Student Pack
What is the purpose of this document?
The Student Pack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.
The information includes the following:
Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form
Student Evaluation Form
These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.
Link to other unit documents
The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
The Unit Requirements is a document that contains information related to the unit of competency for New Era Institute staff and students.
Student and trainer details
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Student details |
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Full name: |
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Student ID: |
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Contact number: |
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Email address: |
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Trainer details |
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Full name: |
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Qualification and unit of competency
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Qualification/Course/Program Details |
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Code: |
SIT50416 |
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Name: |
Diploma of Hospitality Management |
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Unit of competency |
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Code: |
SITXHRM003 |
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Name: |
Lead and manage people |
Assessment Submission Method
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☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here) |
Student declaration
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I have read and understood the information in the Unit Requirements prior to commencing this Student Pack 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 Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack; For the purposes of assessment, I give the trainer/assessor 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 plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________
Date: ____/_____/______________ |
Assessment Plan
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The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways. |
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Evidence number/ Task number |
Assessment method/ Type of evidence/ Task name |
Sufficient evidence recorded/Outcome |
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Assessment task 1 |
Knowledge Test (KT) |
S / NS (First Attempt) S / NS (Second Attempt) |
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Assessment task 2 |
Role Play |
S / NS (First Attempt) S / NS (Second Attempt) |
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Outcome |
C ☐ NYC ☐
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Date assessed: |
Trainer signature: |
Completion of the Assessment Plan
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Your trainer is required to fill out the Assessment Plan Outcome records above, when: You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. Your work has been reviewed and assessed by your trainer/assessor. You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: Result of Assessment (satisfactory or unsatisfactory) Student name, signature and date Assessor name, signature and date Relevant and detailed feedback |
Unit Requirements
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You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification. |
Pre-Assessment Checklist: Task 1 – Knowledge Test
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The purpose of this checklist |
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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. |
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Section 1: Information for Students |
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☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with 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. ☐ The request for an extension to submit your assessment work must be made before the due date. |
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Section 2: Reasonable adjustments |
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I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment |
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Declaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________ |
Assessment method-based instructions and guidelines: Knowledge Test
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Assessment type |
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Written Questions |
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Instructions provided to the student: |
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Assessment task description: |
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This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. The Knowledge Test is comprised of twenty-eight (28) 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 an answer within the required word limit, to be deemed satisfactory in this task You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available. |
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Applicable conditions: |
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All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use a computer 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. |
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Resubmissions and reattempts: |
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Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook. |
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Location: |
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This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. Your trainer/assessor will provide you with further information regarding the location for completing this assessment task. |
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Instructions for answering the written questions: |
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Complete a written assessment consisting of a series of questions. You will be required to answer all the questions correctly. Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. You must write your responses in your own words. Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on 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 other sources to write your answers or research your work, always acknowledge the source. |
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Purpose of the assessment |
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This assessment task is designed to evaluate your following skills and abilities: Knowledge to develop and clearly communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. Knowledge to act as a positive role model by supporting commitments of organisational goals in day to day work. Knowledge to interact with team members in positive and professional manner. Knowledge to communicate clearly and professionally on roles and responsibilities of team member. Knowledge to delegate tasks, roles and responsibilities to team members. Knowledge to evaluate team member skills and provide opportunities for individual development by motivating members with proper performance monitoring, mentoring and coaching. Knowledge to monitor team performances to ensure progress towards achievement of goals. Knowledge to seek feedback form team members and represent them. Knowledge to plan and organize activities and initiatives important to team development and integrating them in work planning. Planning and organizing skill to ensure activities and initiatives important to team development are incorporated into own work planning. |
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Task instructions |
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This is an individual assessment. To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. To be assessed as Satisfactory in this assessment task, all questions must be answered correctly. |
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Assessment Results Sheet
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Outcome |
Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:
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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 the work I submit may be subject to verification to establish that it is 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.
