedures
http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/LTObject_Store/LTObjSt5.nsf/DDE300B846EED9C7CA257616000A3571/DDD3370D63546CB4CA257761003EC5C2/$FILE/07-54sr001.pdfhttps://www.business.gov.au/info/run/workplace-health-and-safety/whs-oh-and-s-acts-regulations-and-codes-of-practicehttps://www.safeworkaustralia.gov.au/law-and-regulation/model-whs-lawshttps://www.marsdenjacob.com.au/cms/images/stories/MJA/whs-information-issues-paper.pdf
Unit Assessment Pack (UAP) Cover Sheet
Student and Trainer/Assessor Details
Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details
Course code SIT40516
Course name Certificate IV in Commercial Cookery
Unit code SITXCOM005
Unit name Manage conflict
Assessment Submission Method
By hand to trainer/assessor
By email to trainer/assessor
Online submission via Learning Management System (LMS)
By Australia Post to RTO Any other method _________________________________________________
(Please mention here)
Student Declaration
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
To demonstrate competence in this unit, youmust be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Role Play S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Unit Project S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/NYC Date assessed Trainer/Assessor Signature
Assessment Conditions
Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to resolve complex or escalated complaints and disputes with internal and external customers and colleagues. It requires the ability to use effective conflict resolution techniques and communication skills to manage conflict and develop solutions. It does not cover formal negotiation, counselling or mediation.
The unit applies to all tourism, travel, hospitality and event sectors.
The unit applies mainly to senior operational personnel, supervisors and managers who operate with some level of independence and use discretion and judgement to resolve conflicts.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
Identify conflict situations.
Resolve conflict.
Evaluate conflict resolution.
Training and assessment resources required for this unit of competency
The student will have access to the following:
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
Access to a computer, the Internet and word-processing system such as MS Word.
Business related environment area, this can be a:
Real industry workplace
Simulated industry environment
Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as your own work
Using phrases and passages verbatim without quotation marks or referencing the author or web page
Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
Work with one or more people to prepare and produce work
Allow others to copy your work or share your answer to an assessment task
Allow someone else to write or edit your work (without rto approval)
Write or edit work for another student
Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy.
Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action
Other Important unit specific Information
N/A
Unit outcome
This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.
Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
Food Standards Australia New Zealand Act 1991
Food Standards Australia New Zealand Regulations 1994
Imported Food Control Act 1992
Food Act 1984
Food Act 2006
Food Regulation 2006
Food Production (Safety) Act 2000
Food Production (Safety) Regulation 2014
Food Act 2003
Food Regulation 2015
Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act2004
Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/SITXCOM005Additional Information
This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
Be provided for each Unit Assessment Task (UAT)
Guide students to adapt and adjust their learning strategies
Guide trainers/assessors to adapt and adjust teaching to accommodate students learning needs
Be a pivotal feature of learning and assessment design, not an add-on ritual
Focus on course and unit learning outcomes
Guide students to become independent and self-reflective learners and their own critics
Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
Unit Pre-Assessment Checklist (UPAC)
UAT 1 Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a textbook in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
Written Questions
Assessment task description:
This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
The Unit Knowledge Test is comprised of eighteen (18) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
Where a students answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
Your trainer/assessor will provide you further information regarding the location for completing this assessment task.
Instructions for answering written questions:
Complete a written assessment consisting of a series of questions.
You will be required to correctly answer all the questions.
Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.
Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
This assessment task requires the student to answer all the questions.
Answers must demonstrate the students understanding and knowledge of the unit.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment
This assessment task is designed to evaluate students knowledge essential to manage conflict in a range of contexts and industry settings & Knowledge regarding to the following:
Knowledge to recognize conflict situations and take appropriate actions to prevent them from escalation.
Knowledge to identify the situation where safety and security of customers may be threatened.
Knowledge to recognize and utilize the resources to manage conflicts.
Knowledge to assess nature and detail of conflicts with the help of relevant parties.
Knowledge to handle the conflicts using organizational procedure and staying within scope of own role and responsibilities.
Knowledge to develop strategic objectives and targets for human resources services to resolve conflict.
Knowledge to assess impacts, use best solution out of identified options, and report them to resolve conflict.
Knowledge to collect and evaluate feedback on conflict resolution from stakeholders.
Knowledge to determine possible causes of workplace conflicts.
Written knowledge to organize and deliver information to effectively communicate risk management processes to a range of stakeholders/interested people.
Knowledge to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.
Knowledge to sequence/in order and schedule/plan activities and manage communication.
Knowledge to analyses relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
Knowledge to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
This is an individual assessment.
The purpose of this assessment task is to assess the students knowledge essential to manage conflict in a range of contexts and industry settings.
To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.
All questions must be answered in order to gain competency for this assessment.
Explain any five (5) potential cause/factors for conflict in any organisation? Write your answer in 3 5 lines for each.
What are the appropriate steps and actions to prevent escalation of conflict? List any five (5).
Based on the below situations, identify where the personal safety of customers/colleagues may be threatened, appropriate action that should be taken and how appropriate assistance can be organised to prevent escalation. Explain each in 50 100 words for each.Female Co-worker is asking an alcohol affected customer to leave, after several overt attempts, he is trying to hug her. He is refusing to leave or be pacified and still attempting to get close to her to touch her.
The alcohol affected customer is unhappy about you intervening in the situation and has begun threatening you.
You try to pacify him, but he bangs the table and throws away the chair.
The customer takes out a small pocket knife and threats to harm you.
How would you identify and use the resources to assist in managing conflicts? Write your answer in 50-100 words.
Explain the steps to resolve the conflict in the workplace? Write your answer in 150-200 words.
Read the case scenario and answer the following questions:
Renae was a customer service manager at ABC Hotel. One of the guests booked a date and time for the dinner. The customer arrived at the hotel on provided time and ordered the food. One of the customers found the food was not warm enough and complained to the waitress. She calmly listened to the complaint, apologised and offering fresh hot food. The friend of customer got angry and said that they could not wait for another 20 minutes and hotel should have brought hot food earlier. As the customer was not satisfied, she called her manager, Renae, to resolve the situation.
6.1: Has the waitress managed the conflict and took responsibility to provide a solution and seek assistance based on her role and responsibilities? Explain in 3 5 sentences.
6.2: Identify and evaluate the impact of conflict on business reputation from the above case scenario? Write your answer in 50-100 words.
6.3: What is the legal liability in above scenario? Write your answer in 50-100 words.
6.4: Provide three (3) options that manager, Renae, can use to resolve the conflict and explain the importance of considering the organisational policies and constraints while resolving? Write your answer in 50 100 words.
How will you select the best option to resolve the conflict in the workplace? Answer in 40-60 words.
Why is it important for any business to communicate with all the parties to resolve the conflict? Write your answer in 100-150 words.
Explain any five (5) factors that can be used to evaluate effectiveness of solution and resolution of the conflict. Write your answer in 25 50 words for each factor.
List any eight (8) ways to enhance and improve team members to resolve conflicts in the workplace.
What procedures or methods can be used to resolve the following complaints escalated by customers? Write your answer in 3 5 points for each.
Incorrect pricing of product or service
Delays or errors in providing products or services
Misunderstanding of customer requests or communication barrier
What procedures or methods can be used to resolve the following disputes with the team member? Write your answer in 3 5 points for each.
Dispute or argument among work colleagues
Job duties or rosters
Lack of competence
What actions should be taken in response to deal with drug or alcohol-affected person? Explain in 100-150 words.
Explain the following Conflict-resolution techniques. Write your answer in 3 5 lines for each:
Assertiveness
Negotiation
Use of appropriate communication
How effective communication skills can help you to resolve the workplace conflicts? Explain in 100-150 words.
15.1 Explain in 50 75 words on the following communication techniques:
Active listening
Empathising with the person's situation while upholding organisational policy
Non-verbal communication and recognition of non-verbal signs
Language style
Questioning techniques
Those appropriate to different social and cultural groups
Explain conflict theory in 50 100 words?
16.1: List out five (5) signs, four (4) levels and three (3) results of conflict that can be seen in any organisation
16.2: Explain Five (5) stages of conflict on 2- 3 lines for each.
Describe the following resources to assist in handling conflict in 25 50 words each:
Counsellors
Internal security staff
Mediators
Other staff members
Police
Senior staff
Answer the following questions.
18A) Write generic overview/introduction of the following policies and procedures:
Complaint policy and procedure (80-100 words)
Conflict and dispute resolution policy and procedure (100-150 words)
18B) Write generic organisational policies and procedures on conflict resolution to handle complaint, conflict and dispute? Answer in 50 100 words for policies and 200-250 words for procedures.Unit Assessment Result Sheet (UARS)
Assessment Task 1 Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code SITXCOM005
Unit name Manage conflict
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 Role Play
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
provision of information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 2 Role Play
Assessment type:
Role Play
Assessment task description:
This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a Role Play.
This role play should be performed based on given scenario provided in the task.
You are required to act as a manager in a restaurant to identify and resolve conflict situation in the workplace.
The trainer/assessor will act as Customer / Employee in the case.
Two additional students will act as customer and employees on need basis.
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
This skill test is timed.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in a classroom or an independent learning environment or learning management system
Your trainer/assessor will provide you further information regarding the location of completing this assessment task.
General Instructions for attempting the role play:
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
General Instructions for attempting the role play:
You must explain the topics appropriately.
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
How your trainer/assessor will assess your work?
This assessment task requires the student to participate in a role play where student act as a manager in a restaurant to identify, resolve and evaluate conflicting situations.
Role play must demonstrate the students understanding and knowledge of the unit.
Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.
A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.
Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.
Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.
A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
Skill to recognize conflict situations and take appropriate actions to prevent them from escalation.
Skill to identify the situation where safety and security of customers may be threatened and organize required assistance.
Skill to recognize and utilize the resources to manage conflicts.
Skill to assess nature and detail of conflicts with the help of relevant parties.
Skill to seek solution and manage the conflicts using organizational procedure and staying within scope of own role and responsibilities.
Skill to assess impacts, use best solution out of identified options to resolve conflict.
Skill to prepare required reports on conflict, its impact and resolution.
Skill to communicate with the parties involved to seek and provide feedback on conflict and its resolution.
Skill to evaluate and reflect conflict resolution and identify possible cause and areas of improvement for future.
Assessment Task 2 Role Play
Instructions to complete this assessment task:
This task requires you to identify, resolve and evaluate conflicting situations.
Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.
During the role play, the assessor will be looking for:
Appropriate interaction, body language and communication skills
The students ability to establish rapport and defuse potentially difficult situations
The ability to understand, interpret and answer the questions appropriately.
Suitably documenting and presenting the topics to audience.
The student meet the requirements of the unit of competency or performance criteria mentioned in the assessment task.
The role play should be consistent, well organised and must cover all the criteria mentioned in the observation guide.
Resources required to complete the assessment task:
Computer
Internet
MS Powerpoint
Printer or e-printer
Adobe acrobat/reader
Learning management system
Assessment task Instructions
This activity will require you to participate in a role play, assuming the role of manager in the restaurant.
You are required to recognise conflict situations, identify any security concern and take appropriate actions to prevent them from escalation.
You are required to recognise and utilise the required assistance and resources to manage conflicts.
You are required to assess nature and detail of conflicts with the help of relevant parties.
You are required to seek solution and manage the conflicts using organizational procedure and staying within scope of own role and responsibilities.
You are required to assess impacts, use best solution out of identified options to resolve conflict.
You are required to log the incident of conflict, its impact and resolution using Incident log book.
You are required to communicate with the parties involved to seek and provide feedback on conflict and its resolution.
You are required to evaluate and reflect conflict resolution and identify possible cause and areas of improvement for future.
Assessor/trainer will assess your performance as per the performance criteria and checklist provided.
Scenario
Assume that you are working as a manager in Terra Rossa Restaurant & Bar in Melbourne. Restaurant serves different Italian cuisines and drinks and accommodation services. It is your job to manage the restaurant staff, resolve any conflicts with the customers and within staff members. As a manager, you can give free drinks, promotional food items and take appropriate steps to handle the conflict situation with the customers.
With the arrival of Footy season, the customer inflow has increased and creating a busy environment in the bar. Today is Footy Friday and you are anticipating a high influx of customer in the restaurant.
The restaurant is determined to cater any customer within 2 minutes of their arrival and serve delicious food and drinks within 15 minutes of order.
You have 15 people staff on Friday and Saturday including 4 chefs, 3 Bar attendants, 3 support staff /kitchen hands, 5 waitresses.
You noticed that one customer is not happy with the food quality and claiming that food was not arrived on time and misbehaving with your staff and using abusive words to her. He is threating your staff. Your staff is trying to resolve the issue, but customer tone is too loud and not willing to listen anything. As your staff is not able to handle the situation she escalated the issues to you.
Please refer appendix 1 for the policies and procedures.
Activity 1: Identify and resolve the conflict
You are required to read and understand the given scenario and policies and procedures (Appendix 1) to start the activity.
You are required to perform a role play with your classmates. You will act as a manager and your role is to identify the root cause of the conflict and resolve the conflict. You need to perform your role based on the given scenario.
One of your classmate will act as angry customer and he/she will perform the role based on the given scenario.
Another classmate will act as a staff and he/she will perform the role based on the given scenario.
Your trainer will provide 10-15 minutes to complete the role play and trainer may provide additional time if required.
You need to perform below task during the role play:
Identify the conflict and use different techniques to prevent escalation
Please make sure the safety of your staff
Use different techniques and skills including conflict-resolution techniques and communication skills to understand the root cause of the conflict
Follow organisation policies and procedures (Appendix) to manage the conflict
Act as a role model and task responsibilities of the cause
Evaluate the impact of the conflict on business and other customer
Discuss with the customer and evaluate different options to resolve the conflict
Check any legal actions needs to be taken
Implement the best solutions and complete the following report
Your trainer/assessor will observe you during the role play and complete the following performance checklist. All the student must perform as a manager.
Incident report
Date Incident Staff Involved Action taken Impact of conflict
Performance criteria checklist for unit assessment task:
Student Name Observer Name Unit of Competency SITXCOM005 - Manage conflict
During the role play did the student do the following:
Effectiveness of the interaction, overall (Interesting, informative and interactive) Yes No Identified the conflict and used different techniques to prevent escalation Yes No Identified the customer and staff safety and appropriate steps taken Yes No Use different techniques and skills including conflict-resolution techniques and communication skills to understand the root cause of the conflict Yes No Followed organisation policies and procedures to manage the conflict Yes No Act as a role model and task responsibilities of the cause Yes No Evaluate the impact of the conflict on business and other customer Yes No Discuss with the customer and evaluate different options to resolve the conflict Yes No Check any legal actions needs to be taken Yes No Implement the best solutions and complete the following report Yes No The students performance was: Satisfactory
Not Yet Satisfactory
Feedback to student:
Student signature Observer signature
Activity 2: Evaluate conflict resolution
This activity is in continuation of the previous activity.
In this activity you are required arrange a meeting with two team members and discuss the conflict and feedback on conflict resolution.
You are required to perform a role play with your classmates. You will act as a manager and your role is discuss the how you delt with the conflict and provide feedback to the team member that what to do in this type of situation.
One of your classmate will act as a staff involved in the conflict and he/she will ask what to do in the future to manager the situation.
Another classmate will act as a staff and understand and follow the feedback provided by manager.
Your trainer will provide 7-10 minutes to complete the role play and trainer may provide additional time if required.
You need to perform below task during the role play:
Communicate with the team member regarding conflict
Discuss the effectiveness of the resolution
Discuss what we can do to handle this kind of situations in the future
What else we can to prevent this type of issues
Evaluate the effectiveness of the solution completed in activity 1
Discuss any future improvements required with in the workplace
Prepare one-page report on effectiveness of the provided solution and what steps will you follow for the future
Your trainer/assessor will observe you during the role play and complete the following performance checklist. All the student must perform as a manager.
Student Name Observer Name Unit of Competency SITXCOM005 - Manage conflict
During the role play did the student do the following:
Communicate with the team member regarding conflict Yes No Discuss the effectiveness of the resolution Yes No Discuss what we can do to handle this kind of situations in the future Yes No What else we can to prevent this type of issues Yes No Evaluate the effectiveness of the solution completed in activity 1 Yes No Discuss any future improvements required with in the workplace Yes No Prepared one-page report on effectiveness of the provided solution and what steps will you follow for the future Yes No The students performance was: Satisfactory
Not Satisfactory
Feedback to student:
Student signature Observer signature
Activity 3: Evaluate conflict resolution
This activity is in continuation of the previous activities.
In the evening, one of the customer was drinking excessively and demanding more Tequila shot. Bartender refused to serve alcohol to him as he was already intoxicated. Customer was angry stared arguing regarding price of the drink and banged the bar and threaten to hit bartender if he refuses to serve him.
Your instructor will act as the customer and one of the student can act as security guard.
You are required to complete the following task during the role play:
Identify the potential for conflict, analyse the situation and ensure personal safety of employee and customer and take appropriate action to response to this drunk customer. You can use appropriate assistance and resources to handle the situation.
Use assertiveness as conflict resolution technique.
Call internal security staff and police as a resource to help in managing conflict
Deal customer using communication technique that is appropriate to different social and cultural groups.
Your trainer will provide 7-10 minutes to complete the role play and trainer may provide additional time if required.
Your trainer/assessor will observe you during the role play and complete the following performance checklist. All the student must perform as a manager.
Student Name Observer Name Unit of Competency SITXCOM005 - Manage conflict
During the role play did the student do the following:
Identify the potential for conflict, analyse the situation and ensure personal safety of employee and customer and take appropriate action to response to this drunk customer. You can use appropriate assistance and resources to handle the situation. Yes No Use assertiveness as conflict resolution technique. Yes No Call internal security staff and police as a resource to help in managing conflict Yes No Deal customer using communication technique that is appropriate to different social and cultural groups. Yes No The students performance was: Satisfactory
Not Satisfactory
Feedback to student:
Student signature Observer signature
Unit Assessment Result Sheet (UARS)
Assessment Task 2 Role Play
Student and Trainer/Assessor Details
Unit code SITXCOM005
Unit name Manage conflict
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 3 Unit Project
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students
Please make sure you have completed the necessary prior learning before attempting this assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date of this assessment task.
Section 2: Reasonable adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills Make sure font size is not too small
Trainer/Assessor should refer to the studentsexperience
Ensure that the time available to complete the assessment takes account of the students needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the students individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
provision of information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 3 Unit Project
Assessment type:
Unit Project
Assessment task description:
This is the last unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
This assessment task is comprised of a project.
Student is required to act as a manager in a restaurant to identify and resolve conflict situation in the workplace.
One student and the trainer/assessor will act as an employee in the task.
You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.
Applicable conditions:
This project is timed except Part C.
Electronic devices are allowed during this assessment task.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
Where your answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
For more information, please refer to your RTO Student Handbook.
Location:
This assessment task may be completed in a classroom or an independent learning environment or learning management system
Trainer/Assessor will provide student further information regarding the location of completing this assessment task.
General Instructions for attempting the project:
Your tone, gestures, body language has to be according to the role you are portraying.
You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
How your trainer/assessor will assess your work?
This assessment task requires the student to participate in a role play where you will act as a manager in a restaurant to identify, resolve and evaluate conflicting situations.
Role play must demonstrate the students understanding and skills of the unit.
Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.
A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.
Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.
Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.
A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.
If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
Skill to recognize conflict situations and take appropriate actions to prevent them from escalation.
Skill to identify the situation where safety and security of customers may be threatened and organize required assistance.
Skill to recognize and utilize the resources to manage conflicts.
Skill to assess nature and detail of conflicts with the help of relevant parties.
Skill to seek solution and manage the conflicts using organizational procedure and staying within scope of own role and responsibilities.
Skill to assess impacts, use best solution out of identified options to resolve conflict.
Skill to prepare required reports on conflict, its impact and resolution.
Skill to communicate with the parties involved to seek and provide feedback on conflict and its resolution.
Skill to evaluate and reflect conflict resolution and identify possible cause and areas of improvement for future.
Assessment Task 3 Unit Project
Instructions to complete this assessment task:
This task requires you to identify, resolve and evaluate conflicting situations.
Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.
During the role play, the assessor will be looking for:
Appropriate interaction, body language and communication skills
The students ability to establish rapport and defuse potentially difficult situations
The ability to understand, interpret and answer the questions appropriately.
Suitably documenting and presenting the topics to audience.
The student meet the requirements of the unit of competency or performance criteria mentioned in the assessment task.
Role play should be consistent, well organised and must cover all the criteria mentioned in the observation guide.
Resources required to complete the assessment task:
Computer
Internet
MS Powerpoint
Printer or e-printer
Adobe acrobat/reader
Learning management system
Assessment task Instructions
This activity will require student to participate in a role play, assuming the role of manager in the restaurant.
You will be required to schedule a suitable time for the roleplay and get approval of the assessor.
You will be required to recognize conflict situations, identify any security concern and take appropriate actions to prevent them from escalation.
You will be required to recognize and utilize the required assistance and resources to manage conflicts.
You will be required to assess nature and detail of conflicts with the help of relevant parties.
You will be required to seek solution and manage the conflicts using organizational procedure and staying within scope of own role and responsibilities.
You will be required to assess impacts, use best solution out of identified options to resolve conflict.
You will be required to log the incident of conflict, its impact and resolution using Employee Conflict Incident log book.
You will be required to communicate with the parties involved to seek and provide feedback on conflict and its resolution.
You will be required to evaluate and reflect conflict resolution and identify possible cause of workplace conflict and areas of improvement for future.
Assessor/trainer will assess your performance as per the performance criteria and checklist provided.
Scenario
You are continuing as a manager in Terra Rossa Restaurant & Bar, Melbourne. It is your job to manage the restaurant staff, resolve any conflicts with the customers and within staff members. You have authority to manage the employee roster, increase / decrease working hour of employees, add / remove temporary employees with the help of HR.
With the arrival of Footy season, the customer inflow has increased and creating busy environment in the bar. This has caused employees to work extra hours and increased fatigue.
Part A:
James, one of the part time waiter from South Africa, thinks that his supervisor, Ricky does give him proper feedback on his work.
John works primarily in weekends for 2 days as he must attend class on remaining days.
His supervisor Ricky recommended increase of the hourly rate of Ann, John's colleague, based on her qualifications and experience.
James feels he was working extremely hard on weekends especially when the number of customer to serve is high and deserves salary increase. He believes that this is because he is not a full-time employee and he has been treated unfairly. He becomes mistrustful and negative towards Ricky.
James's enthusiasm for the job starts to decrease. He does "what is necessary" to get by at work. His commitment to the restaurant has reduced. Ricky becomes increasingly frustrated by James's attitude.
Ricky challenges James over a customer complaint, words are exchanged and tempers flare.
You are manager of Ricky. You felt something was not right between them.
Your trainer will provide 7-10 minutes to complete the role play and trainer may provide additional time if required.
Your trainer will observe you during the role play and complete the performance checklist.
For this task, one of the student will act as Ricky and Instructor will act as James. You should cover following:
Identify the signs, stage, level, factor and result of conflict.
Use of appropriate communication as conflict resolution technique.
Deal employee by using active listening, empathising the situation and appropriate language style of communication technique.
As a manager, approach the concerned employees, identify the potential for conflict, analyse the situation and ensure personal safety of employee and act to prevent the escalation of conflict due to dispute or argument among work colleagues. You can use appropriate assistance and resources to handle the situation.
Listen to both employees to understand the issue. Take responsibility to seek for the solution and identify and implement the best solution to manage the situation within scope of your role and responsibilities.
Log the incident in Employee Conflict Incident log book as provided as below:
Date Incident Input of conflicting parties Impact of conflict Action taken
Part B:
Joe, full time contract male waiter, recently had a baby boy and wants to change his shift from 4 pm 12 am to 9 am 5 pm as he wants to spend more time with his family. You do not want to change the shift for next 3 months as it is Footy season and during this time, the work load is high and letting him change his shift will add more pressure on already existing employees. He argued that Ronny, another waiter who was close to you was allowed to change his shift twice in past 2 months. He is not satisfied and shows anger while he was serving the customer.
Your trainer will provide 7-10 minutes to complete the role play and trainer may provide additional time if required.
Your trainer will observe you during the role play and complete the performance checklist.
For this task, one of the student will act as Joe and you will act as a manager. You should cover following:
Identify the signs, stage and level of conflict.
Use negotiation as conflict resolution technique.
Deal employee by using active listening, questioning techniques and appropriate language style of communication technique.
As a manager, talk with Joe, identify the potential for conflict, analyse the situation and ensure personal safety of employee and customer and act to prevent the escalation of conflict due to roster change request. You can use appropriate assistance and resources to handle the situation.
Listen to the employee to ensure the issue is understood clearly. Take responsibility to seek for the solution and identify and implement the best solution to manage the situation within scope of your role and responsibilities.
Log the incident in Employee Conflict Incident log book as provided below:
Date Incident Input of conflicting parties Impact of conflict Action taken
Part C:
In the following morning, for each workplace conflict listed in the Employee Conflict Incident log book, you must perform following task:
Evaluate and analyse on the effectiveness of the resolution provided for each workplace conflict.
Determine possible causes for encountered workplace conflicts and list out any two (2) action items to improve and enhance workplace. Email the identified suggestions to HR department via email. (Instructor will act as HR manager). Use the template as provided below:
Incident Possible cause Action to prevent in future
Performance criteria checklist for unit assessment task:
Student Name Observer Name Unit of Competency SITXCOM005 - Manage conflict
During the role play did the student do the following:
Appropriate and professional body language, gestures and tone Yes No Effectiveness of the interaction, overall (Interesting, informative and interactive) Yes No Identified potential for conflict and took appropriate action to prevent escalation. Yes No Identified situation where personal safety of customer or employees could be threatened and used appropriate assistance. Yes No Identified and used resources required to help in managing conflict. Yes No Assessed nature and detail of conflicts with the help of relevant parties. Yes No Analysed possible solution and managed the conflicts using organizational procedure and staying within scope of own role and responsibilities. Yes No Assessed impacts, used best solution out of identified options to resolve conflict. Yes No Logged the incident in Employee Conflict Incident log book. Yes No Was able to demonstrate teamwork abilities by discussing and resolving a conflict between team members Yes No The students performance was: Satisfactory
Not Satisfactory
Feedback to student:
Student signature Observer signature
Unit Assessment Result Sheet (UARS)
Assessment Task 3 Unit Project
Student and Trainer/Assessor Details
Unit code SITXCOM005
Unit name Manage conflict
Outcome of Unit Assessment Task (UAT) First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS) Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student First attempt:
Second attempt:
Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material that I used as part of my submission.
I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
All appeal options have been explained to me.
Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the above-named candidate.
Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date)
by (insert Name) __________________________________
APPENDIX 1
Terra Rossa Restaurant & Bar Policies and Procedures
Complaints Policy
This complaints policy is issued to ensure proper procedures for handling complaints concerning deficient goodsand servicessoldand offeredinthe Terra Rossa Restaurant & Bar.
1. Clients and other stakholders are entitled to complain about any deficits in provided services and defects in purchased goods and they are entitled to removal of such defects, replacement, supplement or provision of a new replacement service or to a reasonable discount on the agreed price of services or goods that have been paid.
Subject of the Complaint
Deficient quality of food and beverages for immediate consumption shall be claimed by clients immediately at the moment of discovering the deficit, directly with the attending staff.
If deficits in food and beverages for immediate consumption relate to quantity and weight, they must be claimed prior to consumption.
Deficits in other goods or services can be claimed especially in the restaurant or the hotel, where the goods or services have been purchased, immediately or without undue delay, based on the proof of purchase. A complaint may not be recognised unless a proof of purchase is submitted.
Deficits in accommodation can be claimed with the operating manager on duty and without any undue delay. The right to claim deficits in accommodation shall lapse if not exercised before the departure of the client.
To lodge a claim, clients shall submit all relevant documents concerning the provision of the service or acquisition of the goods claimed.
Complaint Handling Procedures
Food and beverage services
If proper quality, weight, measure or temperature of food or beverages is not provided, clients are entitled to request proper and immediate removal of the claim free of charge.
If the defect in food and beverages cannot be removed, clients are entitled to a full replacement food or drink, or to a refund of the price paid or to a discount.
Accommodation services
Clients are entitled to request proper and timely removal of defects free of charge, namely:
Replacement of damaged equipment or provision of additional petty equipment of the room.
If defects of a technical nature in the room assigned to the client cannot be removed (faulty heating system, poor water pressure, no hot water, faulty electricity supply, etc.) and if the hotel cannot offer another, alternative accommodation to the client, and if the room is provided to the client in spite of these faults, the client is entitled to a discount from the basic price of the accommodation based on a mutual agreement, or entitled to terminate the contract before the stay and a refund of the price paid for accommodation.
Complaints are handled by the operating manager or employees authorised by the operating manager, who are obliged to review the complaint and decide on how it will be handled. If a complaint cannot be settled by agreement, the operating manager or an employee authorised by the operating manager shall make a complaint record with the client. In such record, the client shall provide exact specification of the provided service or purchased goods, the time of provision of the service or purchase of the goods and a description of their deficiency.
Hotel manager or an employee authorised by the hotel manager shall carefully review the complaint and decide on how it will be settled immediately; in complex cases within 15 days in maximum.
Every consumer has the right to contact alternative dispute resolution entity in order to protect their consumer rights.
Customer service policy and procedures
Customer service policies are drafted to communicate with its customers and know what it can expect exactly in terms of services from its business. These policies are very important to retain its customers (Parasuraman, 2002). Retained and referral customers are very important for a business to grow and sustain in a competitive business environment.
Important points:
Listen the customer complaint
Understand the issues
Be calm and patient
Do not us inappropriate words or gesture
Talk to your manager if required
In emergency, call police or ask for other person help
Do not harm anyone
Conflict Resolution Policy
Terra Rossa Restaurant & Bar is committed to sustaining a positive work environment in which employees work constructively together. The problem resolution policy and process has been established as a foundation for ensuring that the work environment remains positive.
The problem resolution policy is intended to:
Provide the opportunity to resolve a conflict or complaint quickly, fairly and without reprisal;
Improve communication and understanding between employees; and between employees and their supervisor;
Ensure confidence in management decisions by providing a mechanism whereby management decisions can be objectively reviewed;
Support a positive work environment by allocating supervisors responsibility for preventing and resolving conflicts and complaints;
Identify organisation policies and procedures which need to be clarified or modified.
Employees who are experiencing a work related conflict or have a complaint are encouraged to resolve it through discussions with their supervisor whenever possible.
All requests for conflict resolution, complaints and appeals shall be fully investigated and a reply will be given as quickly as possible.
Procedures
Informal conflict resolution and complaint procedures
Employees who experience a work related conflict or who have a complaint should first attempt to discuss the matter with their supervisor. In some situations this may be difficult or inappropriate. In these cases, the employee may request a meeting with the next level of management or a Human Resources representative to discuss the problem.
The supervisor, the next level of management or the Human resources representative will analyse the merits of the conflict resolution request or complaint, and within two working days will meet with the employee to inform the employee of the proposed plan of action.
If the employee is not satisfied with the informal resolution of the problem, he or she may proceed informally to the next level of management or proceed with the formal problem resolution process.
Formal conflict resolution and complaint process
Employees who have a complaint in relation to a work related conflict and wish to initiate the formal problem resolution process must prepare written documentation, with supporting details, of the conflict situation or complaint and submit it to be supervisor.
The supervisor will investigate the merits of the conflict resolution request or complaint. The supervisor will consult with a Human Resources representative and other relevant individuals, if necessary.
Within five (5) working days of receiving the conflict resolution request or complaint, the supervisor will complete the investigation and prepare a written response. The supervisor will forward a copy of the response along with a request that the employee sign and date the copy to confirm he or she has received the reply and agrees or disagrees with the supervisors plan of action.
If the employee agrees with the recommended plan of action, the supervisor will send a copy of the signed reply to Human Resources for inclusion in the employees personnel file.
If the conflict or complaint has not been resolved to the employees satisfaction, the supervisor will forward the complete file, including the conflict resolution request or complaint, documentation of relevant factual information, analysis of the information, the conclusion, and the recommended resolution, to the next level of management.
