BSBWOR502 - Assessment Instruction - v2.0 - Feb2020

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Assessment Instruction
Lead and manage team effectiveness - BSBWOR502
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BSBWOR502_Assessment Instruction
Version: 2.0_18 Feb 2020
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ABN: 57 169 281 501
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Melbourne VIC 3000
Table of Contents
Table of Contents 2
Assessment Information 4
Assessment Instructions 5
Assessment Task 1: Written Questions 6

Assessment Task 1 Instructions 9
Assessment Task 2: Team performance planning project 11
Assessment Task 3: Professional development policy and procedure project 17
Assessment Task 4: Reward and recognition project 20
Assessment Task 5: Managing underperformance project 23
Reference Resource 25
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Instructions
You are advised to commence work on your assessment from week 1 and all tasks must be submitted by
the due dates provided.
1. All assessments must be completed and delivered individually. Where an assessment involves group
discussions, you should consider the input of your group but submit an individual assessment to your
trainer.
2. Please read all instructions on completing each assessment. Instructions for completion are provided
at the beginning of each assessment.
3. All written answers must be typed in a word document using Arial font, 12 size and single spacing if
similar instructions are not provided in the assessment.
4. Your trainer will not be able to assist you in answering questions. However, your trainer will address
any issues concerning questions requiring further explanation.
5. You may refer to your student learning resources or any other relevant resources when completing
your assessment.
6. Assessments are due for submission as specified in the assessment schedule. Any variations to this
arrangement must be approved by your trainer prior to the due date for submission.
7. You have access to computers which are equipped with Microsoft suite of products or any other
relevant software and printing facility.
8. Use assessment templates if provided, to complete relevant sections of the assessment. You can also
create your known templates for assessment evidence.
9. You must achieve a satisfactory result for all tasks to achieve competency in this unit.
10. All assessment answers should be submitted to the trainer in required format (soft or hard copy) as
per trainer instructions with completed assessment cover sheet (if required).
Assessment Schedule
Task Due Date

Task 1 Week 1
Task 2 Week 2
Task 3 Week 2
Task 4 Week 2
Task 5 Week 3
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Assessment Information
The assessment tasks for BSBWOR502 Lead and manage team effectiveness are included in this Student
Assessment Tasks booklet and outlined in the assessment plan below.
To be assessed as competent for this unit, the student must complete all of the assessment tasks
satisfactorily.
Assessment Plan
Assessment Task Overview
1: Written Questions Students must answer all questions correctly.
2: Team performance planning project Students must prepare for a team performance
planning meeting, as well as meet with their team.
3: Professional development policy and Students must develop a professional development
procedure project policy and procedure for the case study organisation.
4: Reward and recognition project Students must research suitable reward and
recognition schemes for the case study organisation.
5: Managing underperformance project Students must manage a staff member who is
underperforming.
Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions at all.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per Sydney
Metro College assessment appeals process.
Students have the right to appeal the outcome of assessment decisions if you feel you have been dealt
with unfairly or have other appropriate grounds for an appeal.
Additional Resources
The following resources will be given to you before you begin Assessment Task 2.
Operational Plan
Team Performance Plan Template
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Assessment Instructions
Trainer Marking Guide
This will be used by your assessor to mark your assessment. Read through this as part of your
preparation before beginning the assessment task. It will give you a good idea of what your assessor will
be looking for when marking your responses.
The Trainer Marking Guide will be returned to you with the outcome of the individual assessment task,
which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not
satisfactory, your assessor will include written feedback giving reasons why.
Depending on the task, this may include:

 resubmitting incorrect answers to questions (such as short answer questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of
the task
 redoing a role play after being provided with appropriate feedback about your performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Assessment Task Information

This gives you:
 a summary of the assessment task
 information on the resources to be used
 submission requirements
 re-submission opportunities if required
Assessment Task Instructions

These give questions to answer or tasks which are to be completed.
Your answers need to be typed up using software as indicated in the Assessment Task Instructions.
Copy and paste each task’s instructions into a new document and use this as the basis for your
assessment task submission. Include this document’s header and footer.
If you are submitting electronically, give the document a file name that includes the unit identification
number, the task number, your name and the date.
Assessment Task 1: Written Questions
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Task summary
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.
Required
Access to textbooks/other learning materials
Computer and Microsoft Office
Access to the internet
Submit
Answers to all questions
Assessment criteria
All questions must be answered correctly in order for a student to be assessed as having completed the task
satisfactorily.
Re-submission opportunities
Students will be provided feedback on their performance by their Assessor. The feedback will indicate if
you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed your assessor will explain why and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory
performance. Re-assessment attempt(s) will be arranged at a later time and date.
Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt
Students are encouraged to consult with their assessor prior to attempting this task if they do not
understand any part of this task or if they have any learning issues or needs that may hinder them when
attempting any part of the assessment.
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ABN: 57 169 281 501
T: 02 8937 0991
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Written answer question guidance

The following written questions use a range of “instructional words” such as “identify” or “explain”,
which tell you how you should answer the question. Use the definitions below to assist you to provide
the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail, and identify
important points and key features. Generally, you are expected to write a response one or two
paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more
things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are
expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more
things are different, ensuring you indicate the relevance or the consequences. Generally, you are
expected to write a response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out important issues
or features, and express some form of critical judgement. Generally, you are expected to write a
response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable
qualities or features. Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting forward
arguments for and against something. Generally, you are expected to write a response one or two
paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you
should provide a detailed response with key points and features and provide critical analysis. Generally,
you are expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly
describe the required information. Generally, you are expected to write a response two or three
sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state
information in a list format.
Outline – when a question asks you to outline something, this means giving only the main points,
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Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”) only giving
the main points. Generally, you are expected to write a response a few sentences long.
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ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Assessment Task 1 Instructions
Provide answers to all of the questions below:
1. Explain the origins and the concept of the term group dynamics.
Group dynamics is a set of behavioural and psychological processes that occur within a social group or
between groups. It refers to the "nature of groups, the laws of their development, and their interrelations
with individuals, other groups, and larger institutions" (Cartwright and Zander, 1968).
Group dynamics deals with the attitudes and behavioral patterns of a group. Group dynamics
concern how groups are formed, what is their structure and which processes are followed in their
functioning. Thus, it is concerned with the interactions and forces operating between groups.
Group dynamics is relevant to groups of all kinds – both formal and informal.
2. Explain three aspects of group dynamics that can have a negative effect on team performance.
a. People's behavior
It’s fair to say, then, that team dynamics are central to organizational success. In a group with
poor dynamics, people's behavior can cause friction or blockages, which can result in the team
coming to an unsatisfactory or wrong decision. Factors that lead to poor dynamics include weak
leadership, people adopting obstructive roles and lack of self-awareness.
b. Storming
In this stage, the group is likely to see the highest level of disagreement and conflict. Members
often challenge group goals and struggle for power. Individuals often vie for the leadership
position during this stage of development. This can be a positive experience for all groups if
members can achieve cohesiveness through resolution. Members often voice concern and
criticism in this phase. If members are not able to resolve the conflict, then the group will often
disband or continue in existence but will remain ineffective and never advance to the other
stages.
c. Adjourning
Not all groups experience this stage of development because it is characterized by the
disbandment of the group. Some groups are relatively permanent (Luthans, 2005). Reasons that
groups disband vary, with common reasons being the accomplishment of the task or individuals
deciding to go their own ways. Members of the group often experience feelings of closure and
sadness as they prepare to leave.
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ABN: 57 169 281 501
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3. Discuss in 3 to 4 paragraphs the phenomenon of social loafing in groups, its negative consequences
and the effect of group size and culture.
Social loafing refers to the concept that people are prone to exert less effort on a task if they are in a
group versus when they work alone. The idea of working in groups is typically seen as a way to
improve the accomplishment of a task by pooling the skills and talents of the individuals in that
group. ‘Social loafing’ is actually a psychological phenomenon that sends team productivity
plummeting.
Social loafing isn’t just an office phenomenon. The term was actually born in 1913 when French
agricultural engineer Max Ringelmann conducted an experiment. He asked participants to pull on a
rope both individually and in groups, and he discovered that people exert way less effort per person
when working as a group.
Other social loafing experiments have been conducted over the years, all with slightly more detailed
variations of the same outcome. Here’s what the science folks have discovered:
o Individuals try less when working as a group.

Accountability is diminished. If the team fails, the individual isn’t entirely responsible, so they
don’t try as hard. In other words, if your team project goes downhill, no one can pin the
demise entirely on you. Similarly, if your team has a big win, you don’t receive as much
individual praise.
o The larger the group, the higher the chances of social loafing.
Many hands make light work. Or so the loafer believes. Loafing increases when individuals
feel their efforts are less linked to the outcome.
o People are more likely to loaf when their co-workers are expected to perform well.
When individuals believe that the outcome will be good with or without their input, their
contributions don’t feel very important. So, they do less.
o Loafing likelihood skyrockets when motivation is low.
This happens when the group has poorly defined goals, the manager is a loafer themselves,
or a micromanager doesn’t give individuals agency (and therefore, accountability).
o Loafing increases if individuals think the others in the group are less motivated or skillful than
themselves.
This loafer sees the rest of the group as freeloaders who will rely on their good work. So
rather than feel like a sucker, they loaf.
4. Discuss three strategies for preventing social loafing in groups.

a. Establish trust. Give individuals autonomy and empower them to make — and own — their
decisions. People like to feel trusted and responsible; it’s motivating to feel valued.
b. Establish individual goals, either as a manager or as a team member. Taking ownership for
specific tasks gives the individual direction and accountability.
c. Communicate with your team. Even if you don’t fix a problem or do a task yourself, just telling
someone about it is better than doing nothing at all. This could be as simple as pinging someone
a quick note on your work chat app or setting up a group chat specifically dedicated to reporting
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issues or bugs.
5. Discuss in a paragraph the phenomenon of Groupthink.

Groupthink is the name given to a theory or model that was extensively developed by Irving Janis
(1972) to describe faulty decision making that can occur in groups as a result of forces that bring a
group together (group cohesion).
There are a number of good references available on the topic, and I would suggest visiting
www.psysr.org for a quick and easy to read summary.
A number of problems are attributed to groupthink, making it good topic for our series on decision
making errors. Some of the group decision making problems include:
Inadequately considering all alternatives in order to maintain unanimity

Poor examination of decision objectives
Failure to properly evaluate the risks of the chosen solution alternative
Information searches that are insufficient or biased
The desire for group conformity and unanimity essentially overrides the need to decide effectively.
6. Outline three advantages and three disadvantages of group decision-making.

Some advantages of group decision making include the following: greater sum total of knowledge,
greater number of approaches to the problem, greater number of alternatives, increased acceptance of
a decision, and better comprehension of a problem and decision (Gunnarsson, 2010; Proctor, 2011).
Disadvantages include:
- Time-consuming
- Lack of onus: It is difficult to fix responsibility in a group.
- Individual domination
7. Discuss three team-building techniques, using examples to illustrate your answer.

a. Investigate
Team building is an iterative process that requires the cooperation of everyone, and that's also
an ideal place to start. Get everyone on the same level. Use a website like Survey Monkey to
distribute an anonymous survey to find out where your team feels strongest and where it needs
help. Be clear that your intent is to build a happier, more involved team. You don't want to
inadvertently get rumors going.
b. Value everyone
Happy employees’ equal happy customers, and one sure way to create a happy team is to create
an environment of value. Each person on your team has insight and a point of view to contribute.
Make sure they have that opportunity. Ask each person their opinion on strategies and goals,
and never downplay the response.
c. Encourage, don't punish
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Even the best teams and employees miss their goals sometimes. You aren't going to strengthen
your group by threatening people or embarrassing them. Sit down with everyone and figure out
what happened. Maybe the goals were too much of a stretch or perhaps something out of your
control impeded progress. Focus on what went right, address what went wrong, and move on.
Likewise, be sure to publicly call out successes, and don't overlook the small points of progress.
Although success looks different in each situation, some possibilities are pointing out good
communication, excellent customer service, or a positive attitude in the face of a challenge.
8. Explain the concept of a team consensus.

Consensus means coming to an agreement. Creating consensus in a team setting means finding a
proposal acceptable enough that all team members can support it, with no member opposing it.
Consensus includes:
pooling opinions;
listening effectively;
discussing ideas and differences;
not getting all you want; and
coming to an agreement that everyone "can live with."
Consensus is not:
a unanimous vote;
majority or minority rule;
one-person rule; or
bargaining.
Teams can reach consensus using formal and informal methods. Highly developed teams may be able to
reach consensus informally. However, new teams or groups of employees who are not familiar with
each other will need more structured methods to help them build consensus methods such as
brainstorming, multi-voting, and nominal group technique.
9. Discuss two methods that can be used to assist teams to reach consensus.
Teams can reach consensus using formal and informal methods. Highly developed teams may be
able to reach consensus informally. However, new teams or groups of employees who are not
familiar with each other will need more structured methods to help them build consensus methods
such as brainstorming, multi-voting, and nominal group technique.
Brainstorming is a simple and effective method of generating ideas in a group. It begins with a
facilitator defining the problem or the topic. Then, each team member suggests ideas either in turn
or as ideas arise and those ideas are written on a board or flip chart.Team members should not
criticize or evaluate any idea during the brainstorming session. After the team generate the ideas,
the group refines the list by asking for explanations, combining ideas, and if necessary, prioritizing
ideas from most effective to least effective.
Multi-voting can reduce a list containing a large number of items to a manageable few. At the
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beginning of the process, each member gets a number of votes equal to no more than one half or
one third of the total number of items listed. Members cast their votes for the items they perceive
as best on the list, but may cast only one vote per item. Items receiving votes from half or more of
the group are circled. The process repeats, with members casting limited votes for the best of the
remaining circled items. The team continues multi-voting until it reduces the list to three to five
items.
10. Explain four simple steps for resolving a workplace dispute.

Step one: Determine the type of investigation required
The first step for all employers is to determine whether or not a complaint or concern warrants a
formal or full-scale investigation, or whether the issues can instead be addressed through less
formal, mediated discussions between the workers involved.
Step two: Follow through on internal procedures
Whatever the case, employers will need to ensure compliance with any internal grievance
procedures. Ask yourself, what policies and bullying/grievance procedures are already in place and
do I understand how to comply with them? Once you have the answer, make sure you apply them.
Step three: Identify the core of the complaint
Next, the employer should focus on identifying what is at the core of the complaint or grievance.
Invariably, an employee can feel that they are wronged on one, some, or all of an emotional,
practical, and even a career level, so it will be important for the employer to specifically determine
what they need to investigate, and understand how any resolution will be communicated or
effected.
Step four: Focus on the long-term goal – resolution

The next step is to scope out the investigation to determine exactly what it might look like – whether
that’s formal, informal, substantial or low-level.
Should the employer decide that a full-scale investigation is required, they need to appreciate that
the process is, first and foremost, driven towards helping the business look after the safety and
welfare of its employees.
11. Explain why is it important to have an effective dispute resolution process?
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A dispute resolution clause will minimise the possibility of a dispute or misunderstanding escalating
to the point where the parties are faced with a time consuming and expensive Court action to
resolve their differences.
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ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Assessment Task 2: Team performance planning project