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Student Signature |
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Date |
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Trainer/Assessor Name |
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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 student’s 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 student. |
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Trainer/Assessor Signature |
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Date |
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Office Use Only |
The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
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Pre-Assessment Checklist: Task 2 – Role Play
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The purpose of this checklist |
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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. |
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Section 1: Information for Students |
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☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ 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). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with 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. ☐ The request for an extension to submit your assessment work must be made before the due date. |
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Section 2: Reasonable adjustments |
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I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustment |
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Declaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment. Student Name: ______________________________________ Student Signature: ___________________________________ |
Assessment method-based instructions and guidelines: Role Play
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Assessment type |
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Role Play |
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Instructions provided to the student: |
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Assessment task description: |
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This is the second (2) assessment task you must 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. The premise of the role play must be closely related to the previous assessment task. You will required to develop and communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. The role-play must be related to the previous assessment task. You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when results are available. |
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Applicable conditions: |
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This role play is timed. Time allowed for role play is 45 minutes. The time allowed to develop required resources for role play is 3 weeks prior to the role play. 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. Your trainer/assessor may ask you relevant questions during this assessment task. |
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Resubmissions and reattempts: |
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Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the ‘Training Organisation’s Student Handbook. |
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Location: |
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This assessment task may be completed in: ☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment. Your trainer/assessor will provide student further information regarding the location for completing this assessment task. |
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Instructions for completing a presentation: |
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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 explain the topics appropriately. Your tone, gestures, body language, has to be according to the role you are portraying. Use language that is appropriate for your audience. Consider if slang and abbreviations are right for your audience and ensure acronyms are explained. Use a friendly, professional manner. |
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Information for attempting a role play: |
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Please note that the task includes participation in the role play. The aim of this task is to conduct a One on One role play based on the scenario. Role plays provide a controlled environment in which students can practice skills, roles and processes. In addition to preparing for 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 this unit of competence, which is available on the training website http://training.gov.au. You must present your role play to your trainer/assessor on the due date. Reasonable adjustments will be allowed for those candidates who are eligible to receive them. Please read through the instructions and assessment information carefully, prior to commencing these tasks. |
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Purpose of the assessment |
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This assessment task is designed to evaluate your following skills and abilities: Skills to develop and clearly communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. Skills to act as a positive role model by supporting commitments of organisational goals in day to day work. Skills to interact with team members in positive and professional manner. Skills to communicate clearly and professionally on roles and responsibilities of team member. Skills to delegate tasks, roles and responsibilities to team members. Skills to evaluate team member skills and provide opportunities for individual development by motivating members with proper performance monitoring, mentoring and coaching. Skills to monitor team performances to ensure progress towards achievement of goals. Skills to seek feedback form team members and represent them. Skills to plan and organize activities and initiatives important to team development and integrating them in work planning. Planning and organizing skill to ensure activities and initiatives important to team development are incorporated into own work planning. |
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Task instructions |
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This assessment task requires you to assume/ take on the role of manager of Silent Treat Café and Convention Centre. You will be required to adopt an appropriately, effective leadership style, along with appropriate motivational theories, to achieve organisational goals. You will be required to develop and communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. You need to communicate, delegate, manage and monitor the tasks and roles and responsibilities of team members. You should assume whole class as employees and you as an owner to get feedback. You must manage the team performance and provide rewards and recognition for team or individual achievements. You must seek feedback from team and management about the team plans and innovative approaches. You will submit a preparatory work to you before role play. 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 student’s 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. (Note: Instructor will provide any additional information needed for this Task, tailored to the individual cohort’s contextualisation needs). |
Assessment Task 2 – Role Play
Role play task:
Scenario – Background Information:
You are the new manager of Silent Treat Café and Convention Centre.
The Café and Convention Centre is set in beautiful themed gardens with a duck pond, with indoor and outdoor seating available. The café provides breakfast, lunch or a delicious snack in lush, tranquil settings.
Silent Treat has built a reputation for quality food and friendly service. Menus change on a seasonal basis and cater to different dietary requirements. It is fully licensed and offers a wide range of Australian and local wines.
You cater for a variety of special events such as birthdays, weddings, anniversaries, fundraising events and corporate functions. You have a wide range of packages and menus to suit different budgets and styles, including buffets, barbeques, finger food and two- and three-course dinners.
Silent Treat features a boutique function room which can cater for 30 guests for an intimate celebration or convention. For larger events, the Paddock Room can seat 50 guests during the day and be expanded to seat up to 160 in the evenings.
Opening hours: 7.00 am to 5.00 pm, seven days a week, and in the evenings for function and convention bookings.
You manage a team of eight members. You are hands on with your managerial duties, and supervisors only manage team members when you are not there.
