Briefly identify procedures recognize and address issues
This Assessment Booklet provides you with information and your assessment tasks for this unit. A requirement of your qualification, from which the unit of competence is taken, is the application of the concepts you have been learning.
The assessment activities are an important part of your course as they provide an opportunity to apply what you have been learning and they give both you and your trainer feedback on your progress.
Recognition of Prior Learning
COMPLETING YOUR ASSESSMENTS
Assessors must provide you with all relevant information relating to the assessments prior to commencement and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.
Submitting Assessments
You are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.
Assessment Outcomes
The evidence you submit will be assessed and you will be given written feedback. Each assessment task will be marked as either Satisfactory or Unsatisfactory and once all assessments have been marked you will be given an outcome of Competent or Not Competent for the unit of competence. Upon demonstrating competence, you will be awarded this unit. If you are assessed as Not Competent, you will be given some suggestions for improvement and asked to redo your assessment.
RTOs and Trainers/Assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:
ensuring that course activities are sufficiently flexible;
modifying a presentation medium;
providing additional support;
The assessment process must:
Provide for valid, reliable, flexible and fair assessment
COMPETENCY ASSESSMENT
Assessments FOR THIS UNIT
Assessment 1. Written Questions
This assessment consists of two parts totalling sixteen (16) questions; Part A has 12 questions and Part B has 4 questions. Students are required to answer all questions. Some questions might require short answers but most of the questions expect students to provide comprehensive answers. These questions are developed to assess the student’s knowledge of BSBWOR502 Lead and manage team effectiveness. These questions sufficiently cover the criteria set out under Performance Elements and Knowledge Evidence of this unit.
Assessment 3. Case Study
This assessment is designed to test the various criteria, set out under third and fourth performance elements, of this unit. Based on the given information and case study based scenario, students are required to answer some 4 questions with some good details.
Students must answer all questions. Most questions require short answers although some questions require a more detailed response. Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list their sources.
PART A
| Question/Answer | |
|---|---|
| Q1. | What are the key elements of a team charter? How does a team charter help teams meet their objectives? (Max. words: 350) |
| Q2. | |
| Q3. | What is positive coaching? How does this benefit teams and individuals? (Max. words: 350) |
| Q4. | What is the difference between constructive and destructive feedback? Describe a time when you have delivered constructive feedback. (Max. words: 350) |
| Q5. | What is upward communication? Give three different examples of upward communication and suggest appropriate communication methods for each. (Max. words: 350) |
| Q6. | What is effective listening? How can using effective listening improve communication? (Max. words: 350) |
| Q7. | What are the key elements of a corrective action plan? How does a corrective action plan help resolve problems effectively? (Max. words: 350) |
| Q8. | Briefly explain how mentoring and coaching can help ensure team effectiveness. (Max. words: 350) |
| Q9. | List five reasons why conflict issues or situations may occur in the workplace and provide an example for each. |
| Q10 |
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| Q.11 | Mentoring (Max. 50 words) Us of Fair Work Commission (Max. 50 words) |
| Q.12 | Define the term ‘Group Dynamics’, coined by Kurt Lewin, a social psychologist and change management expert, in1940s. Briefly explain any four factors which can cause poor group dynamics? (Max. 150 words) |
Student Instructions:
Submit this document with any required evidence attached. See specifications below for details.
Recently, the top management agreed on a strategic business plan from which you are to develop a performance plan for your sales team.
The key features of the business strategic plan for the next 12 months are given below:
Increasing customer service level by 20%
Identify the methods you will use to consult the team members to set the goals & KPIs.
Refer to the KPI that you developed above, identify the methods you will use to support your team to meet the expected outcomes. (Max. words: 350)
9. Briefly identify procedures to recognize and address issues, problems and concerns raised by the team. (Max. words: 750)
10. Briefly describe methods of supporting the team to identify and resolve poor performance issues within the team. (Max. words: 450)
TASK 1:
Carefully read the case study, then answer the four (4) questions that follow.
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Sonia reports to the Operations Manager. What upward communication may be required as part of resolving this situation?
TASK 2: