Words 1000
Deadline Oct 19, 7 PM
Australia (UTC)
1000 words report for
Assignment 1. HQ Needed
2 Attachments
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ASSESSMENT TASKS 1
BSBMGT502 Manage people performance
BSB51918 Diploma of
Leadership and Management
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Student Name:
(Please write in block letters)
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Student ID Number:
(Please write in block letters)
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Assessors Name:
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Assessment Due:
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Week
5
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Submission Date:
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Assessment Tasks
(Cross out rows not required)
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Satisfactory
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Not Yet Satisfactory
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Did Not Submit
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Assessment
1
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Feedback to Students:
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ASSESSOR’S DECLARATION:
I hereby certify that the
above student has been assessed by myself and all assessments are carried out
as per the Academy’s Assessment Policy & Procedure.I declare that the
student’s work evidence is current, authentic, valid and sufficient
ASSESSOR SIGNATURE ____________________________
Date: ______________
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Student’s
signature
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Assessment Submission
rules and conditions
Read all the instructions below before attempting
the assessment task. Assessment tasks are tools used to determine if you have
the knowledge and skills to complete tasks to industry standards within the
workplace. Your trainer/assessor will help you throughout this task and it is
your responsibility to provide enough evidence to justify a competent decision
by the trainer/assessor. If you do not understand the questions or what is
required, ask your trainer/assessor for assistance.
·
For group assessments, all students are to contribute to the assessment
tasks. You must work in groups when the assessment is required and when that is
the case you will be allocated in to groups by your trainer in the class; hence
your active presence is necessary
·
Role play/presentation if part of the assessment must be done by all
students. Photos or video may be taken as part of the evidence.
You are to complete
all tasks by the due date and assessments must have a coversheet attached.
Online submission opens one week prior to the due week and cut-off date is set
on Saturday at 11:55pm in the week of due date.
If you think you do not have enough time to complete the tasks by the
due date, discuss with the trainer/assessor the reasons of why you cannot
submit on time. Assessment tasks submitted late may not be accepted by your
trainer/assessor, leaving the learner with a Did Not Submit (DNS) result.
Writing your responses
When answering
questions, ensure that your answers are detailed enough so the assessor can
draw a conclusion that you have the knowledge and/or skills to demonstrate
competency. When producing reports, please make sure that your project has the
following complete information:
A Title Page, Table of
Contents, Page Numbers, Reference List, ensuring that your answers thoroughly
match the questions asked.
Answer all questions
in your own words to avoid plagiarism.
Plagiarism/ Academic Misconduct
Plagiarism
by a student will result in an automatic ‘NYS’, and as well as being recorded,
may result in further disciplinary action such as a student’s exclusion from a
course. Plagiarism is presenting and
using someone else’s work, writings or ideas as your own with or without their
consent.
Some
examples of plagiarism as follows
- Presenting work by another individual as one’s
own unintentionally
- Handing in assessments markedly similar to or
copied from another student
- Handing in assessments without the sufficient
acknowledgement of sources used, including assessments taken totally or in
part from the Internet
Academic
misconduct is a serious matter and any breach of misconduct will be treated
seriously as per the Policy of the organisation. Impersonating or allowing
another individual to impersonate you, for the purpose of completing an
assessment or presentation is considered a fraud.
Marking of Assessments
On submission of your
assessment it will be marked for a result of either Satisfactory (S) or Not Yet
Satisfactory (NYS). If you receive a NYS result, you will be asked to redo the tasks again. To
achieve a competent result with this unit, all tasks need to be completed and
marked as satisfactory. Your trainer/assessor will provide feedback to you on
each task, outlining where you must improve to achieve a Satisfactory (S) result. When all tasks are marked as Satisfactory
(S), you will receive a result of Competent (C) for this unit otherwise, you
will be marked Not Yet Competent (NYC). Assessments submitted to the
trainer/assessor after the due date may not be accepted, and you may have to a
resubmission fee.
Submission requirements
If an assessment is
not submitted in accordance with the submission requirements, then it will be
deemed as being non-compliant. Non-compliant submissions result in pending on
being marked and /or recorded NYS.
- All submissions
must be done by PDF file. The Student is required to convert word file
assessments, PowerPoint presentation and other attachments to PDF before
submitting unless the evidence is required to submit its original format
(eg. word or excel).
- The first page in
the file must be cover page. Both the cover page must contain student name
and student number.
- The Student is
allowed by default to upload up to five documents on each submission. You
must upload each file separately. You must not upload zip file.
- Submissions from
overseas are not allowed as students are required to be in Australia to
attend their regular classes.
Assessment appeals
Appeal
process – You can appeal your results in writing
to the Director of Studies within 2 weeks of the assessment outcome; if you
feel the decision made by your assessor was incorrect. Please refer to your
student handbook for information on assessment appeals for the required steps
to appeal this decision.
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Students have to complete all questions.
Part
1: Case Study - MyHome2
Read the case study, MyHome2, below and follow
the instructions that follow.
 You have been employed
by Hans and Anchara Fisher, founders of Myhome2, as the human resource
manager. The business is in its third year of operation. The business started
in the study of Hans and Anchara’s home in Marrickville, an inner-western
suburb of Sydney. Hans and Anchara had met on a Contiki Tour in Europe. They
love travel and meeting people. After moving to Sydney, they decided to open
their home to a student studying at a nearby university. They were happy when
their guest told them that she felt as safe and happy as if she were at home
with her family. The idea for Myhome2 was ignited!
Myhome2 is a web service that find students
studying in New South Wales with a host-family home within 20 kilometres of
their educational institution. The ‘guest’ is guaranteed their own bedroom,
bathroom and study area. Meals are provided five nights per week. The host
families are pre-screened by completing police checks and various other
security checks. Typically, the host-family has children (often in high
school or university) who are studying in the local area.
The families of the Myhome2 guests, whether
they are interstate in Australia or overseas, can be assured that their young
person is in a safe, family environment where they have privacy and the
guarantee of at least five home-cooked meals every week.
The business did very well last year;
exceeding its targets, and have decided to expand this year. They have fifty
employees, many of them are customer experience assistants.
You have been asked by the CEOs to develop a
work plan to recruit and onboard twenty five additional customer service team
members to support the roll-out of the business in Queensland. The team will
be accommodated in the Sydney office. There is space for the new team members
on the floor; they will need furniture, technology and various resources. You
have been told that ideally the new team members will be in place in twelve
weeks.
You have been given the following
information about costs:
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Instructions
1.
Since joining Myhome2, you have discovered that the
business’ Human resource manual, does not include policies or procedures for managing
performance. You believe it is critical to fill this gap in the manual ahead of
the recruitment and onboarding project that you will be launching next month.
Design a performance management
system for MyHome2.
The system you design must have a
policy, relevant procedures that can be added to the MyHome2 Human resource
manual. You should also develop any tools that employees will need to implement
the system.
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Performance
management system
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Policy
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Refer
to relevant legislation and regulations
Summarise
any relevant aspects of the relevant Award
Summarise
the relevant Award and any certified agreement
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Procedure
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Responsible
parties
Monitoring
(methods, timeline, feedback)
Performance
appraisal
Managing
performance issues
Developing
performance improvement plans
Terminating
employees for poor performance
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Tools
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Checklists,
forms or templates (optional)
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Submit the policy, procedure and any
tools you have developed in your assessment.
Policy ,
Anti discrimination act, Fair work
act, Privacy act, WHS act,
Procedure
Manager employee meet
If any complaint the employee
Tool
interview check list, job
advertisement template , on boarding check list , position description
template, reference check form ,
2.
Complete
the table below by identifying three
internal and three
external stakeholders. In column B you must summarise each stakeholder’s impact
on the work plan. In column C, you must identify the resource/s that each
stakeholder influences or inputs to implementation of the work plan.
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Internal stakeholder
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Impact on work plan
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Resource implications
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Ceo
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Conform project or work
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Monitor the employee
performance ,
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Human resource manager
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Approve work plan hiring
recruitment
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Authorize the project
create project
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Financial
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Budgeting
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Purchase computer
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External stakeholder
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Impact on work plan
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Resource implications
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Customer
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Investor
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Construction
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Submit the completed table in your
assessment.
3.
Use
the template at Appendix A to
write an email to the CEOs seeking advice that will assist you to prepare a
work plan for the project. Include an analysis of the breakdown of the various
work activities that are required and your assumptions about the resources
required for implementation. You will need their confirmation of the
performance standards and performance indicators that will be applied to the
work plan and deliverables.
Submit the email in your assessment.
4.
Consider
the various job roles that will be needed to fulfil the work plan. Use the
template at Appendix B to
prepare a position description for one key role that you have identified
for the project. You must include three key performance indicators in
the position description.
Submit the position description in
your assessment.
5.
Undertake
research to identify the various pieces of legislation that are relevant to the
work. Complete the table below by identifying five pieces of legislation that
your team will need to comply with while working on this project. In column B,
summarise (in dot points) the key obligations that team members will need to
comply with for each piece of legislation.
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Legislation
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Summary
key obligations
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Fairwork
ACT
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Privacy
act
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Whs
act
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Anti
discrimation act
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Sex,age,culture
,religion,gender
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Submit the completed table for
assessment.
6.
You
have identified that your team members are going to have to develop their
knowledge and skills in the following areas to be competent to implement the
work plan. Research the staff development options that are suitable and record
the details on the table below.
Submit the completed table for
assessment.
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Knowledge
and skill
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Staff
development options
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Details
(duration, cost, delivery method) |
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Project
management
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Training
meeting mentoring short course job rotation
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How
many month
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Interviewing
job candidates
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Mentoring
short course
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Write
the duration
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7.
Explain
unlawful dismissal rules and what employers must do to follow due process.
What is unlawful rules.
Part
2: Short answer questions
1.
Read
the scenario and answer the questions that follows.
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Scenario:
Cade
joined the business as IT Help Desk team member last week. This is his first
full-time job since completing his Certificate IV training. He has spent this
week checking he has the equipment he needs, becoming familiar with the
business and completing on-boarding training.
His role
is to assist internal team members with computer hardware and software
issues. Next week he will start to take his first ‘tickets’ from the IT
Helpline email to attend to user issues.
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Questions
a.
What
feedback could you give to Cade at the end of week 1?
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Scenario
continued:
Cade has
been with the business for 10 weeks. His probation will conclude in two
weeks.
You have
generally been happy with his performance. Several team leaders in other
parts of the business have passed on good feedback to you about his pleasant
and helpful manner. He attends to ‘tickets’ promptly and is often able to
resolve the issue during the first call.
You are
concerned, however, with his use of social media at work. On several
occasions you have noticed him quickly closing Facebook and Instagram when
you passed by his desk.
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b.
When is the appropriate time to give
feedback to Cade about his performance? Give reasons for your answer.
c.
List the key points that you would
include in a feedback session to Cade.
2.
Read the scenario
and answer the questions that follows.
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Scenario:
You have
conducted a feedback session with Brad. He is the warehouse manager with a
two-year track record for excellent performance.
In the
last six weeks, he has not been achieving the required work standard. His
team are complaining that he is giving them unrealistic timelines and
incorrect information about procedures and orders. This has resulted in
incorrect orders being dispatched, leading to poor customer feedback and
significant rework.
Brad has
always been late to work at least once per week over the last six weeks. He
has also used all of his personal leave; if he takes any more leave it will
have to be leave-without-pay.
In the
meeting with Brad, he told you that his wife has a serious medical condition.
As a result, Brad has assumed more caring responsibilities; he is taking his
young daughter to day care in the mornings and has had to take leave to
attend medical appointments with his wife. He had hoped to keep this
information confidential but he realises that the stress and caring duties
are impacting his performance.
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Questions
a.
What
support services could you offer to Brad that help him address the performance
issue?
b.
How
would you go about assisting Brad to access the support services if he decided
they would be useful to him?
3.
Read the scenario
and complete the activities that follows.
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Scenario
April is a
contact centre team member. Her primary duties involve answering inbound
customer calls within strict timelines and providing advice about insurance
products. Each contact centre team member has targets to reach for referrals
to the sales team, call answering, time absent from the call queue and
customer feedback.
You had a
one-on-one meeting with April last month where you gave her feedback about
issues with her performance. She seems to be taking frequent breaks of at
least 10 minutes during the day. On two occasions she logged on 30 minutes
late after lunch. There are no customer complaints; however, she also hasn’t
received any particularly positive feedback from customers either. Her sales
referrals and call answering times are within limits. April told you in this
meeting that her father was recently diagnosed with dementia and she is
finding it hard to concentrate at work.
Since that
meeting, April’s performance has deteriorated. She has returned late from
lunch on five occasions. Her call answering times are 10% slower than
required in her KPIs. Her referrals to the sales team have decreased and are
currently 12% below her KPIs. There has been one customer complaint about her
‘off-hand manner’. She has taken leave on three separate occasions to
accompany her father to his various specialists. She has only one day
paid-leaving remaining.
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Activities
a.
Write
a short report (approximately 150 words) that summarises the key issues and
your potential solution.
b.
Write
a covering letter to the Human Resources Manager that requests their advice and
support.
4.
Read the scenario
and complete the activity that follows.
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Scenario
You have
been Phillipe’s manager since he transferred to your team nine months ago.
Phillipe is responsible for assisting with routine human resource matters. Employees
contact Phillipe by phone and/or email with inquiries about leave, bonuses,
training and employment conditions.
Several
managers have contacted you with negative feedback about Phillipe. The
managers have reported that Phillipe is not helpful: he often doesn’t return
calls or reply to emails. Their biggest complaint is that Phillipe is very
inflexible: he responds to employee inquiries from quoting strictly from
procedures without considering an employee’s personal situation. One manager
told you: “Phillipe has no empathy!” Another colleague remarked: “Talking to
Phillipe is like ‘computer says no’!”
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Activities
a.
Use
the template at Appendix C to
prepare a performance improvement plan for Phillipe.
Part
3: Presentation
You will need
to make a presentation for this part of your assessment. Your presentation
should take approximately 3-4 minutes. You may choose to use visual aids as
part of the presentation.
Refer to Appendix D for the Observation
Checklist that details the criteria your trainer/assessor will use when
assessing your presentation.
You must read
the scenario below and plan the feedback that you will give to your team. Your
goal is to promote continuing or improved work standards.
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Scenario
The
team have started implementing the work plan to recruit and onboard twenty
five additional customer service assistants within twelve weeks. The team
had some challenges in getting started: establishing an account with Seek.com
to post jobs was tricky, getting stakeholders to finalise the position
description, organising a space where the team could work together took a
fair amount of negotiation.
In
the last two weeks, things have started to come together. Interview panels
have been held and references are being conducted for the first batch of
candidates, a number of CVs are with the customer service manager for review,
importantly, development of the onboarding pack and training is ahead of
schedule.
You
have had great feedback from the CEOs, Finance Manager, Human Resources
Manager and Customer Service manager about the team’s performance. You are
particularly pleased with two team members who have gone above-and-beyond to
tap into their networks to find quality candidates, You have organised a meeting
where you plan to give them feedback.
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Appendix
A: Email template
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Send
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To:
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ceo
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Cc…
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N/A
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Bcc...
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Subject
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Workplan
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Dear sir
Please be inform t
Please suggest it my
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Appendix B: Position description
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Position Description
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Position title:
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Date:
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Service Line:
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Level:
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Reports to: N/A
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Position summary:
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[This is a snapshot of the
role. In approximately 100 words, you should summarise the purpose
of the role and including key objectives. The purpose and
objectives should be written in sufficient detail to differentiate the role
from other roles in Sedgwick.]
position
summary ceo
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Functions
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[Create a dot point
summary of the key result areas of the role. Do not include
activities that require less than 5% of the colleague’s time/effort.
Use
specific, objective, factual language that focuses on the activities that are
performed by the colleague. Note: do not use abbreviations or jargon. Avoid
technical terms as much as possible.]
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Key performance indicators
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Experience and skills
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Essential
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Desirable
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Qualifications
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Essential
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Desirable
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Appendix C
Performance Improvement Plan (PIP)
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Staff Name
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Manager’s Name
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Performance
improvement conversation date:
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Staff Position Title
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Manager’s Position Title
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Date that performance will next be reviewed:
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Actions to Improve Performance
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Following discussion at the formal Managing
for Performance Improvement meeting, the following is a summary of the
performance area(s) that continue to be below the expected levels and
provide details of what the expected performance standards are, and how
these standards will be achieved within the allocated timeframe
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Performance area(s) that are below
expectations
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Expected standards of performance
What will it look
like when done really well?
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Action
How will you do it?
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Support
What support is
required to lift
your performance? |
Timeframe
When is it going to
be done by?
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Appendix D
Observation Checklist
Presentation
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FAMILY NAME:
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GIVEN NAME(S):
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UNIT CODE:
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Date:
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Description
of what the assessor expects to see the student during the formal structured
feedback session
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Yes/No
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Comment
(Comments need to have examples)
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Thanked
team members for making themselves available
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Explains
the purpose of the meeting
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Summarised
the work plan and challenges
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Summarised
achievements against KPIs
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Identified
excellent performance
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Explained
indicators of excellent performance
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Collaborates
with team members to agree on goals, work standards and challenges
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Uses
verbal and non-verbal communication to demonstrate trust and empathy
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Expressed
confidence in the team member’s future performance
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Assessment 1
Feedback Evaluation Sheet
STUDENT NAME:
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STUDENT NO:
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ASSESSOR’S NAME:
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DATE:
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UNIT NAME:
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BSBMGT502
Manage people performance
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In this assessment, the student
demonstrated:
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Comments
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Part 2
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1 C) Listed the key points
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2 a)Support services given
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2b) Information on accessing the support services
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3 a) Report summarising the key issues and solutions
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3 b) Covering letter requesting advice and support
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4 a) Performance improvement plan
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FEEDBACK TO STUDENT:
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2
 Assessment Cover Sheet
ASSESSMENT
TASK 2
BSBMGT502 Manage people
performance
BSB51918
Diploma of Leadership and Management
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Student Name:
(Please write in block letters)
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Student ID Number:
(Please write in block letters)
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Assessors Name:
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Assessment Due:
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Week 5
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Submission
Date:
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Assessment Tasks
(Cross out rows not required)
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Satisfactory
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Not Yet
Satisfactory
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Did Not Submit
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Assessment 2
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□
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Feedback to Students:
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□ COMPETENT □ NOT YET COMPETENT □ DID NOT SUBMIT
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Assessor’s signature
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Student’s signature
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Assessment
Submission rules and conditions
Read all the
instructions below before attempting the assessment task. Assessment tasks are
tools used to determine if you have the knowledge and skills to complete tasks
to industry standards within the workplace. Your trainer/assessor will help you
throughout this task and it is your responsibility to provide enough evidence
to justify a competent decision by the trainer/assessor. If you do not
understand the questions or what is required, ask your trainer/assessor for assistance.
·
For
group assessments, all students are to contribute to the assessment tasks. You
must work in groups when the assessment is required and when that is the case
you will be allocated in to groups by your trainer in the class; hence your
active presence is necessary
·
Role
play/presentation if part of the assessment must be done by all students.
Photos or video may be taken as part of the evidence.
You are to complete all tasks by the due
date and assessments must have a coversheet attached. Online submission opens
one week prior to the due week and cut-off date is set on Saturday at 11:55pm
in the week of due date. If you think
you do not have enough time to complete the tasks by the due date, discuss with
the trainer/assessor the reasons of why you cannot submit on time. Assessment
tasks submitted late may not be accepted by your trainer/assessor, leaving the
learner with a Did Not Submit (DNS) result.
Writing
your responses
When answering questions, ensure that your
answers are detailed enough so the assessor can draw a conclusion that you have
the knowledge and/or skills to demonstrate competency. When producing reports,
please make sure that your project has the following complete information:
A Title Page, Table of Contents, Page
Numbers, Reference List, ensuring that your answers thoroughly match the
questions asked.
Answer all questions in your own words to
avoid plagiarism.
Plagiarism/
Academic Misconduct
Plagiarism by a student will result in an
automatic ‘NYS’, and as well as being recorded, may result in further
disciplinary action such as a student’s exclusion from a course. Plagiarism is presenting and using someone
else’s work, writings or ideas as your own with or without their consent.
Some examples of plagiarism as follows
- Presenting work
by another individual as one’s own unintentionally
- Handing in
assessments markedly similar to or copied from another student
- Handing in
assessments without the sufficient acknowledgement of sources used,
including assessments taken totally or in part from the Internet
Academic misconduct is a serious matter and
any breach of misconduct will be treated seriously as per the Policy of the
organisation. Impersonating or allowing another individual to impersonate you,
for the purpose of completing an assessment or presentation is considered a
fraud.
Marking
of Assessments
On submission of your assessment it will be
marked for a result of either Satisfactory (S) or Not Yet Satisfactory (NYS).
If you receive a NYS result,
you will be asked to redo the tasks again. To achieve a competent result with
this unit, all tasks need to be completed and marked as satisfactory. Your
trainer/assessor will provide feedback to you on each task, outlining where you
must improve to achieve a Satisfactory (S) result.
When all tasks are marked as Satisfactory (S), you will receive a result of
Competent (C) for this unit otherwise, you will be marked Not Yet Competent
(NYC). Assessments submitted to the trainer/assessor after the due date may not
be accepted, and you may have to a resubmission fee.
Submission
requirements
If
an assessment is not submitted in accordance with the submission requirements,
then it will be deemed as being non-compliant. Non-compliant submissions result
in pending on being marked and /or recorded NYS.
- All submissions must be done by PDF file. The
Student is required to convert word file assessments, PowerPoint
presentation and other attachments to PDF before submitting unless the
evidence is required to submit its original format (eg. word or excel).
- The first page in the file must be cover page.
Both the cover page must contain student name and student number.
- The Student is allowed by default to upload up
to five documents on each submission. You must upload each file
separately. You must not upload zip file.
- Submissions from overseas are not allowed as
students are required to be in Australia to attend their regular classes.
Assessment appeals
Appeal process – You can appeal your results in writing
to the Director of Studies within 2 weeks of the assessment outcome; if you
feel the decision made by your assessor was incorrect. Please refer to your
student handbook for information on assessment appeals for the required steps
to appeal this decision.
Introduction
Read
the case study, Myhome2, below and follow the instructions that follow to
complete your project. You will also need to refer to the Myhome2 Human
Resources Manual.
Case Study: Myhome2
 You have been employed by Hans and Anchara Fisher,
founders of Myhome2, as the human resource manager. The business is in its
third year of operation. The business started in the study of Hans and
Anchara’s home in Marrickville, an inner-western suburb of Sydney. Hans and
Anchara had met on a Contiki Tour in Europe. They love travel and meeting
people. After moving to Sydney, they decided to open their home to a student
studying at a nearby university. They were happy when their guest told them
that she felt as safe and happy as if she were at home with her family. The
idea for Myhome2 was ignited!
Myhome2
is a web service that finds students studying in New South Wales with a
host-family home within 20 kilometres of their educational institution. The
‘guest’ is guaranteed their own bedroom, bathroom and study area. Meals are
provided five nights per week. The host families are pre-screened by
completing police checks and various other security checks. Typically, the
host-family has children (often in high school or university) who are
studying in the local area.
The
families of the Myhome2 guests, whether they are interstate in Australia or
overseas, can be assured that their young person is in a safe, family
environment where they have privacy and the guarantee of at least five
home-cooked meals every week.
The business
did very well last year; exceeding its targets, and have decided to expand
this year. They have fifty employees, many of them are customer experience
assistants.
|
Instructions
Part A:
Team meeting role-play (3 people)
1. Work plan scenario
You have
been asked by the CEOs to develop a work plan to recruit and onboard
twenty-five additional customer service team members to support the roll-out of
the business in Queensland. The team will be accommodated in the Sydney office.
There is space for the new team members on the floor; they will need furniture,
technology and various resources. You have been told that ideally the new team
members will be in place in twelve weeks.
You
will need to organise a small group of at least three people to role-play a
team meeting. Your trainer/assessor will advise you of the
details for your role-play time and location. They will assist you to find a
partner for your role-play. The trainer/assessor will observe the role-play:
their completed observation checklist at Appendix
A will form part of the assessment evidence.
The
purpose of the team meeting is to develop a work plan to achieve the outcomes
described in the case study:
·
efficiently
·
effectively
·
within
organisational and legal requirements.
You must lead the team meeting. Use the template at Appendix B to complete the work plan. You
must collaborate with your team to prepare the work plan. It is critical that
the team contributes to development of the plan. The plan must address:
·
work
allocation
·
resource
requirements
·
deliverables
(work output)
·
work
standards
·
methods
for ensuring that resources are used cost effectively. Budget?
Note: You must brief the team on key points from the MyHome2 Code of Conduct.
The briefing should focus on those points that you think are most relevant to
the work plan.
Your trainer/assessor will observe the
role-play and complete the checklist at Appendix A. You should
review the checklist before the role-play to understand the criteria they will
be assessing you against.
Part B:
Training presentation
You must deliver a 7-10 minute presentation to your
classmates. on a performance management system and ask for feedback. You may use any of the following as the basis of your training:
·
the
performance management system you developed for assessment 1 in this unit (if
you have already completed this)
·
the
policy and process detailed in the MyHome2 Human Resource Manual
·
an
organisation’s system that you have researched.
Your trainer/assessor will arrange a suitable
time and location. You should check with them about the technology and
equipment that will be available to you to make your presentation.
Your trainer/assessor will observe your
presentation and record their observations using the checklist at Appendix
C as part of your assessment.
Part C: Risk assessment
You
must undertake a risk assessment for the work plan. You must use the template
at Appendix D to record your findings.
In your
risk assessment you should consider:
·
risk
of non-compliance with legislation and MyHome2 policies and procedures
·
likely
impact of the risks you identify
·
potential
consequences to the business.
Submit the risk assessment.
Part D: Monitor performance
You
will complete two separate role-plays in Part D; you must have the same
role-play partner for both events.
Role-play 1: Formal structured feedback session
Review the performance data in the tables
below. Identify the team member with poor performance.
You must conduct a formal structured
feedback session with the employee. You must offer appropriate support to
the team member to improve their performance. Your trainer/assessor will
observe the feedback session and use the checklist at Appendix E
to record their observations and provide feedback.
During the session, you must prepare a
performance improvement plan using the template at Appendix F.
|
Team member
|
Available
|
Unavailable
|
Answered within SLA
|
Talk time
|
Hold time
|
Completed in SLA
|
|
Farid
|
06:46
|
01:24
|
98%
|
03:18
|
01:09
|
95%
|
|
Leon
|
07:20
|
00:40
|
82%
|
04:18
|
01:40
|
89%
|
|
Tom
|
07:30
|
00:30
|
93%
|
04:49
|
02:12
|
93%
|
|
Kim
|
06:40
|
01:20
|
78%
|
02:50
|
01:50
|
78%
|
|
Jenna
|
07:25
|
00:15
|
99%
|
03:45
|
00:58
|
91%
|
Legend:
|
Available
|
This is the total time that the customer service
assistant spent in the Available state per day (averaged over the month).
|
|
Unavailable
|
This is the total time that the customer service
assistant spent in the Unavailable state per day (averaged over the month).
|
|
Answered within SLA
|
The number of calls answered within service level
agreement per day (averaged over the month)..
|
|
Talk time
|
Total time that the customer service assistant
spent talking per day (averaged over the month).. This does not include ring
time or hold time.
|
|
Hold time
|
This is the total time that the agent spent
holding the remote party per day (averaged over the month).
|
|
Completed in SLA
|
The number of calls completed within service level
agreement per day (averaged over the month).
|
Role-play 2: Counselling session
There are 2 parts to
this activity- you must conduct a counselling session and also document a
performance management report.
Review the performance
data for the next month in the tables below and evaluate if the team member
with poor performance is now meeting their KPIs.
|
Team member
|
Available
|
Unavailable
|
Answered within SLA
|
Talk time
|
Hold time
|
Completed in SLA
|
|
Farid
|
07:10
|
00:50
|
95%
|
03:55
|
01:35
|
93%
|
|
Leon
|
07:25
|
00:35
|
89%
|
03:55
|
01:45
|
10%
|
|
Tom
|
07:35
|
00:25
|
97%
|
04:00
|
02:01
|
98%
|
|
Leila
|
05:55
|
02:05
|
72%
|
02:05
|
02:30
|
70%
|
|
Jenna
|
07:35
|
00:25
|
98%
|
03:45
|
00:58
|
92%
|
·
Conduct a formal counselling session that is
observed by your trainer/assessor. Review the observation checklist at Appendix
F to understand the criteria they will use to judge your performance.
·
Document a performance management report in
accordance with MyHome2’s policy and procedures.
Role play 3: Termination
There
are two parts to this activity – you must conduct a role-play and write a
letter. Read the scenario and role-play a meeting with a partner. Your
role-play partner is the Human Resources Manager in your workplace.
Read the scenario below and the Trainer/assessor
checklist at Appendix H, then arrange a role-lay meeting with the
Human Resources Manager to confirm you are following the termination process
correctly. In your role-play you must explain to
the Human Resources manager the termination process you have followed. You must
explain how you have complied with the relevant legislation and award.
|
Scenario
Workplace health and safety is a
top priority in your workplace. Many of the employees are young workers
(including school leavers). Your business specialises in healthy burgers and
chicken dishes. Many of the meals are served with fries. Employees use sharp
kitchen implements, cook with oil and are in proximity to hot surfaces. Slips
are a regular hazard due to spills.
You have had two formal feedback
sessions with Jin, a team leader. Jin is a permanent, full-time employee with
two years’ service. There have been serious issues with Jin’s compliance with
the restaurant’s workplace policies and procedures, including:
The most serious issues relate to
Jin’s habit of playing ‘practical jokes’ on other team members. She has put
‘fake’ insects and rodents in the food store and has told other employees
that they should not follow correct WHS procedures if they find it slows them
down. Your investigations have found that Jin’s consistent message to team
members is: ‘You have to reach your sales and service targets. You will find
you will faster if you don’t wear gloves.’
You conducted a formal feedback session
where you developed a performance improvement plan with Jin on 1 June.
You sent Jin a formal warning
letter on 2 June.
On 1 July you had a second meeting
with Jin and the human resources manager. You sent Jin a second warning letter on 2 July.
You met with Jin again on the 18th
July as the concerning behaviours were continuing. In that meeting, you were
issued Jin a final warning letter that stated that her employment could be
terminated if herr conduct did not improve by 30 July.
After her practical joke of
briefly shutting a new team member in the refrigerated section yesterday, you
have met with Jin and terminated her employment. She will receive wetwoek’s pay in lieu of notice and her
accrued annual leave will be paid to her today.
|
a.
The purpose of
your role-play is to see the advice of the Human Resources Manager to confirm
that you are following the termination process correctly. In your role-play you
must explain to the Human Resources manager the termination process you have
followed. You must explain how you have complied with the relevant legislation
and award.
b.
Write a letter
that you will give to Jin at the conclusion of the termination meeting.
You must
submit the letter as part of your assessment.
Part E: Conduct a coaching session
You must conduct a coaching session to
improve performance. Your coaching session should take approximately 5-7
minutes. You must organise a role-play partner who will perform the role of
team member who is not meeting their KPIs. Your trainer/assessor will record
their observations using the checklist at Appendix I.
Note: A good option is to partner with the person who was
in the role-play for Part 3: Monitor performance.
You should prepare for the role-play by creating
a plan you will follow in the coaching session. You may choose to develop some
learning resources such as samples, checklists or ‘frequently asked question’
sheet to share with your team member.
Your coaching session may be on a
performance-based topic of your choice OR you may wish to
deliver coaching on a skill relevant to the short scenario below.
|
Scenario:
You manage a team of sales
assistants. You are particularly concerned about the performance of a person
who joined the team six weeks ago. All team members receive onboarding
training and on-the-job training during their first two weeks with the store.
All employees are on probation for the first six months of their employment.
The team member that you are concerned about came
to your attention last week. There have been several complaints to the store
supervisor about this person’s slowness when attending to customers. Very
importantly, they don’t greet customers appropriately when they come to the
store. They don’t ask appropriate questions to understand the customer’s
needs. Their customer service falls well below the standard that is expected
by the business.
|
Appendix A
Observation Checklist
Team meeting
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|
UNIT CODE:
|
Date:
|
|
Description of what the assessor expects to see
the student doing in the course of the project
|
Yes/No
|
Comment
|
|
Introduced
the project by explaining its importance to the organisation (team’s purpose)
planning new plan in QS and hire 25 new employee cust
service team
|
|
|
|
Led a
discussion to identify the project deliverables and tasks
|
|
|
|
Explained the
principles of the code of conduct and how they relate to this project
|
|
|
|
Facilitated a
discussion to identify team member’s skills and competencies
|
|
|
|
Led a group
discussion to assign roles and responsibilities to team members
|
|
|
|
Delegated
responsibilities to team members where appropriate
|
|
|
|
Collaborated
to identify appropriate work standards
|
|
|
|
Uses
interpersonal skills to create a positive work environment
|
|
|
|
Encouraged
collaboration and co-operation
|
|
|
|
Supported the
initiatives suggested by team members
|
|
|
|
Uses
appropriate communication skills to build rapport, trust and confidence(for
example open questioning, active listening, positive body language)
|
|
|
|
Collaborated
with the team to identify the resources for delivery of the project
|
|
|
Appendix B: Work plan
|
Goal 1
|
|||||
|
Key Action Steps
|
Timeline
|
Expected outcome
|
Data source and evaluation
method
|
Person/Area responsible
|
Comments
|
|
Define each action step on its own row. Define as many action
steps as necessary by adding rows to the table
|
An expected completion date (month/year) must be defined for each
action step
|
An expected outcome must be defined for each action step
|
An evaluative method must be defined for each action step
|
A responsible person must be identified for each action step
|
Comments are optional
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Appendix C
Observation Checklist
Training Presentation
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|
UNIT CODE:
|
Date:
|
|
Description of what the assessor expects to see
the student doing in the course of the project
|
Yes/No
|
Comment
|
|
Began by
explaining the purpose of the session
|
|
|
|
Used
appropriate communication skills to build rapport, trust and confidence(for
example open questioning, active listening, positive body language)
|
|
|
|
Explained the
principles of performance management
|
|
|
|
Articulated
the various steps in the performance management procedure
|
|
|
|
Asked
appropriate questions to confirm understanding
|
|
|
|
Responded
correctly to participant questions
|
|
|
|
Used examples
to extend understanding
|
|
|
|
Presentation
resources and technology were used professionally
|
|
|
|
Facilitated a
discussion about how to give regular informal feedback
|
|
|
|
Outlined how
to conduct a performance review meeting
|
|
|
|
Explained
counselling sessions and termination procedures
|
|
|
|
Where
appropriate, made linkages to legislation and Award
|
|
|
|
Identify and list risk
|
List Current Risk Controls
|
Risk Rating
(Likelihood/Consequence)
|
Risk level
|
|
|
1
|
|
|
|
|
|
2
|
|
|
|
|
|
3
|
|
|
|
|
|
4
|
|
|
|
|
|
5
|
|
|
|
|
|
6
|
|
|
|
|
|
7
|
|
|
|
|
|
8
|
|
|
|
|
|
9
|
|
|
|
|
1. Consequence - Evaluate the consequences of a risk occurring
according to the ratings in the top row
3. Risk
Matrix – Using the matrix
calculate the
level of risk by finding the intersection
between the likelihood and the consequences
|
2. Likelihood - Evaluate the likelihood of an incident occurring according to the ratings
in the left hand column
4. Risk Level/Rating and Actions
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Appendix E
Observation
Checklist
Formal
Structured Feedback Session
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|||
|
UNIT CODE:
|
Date:
|
|||
|
Description of what the assessor expects to see
the student during the formal structured feedback session
|
Yes/No
|
Comment
|
||
|
Establishes rapport and trust
|
|
|
||
|
Explains the purpose of the feedback
session
|
|
|
||
|
Gives feedback against clearly explained
KPIs
|
|
|
||
|
Shares evidence of the team member’s
performance
|
|
|
||
|
Identifies any issues with performance
|
|
|
||
|
Use a range of open and closed questions
|
|
|
||
|
Demonstrates active listening
|
|
|
||
|
Offers appropriate support services
|
|
Note:
the services offered
|
||
|
Uses verbal and non-verbal communication
to show empathy
|
|
|
||
|
Collaborates with the team member to
agree on goals and performance improvement strategies that are recorded on
the performance improvement plan
|
|
|
||
|
Expressed confidence in the team
member’s future performance
|
|
|
||
Signature
____________________________ Date:
___________________
Appendix F
Performance Improvement Plan (PIP)
|
Staff Member Details
|
|||||
|
|
|||||
|
Staff Name
|
|
Manager’s Name
|
|
Performance improvement conversation date:
|
|
|
Staff Position
Title
|
|
Manager’s
Position Title
|
|
Date that
performance will next be reviewed:
|
|
|
Actions to Improve
Performance
|
||||
|
Following
discussion at the formal Managing for Performance Improvement meeting, the
following is a summary of the performance area(s) that continue to be below
the expected levels and provide details of what the expected performance
standards are, and how these standards will be achieved within the allocated
timeframe
|
||||
|
Performance
area(s) that are below expectations
|
Expected
standards of performance
What will it look like when done really
well?
|
Action
How will you do it?
|
Support
What support is required to lift
your performance? |
Timeframe
When is it going to be done by?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Appendix G
Observation Checklist
Counselling Session
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|
UNIT CODE:
|
Date:
|
|
Description of what the trainer/assessor observe
during the counselling session
|
Yes/No
|
Comment
|
|
Clearly
explained the purpose of the session
|
|
|
|
Used
interpersonal skills to build rapport and trust
|
|
|
|
Articulated
the gap in performance (measured against KPIs)
|
|
|
|
Encouraged
the team member to share ideas and ask questions
|
|
|
|
Used evidence
to demonstrate the required work standard and issues with performance
|
|
|
|
Explained the
potential consequences if an improvement in performance is not achieved
|
|
|
|
Confirmed
that the team member understands the disciplinary process
|
|
|
|
Agreed on
goals and timelines for improvement
|
|
|
Signature
____________________________ Date:
____________________
Appendix H
Observation
Checklist
Termination
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|||
|
UNIT CODE:
|
Date:
|
|||
|
Description of what the assessor expects to see
the student during the formal structured feedback session
|
Yes/No
|
Comment
|
||
|
Thanks human resource manager for making
time for the meeting
|
|
|
||
|
Clearly articulates the performance
problem
|
|
|
||
|
Summarises the process that has been
followed:
Formal feedback session
Counselling session
Final warning
|
|
|
||
|
Outlines what happened in the
termination meeting
|
|
|
||
|
Final payment to include balance of
personal (annual) leave and two week’s pay in lieu of notice
|
|
|
||
|
Summarises what will be included in
termination letter
|
|
|
||
Signature
____________________________ Date:
____________________
Appendix I
Observation Checklist
Coaching Session
|
FAMILY NAME:
|
GIVEN NAME(S):
|
|
UNIT CODE:
|
Date:
|
|
Description of what the trainer/assessor expects
to observe in the coaching session
|
Yes/No
|
Comment
|
|
Clearly
explained the purpose of the session
|
|
|
|
Used
interpersonal skills to build rapport and trust
|
|
|
|
Articulated
the gap in performance (measured against KPIs)
|
|
|
|
Encouraged
the team member to share ideas and ask questions
|
|
|
|
Used evidence
to demonstrate the required work standard and issues with performance
|
|
|
|
Explained the
potential consequences if an improvement in performance is not achieved
|
|
|
|
Confirmed
that the team member understands the disciplinary process
|
|
|
|
Agreed on
goals and timelines for improvement
|
|
|
|
Expressed
confidence in the team member’s potential to improve
|
|
|
Signature
____________________________ Date:
____________________
Assessment 2
Feedback Evaluation Sheet
STUDENT NAME:
|
|
STUDENT NO:
|
|
ASSESSOR’S NAME:
|
|
DATE:
|
|
|
UNIT NAME:
|
BSBMGT502
Manage people performance
|
||
|
In this
assessment, the student demonstrated:
|
Comments
|
||
|
Part A: Work plan completed
|
|
||
|
Part C: Risk assessment non-compliance and impacts of the risks
identified
|
|
||
|
Part D: Created performance improvement plan to monitor performance
|
|
||
|
Part D-Role play 2- Performance management report documented
|
|
||
|
Part D-Role play 3-Termination letter
|
|
||
|
FEEDBACK TO STUDENT:
|
|||
Solution ppt
Table of Content
Introduction
Acknowledgment
Purpose of the meeting
Work-plan and its Challenges
Achievements against KPIs
Excellent Performance
Goals, work standards and Challenges
Trust and Empathy
Conclusion
Social Contact