Organisation mission statement:
We use quality, sustainably sourced products and suppliers who share our beliefs. We act in an ethical and socially responsible way, and continue to improve our products and services and reduce our environmental impact.
We recognise that our team is critical to our success and we are dedicated to employing the best people, who are passionate about our vision, and treating them as a valued family member. We want every customer who enters Silent Treat Café and Convention Centre to enjoy the beauty of nature and leave feeling energised and inspired.
Strategic goals:
Take advantage of economies of scale and increase efficiencies across the café and convention centre by improving communication, HR systems, streamlining purchasing and improving customer management systems by 20XX.
Receive a 5-star customer service rating from Hospitality Now! (hospitality accreditation organisation).
Receive a 5-star food rating for food from Hospitality Now! (hospitality accreditation organisation).
Receive a 5-star rating for events from Hospitality Now! (hospitality accreditation organisation).
Be the number one convention centre and café on the east coast by 20XX.
Identify and successfully implement innovation ideas that bring benefits to the business and our stakeholders.
To continue to be recognised as a leader in sustainable practices and champion new sustainability initiatives and technology.
To increase net profit by 10% annually.
To improve existing and establish new supplier relationships with other innovative companies.
To continue to learn and adopt current best practices.
To develop leadership abilities and potential of the team to support expansion and growth strategies.
Managers’ code of conduct:
All managers and supervisors of Silent Treat Café and Convention Centre must abide by the following code of conduct and behaviour expectations.
Practice professional grooming standards.
Be respectful to all team members, customers and other stakeholders.
Act with integrity in all their dealings with all team members, customers, suppliers and other stakeholders.
Be honest and transparent in all their communications with customers, team members and other stakeholders.
Be fair and consistent with customers, team members and other stakeholders.
Act ethically in all tasks undertaken.
Exhibit excellent communication skills, including expressing yourself positively and clearly, actively listening, asking appropriate questions and having an understanding of body language.
Show empathy to customers, team members and other stakeholders.
Be flexible to the ever-changing needs of the business.
Keep all confidential information private.
Follow all workplace policies and procedures.
Activity 1: Develop team plans and team’s commitment and cooperation
As you are the new manager of Silent Treat Café and Convention Centre. It is the beginning of the year and you are required to develop goals with your team. The previous manager had a Laissez-Faire leadership style previously, which had led to communication barriers/issues between staff, falling revenue and failure to adhere to organisational policies in the correct manner. You need to adopt a more effective leadership style and apply motivational theories to achieve organisational goals, whilst managing the Silent Treat Café. The executive management team would like you to come up with five (5) team goals. These goals are to be based on the organisational goals. You decide to focus on the café and its staff first.
The café staff include the following full-time employees.
Jemma – Cafe supervisor
Lisa – Front counter server
Travis – Front counter server
Meg – Chef
David – Sous chef
Sasha – Sandwich hand
Kat – Front counter server
John – Sous chef
You need to conduct a Professional development session for your team. In which you need to conduct a meeting with your team members and owner in order to develop and communicate the short, medium and long-term plans of team in consistent with organisational goals.
Your assessor/trainer will perform as your owner and your colleagues will be acting as your team members. If there are insufficient numbers of student then your trainer/assessor will act in multiple roles.
As a manager, student must perform the following as part of this assignment task:
In this meeting, you need to cover the following aspects:
Short / Medium / Long-term plan of team and organisation
Roles and responsibility of each team member
Performance review and recognition of employee
Feedback and Q&A session
Meeting time will be 45 minutes.
In this meeting, you need to perform the following tasks:
You need to discuss the organisational goals with your team members in this meeting. Develop short, medium and long-term team plans and objectives in consultation with your team members in consistent with organisational goals. You need to act as a positive role model in this activity in order to motivate and encourage your team members. You need to come up with any five (5) team goals that your team want to achieve in this hotel. Prepare and document these plans and submit these to your owner and management.
Based on the team plans that you have developed with you team members, communicate expectations, roles and responsibilities for following team members by interacting positively and in professional manners and encourage them to take responsibility for own work.
Jemma – Cafe supervisor
Lisa – Front counter server
Travis – Front counter server
Meg – Chef
David – Sous chef
Sasha – Sandwich hand
Kat – Front counter server
John – Sous chef
These expectations, roles and responsibilities of team members must be considered following aspects:
Adhering to policies and procedures
Cooperative and open communication
Nature and scope of work
Relationships with others in the workplace and interdependent areas of activity
Reporting requirements
In this meeting, you need to share and seek information from the wider business environment by encouraging your teams and individuals and ask their suggestions in order to develop innovative approaches to work. You need to share the following information with your team:
Organisation performance
Changes in organisational policies
Marketing information and targets
Overall organisational objectives
Plans for new equipment
Rationale for management decisions
Technology updates
Training developments
You need to observe the contribution of each team member in developing innovative approaches and reward your team members for their efforts and contribution.
You need to create a comfortable environment for the team where they will show their interest in meeting. For this, you need to model and encourage open and supportive communication with them.
You need to seek feedback from your team members in professional manners. Your team members will suggest you some changes in goals and policies, you need to implement that changes within the bounds of organisational goals and policies.
Activity 2: Manage team performance
Scenario:
You and your team have decided that you would like to run a promotion with a lunch and coffee deal for $9 to try and get more people into the café between 11 am and 3 pm. Ideally you would like to see a 20% rise in patronage at this time, while still maintaining high customer satisfaction levels. You need to work out the following details:
Menu items included in the deal
Timeframes for the deal and when it will begin
Conditions
How it will be promoted
Promotional materials
Allocate and delegate tasks and responsibilities to your team members. You can allocate more than one team member for each task.
Jemma – Cafe supervisor
Lisa – Front counter server
Travis – Front counter server
Meg – Chef
David – Sous chef
Sasha – Sandwich hand
Kat – Front counter server
John – Sous chef
After you have delegated the tasks for the lunch promotion, you need to seek feedback from team members about the delegated job roles and other aspects regrinding promotion strategy. You need to use the following template to ask their feedback.
You must printout the following feedback plan to ask and seek feedback on delegated tasks and promotion strategy. You need to give the printout copies to your team members in order to get their feedback.
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Date |
Team member |
Area of improvement |
Comments |
You have found the following two main barriers in delegation and you need to implement the strategies and processes to overcome them.
Four of your team members are not comfortable with the tasks that you have delegated to them. They said the tasks are not relevant to their job roles in this café.
To overcome this barrier, you need to provide mentoring and coaching session for these four team members. You need to provide effective training and motivation to enhance their capabilities to achieve the optimum performances. You decide to run the coaching session for four team members so that they can improve their efficiency. You would like to teach them how they can multi-task when completing the following tasks:
Working the counter
Using the register
Serving customers
Bringing meals and beverages to the table
You are told by the team working on promoting the campaign that they have not been allocated enough funds for the task they have been given. They require more funding to print flyers and for a large sign that will be placed on the major road in front of the café.
You were only given a limited amount of money for promotion by head office.
You need to communicate and consult with your management in order to overcome this barrier.
After your meeting with the executive management team, you are given more funds for your team’s promotional activities, but only enough for the street-facing signage – not for the flyers. You need to share this information with your team members.
It has been three weeks since the $9 lunch and coffee promotion has been running. It has been an overwhelming success with patronage up by 40%!
Jemma, the café supervisor, has come to you and complained that the chefs in the kitchen are getting snappy and angry when she and the other team members ask them when orders will be ready.
The front counter and server team are trying to meet the goal of making their service quicker but the chefs are not being compliant and customers are left waiting for their food! The chefs are refusing to communicate effectively with the rest of the team.
In this situation, you need to conduct a quick team meeting to sort this out. You need to set up and encourage open and supportive communication environment to reduce the communication barrier in team. You need to encourage and motivate them by saying that you will provide recognition and rewards for team if they will achieve their optimum performance and goals.
It has been two months since the launch of the $9 lunch promotion at Silent Treat Café. You are reviewing the customer numbers, total sales and customer feedback and the promotion has been an overwhelming success. The following goals have been met.
Increase customer sales and intake by 20%. (This is up to 40%.)
Increase efficiency in service. (Feedback from customer surveys has averaged 4.5 out of 5 stars.)
Decrease customer wait times. (Customers surveyed said they waited less than one minute to be served and 15 minutes for meals.)
You observed that Jemma in particular has done an amazing job of overcoming all conflicts and issues with team members to create a cohesive team that works well together.
You are extremely pleased with the team at Silent Treat Café. You need to acknowledge Jemma’s individual good performance to the whole team. For this, you need to provide forms of rewards and recognition to Jemma in order to encourage and motivate other team members as well for meeting their KPIS. You may use any recognition and reward from following:
Acknowledging individual good performance to the whole team
Incentive initiatives
Informal acknowledgement
Presenting awards
Observation Checklist: Trainer/ Assessor to complete:
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Student Name |
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Observer Name |
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Unit of Competency |
SITXHRM003 – Lead and manage people |
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Name of Workplace |
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Date of Observation |
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Procedure |
Role play |
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During the role play did the student do the following: |
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Performed in appropriate and professional body language, gestures and tone. |
Yes |
No |
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Used effective Communication to foster open and supportive communication within the team and shared information. from wider business environment. |
Yes |
No |
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Discussed the organisation plans and goals with team members in order to develop team plans. |
Yes |
No |
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Act as positive role model supporting organisational goals and interacted team members in professional manner. |
Yes |
No |
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Effectively developed and communicated short, medium and long-term plans, expectations, roles and responsibilities with team members. |
Yes |
No |
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Communicated Roles and responsibilities with team members and delegated tasks accordingly. |
Yes |
No |
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Evaluated team member skills and provide opportunities for individual development by proper monitoring performance and adequate guidance, mentoring and coaching. |
Yes |
No |
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Effectively overcome communication barriers in providing effective support and motivation to a team. |
Yes |
No |
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Motivated individual and team to perform effectively to achieve the performance and goals. |
Yes |
No |
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Asked about feedback from team members. |
Yes |
No |
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Effectively provided recognition and rewards for team achievements. |
Yes |
No |
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Effectively applied appropriate leadership style and motivational theories to achieve organisational objectives. |
Yes |
No |
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The student’s performance was: |
Not yet competent Competent |
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Feedback to student: |
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Student signature |
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Observer signature |
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Assessment Results Sheet
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Outcome |
Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback:
Outcome (make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year) Feedback:
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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 the work I submit may be subject to verification to establish that it is 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.
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Student Signature |
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Date |
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Trainer/Assessor Name |
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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 student’s 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 student. |
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Trainer/Assessor Signature |
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Date |
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Office Use Only |
Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
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Appendix A: Reasonable Adjustments
|
Write (task name and number) where reasonable adjustments have been applied: |
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Reasonable Adjustments |
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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. The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. The 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. |
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) |
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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 student’s 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 student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in an 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 the 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 student’s 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 an 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 the physical environment, e.g. installing lever taps, building ramps, installing a lift |
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Explanation of reasonable adjustments strategy used |
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Trainer/Assessor Name |
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Trainer/Assessor Declaration |
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required. |
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Trainer/Assessor Signature |
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Date |
Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:
logistics and support
facilitation
training material
assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
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Unit of Competency Name |
Trainer/Assessor Name |
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Student Name (Optional) |
Dates of Training |
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Employer/Work site (if applicable) |
Date of Evaluation |
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|
A |
Logistics and Support Evaluation |
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|
No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
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|
1 |
The communication regarding the required attendance and time to study to pass this unit was correct |
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2 |
The staff were efficient and helpful. |
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3 |
The training equipment and material used was effective and prepared. |
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4 |
The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) |
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Additional Comments on Logistics and Support |
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|
No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
|
B |
Trainer/Assessor Evaluation |
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|
1 |
The trainer/assessor was prepared and knowledgeable on the subject of the program |
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|
2 |
The trainer/assessor encouraged student participation and input |
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3 |
The trainer/assessor made use of a variety of methods, exercises, activities and discussions |
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|
4 |
The trainer/assessor used the material in a structured and effective manner |
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5 |
The trainer/assessor was approachable and respectful of the learners |
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6 |
The trainer/assessor was punctual and kept to the schedule |
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|
7 |
The trainer/assessor was easy to understand and used the correct language |
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Additional Comments on Training |
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No. |
Criteria/Question |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
|
C |
Learning Evaluation |
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|
1 |
The learning outcomes of the unit are relevant and suitable. |
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2 |
The content of the unit was relevant and suitable for the target group. |
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3 |
The length of the training was suitable for the unit. |
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4 |
The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. |
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5 |
The learning material was free from spelling and grammar errors |
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6 |
Handouts and exercises were clear, concise and relevant to the outcomes and content. |
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7 |
Learning material was generally of a high standard, and user-friendly |
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Additional Comments on Learning Evaluation |
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