Task summary
As the Marketing and Communications Manager for Football South East Coast (FSEC), you are required
to develop a team performance plan to support the new Operational Plan.
You will also be required to meet with your team to discuss and document team actions to achieve the
Operation Plan. Actions will be recorded in the Team Performance Planning template.
This assessment is to be completed in the simulated work environment in SMC.
Required
 Access to textbooks/other learning materials
 Computer and Microsoft Office
 Access to the internet
Operational Plan
Team Performance Plan Template
Space for a meeting with a whiteboard
Submit
Email to the team with the Operational Plan attached.
Email to General Manager summarising workplace concerns
Email to the team with your completed team performance plan attached
Assessment criteria
For students’ performance to be deemed satisfactory in this assessment task, they must satisfactorily
address all of the assessment criteria. If part of this task is not satisfactorily completed they will be asked
to complete further assessment to demonstrate competence.
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ABN: 57 169 281 501
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Carefully read the following:
Football South East Coast is sporting association based in a small town on the NSW South Coast and is
responsible for administration and development of football for the NSW South East Coast. The
association employs a General Manager, Operations Manager, Marketing and Communications Officer,
High Performance Athlete Development Officer, Marketing Officer, Promotions Office, Administration
Manager and Receptionist.
FSEC’s Vision is to be the number one sport played through South East NSW.
FSEC’s Mission is to grow football by supporting members and the football community through, strong
leadership, sound communication and the provision of a clear strategic direction that secures the sport’s
long-term prosperity.
Values listed in its current Strategic Plan include:

 Operating with trust and Integrity with each other, as well as with members and the community.
 Customer focus through appreciation of interests and passion of our members and the broader
football community.
 Camaraderie through recognising the superior strength and efficiencies of good team work
 Innovation through best practice and change
 Openness and transparency in communicating with our members, customers and the broader
community.
One of the organisation’s key strategic goals is to improve participation in community football,
specifically to increase the total number of players by 4% in 2018.
Another goal is to increase the participation of girls aged between 5 and 18 by 2% in 2018.
These goals have been translated into an Operational Plan for the organisation.
As the Marketing and Communications Manager, you are responsible for the following key result areas:
Membership Growth, Programs and Events and Volunteer Development.
Complete the following activities:
1. Send an email to the team (your assessor)

The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
It should introduce and summarise the contents of the attachment, and ask them to review it.
The email text should also invite them to attend a performance planning meeting.
Your email should include the date and time of the meeting, as well as the duration.
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ABN: 57 169 281 501
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Melbourne VIC 3000
You will need to send your email at least 5 working days prior to the meeting.
Attach your Operational Plan to the email.
Your team members will be organised by your assessor, and will include at least two other
students as well as your assessor to represent the other FSEC positions.
2. Conduct a meeting with the team.

Prepare for a meeting with your team to discuss the new Operational Plan and to develop a
team performance plan by reviewing the organisational information provided to you above,
as well as the Operational Plan. Familiarise yourself with the Team Performance Plan
Template, as you will be completing this document after the meeting.
As communications manager, you are required, as a minimum, to cover the following during
the meeting:
 Provide an introduction to the meeting, including the purpose of the meeting
 Indicate to all team members that it is important for them to take an active role in
the planning meeting so that their ideas for implementing the strategic plan and
associated goals for the upcoming 12 months will be taken into consideration and
included in the team performance planning framework.
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 Ensure that all team members have read the Operational Plan that you sent in the
email. Give them the opportunity to ask questions if anyone needs clarification. You
should explain to the team any parts of the Operational Plan that are not understood.
 Work with your team on each section of the performance planning template. Ask
your team for ideas and write them up on the white board.
During the meeting, your assessor (in the role of a staff member) will raise a workplace
concern during the team performance planning session. Concerns or problems that are
outside your authority will have to be discussed with the General Manager. Tell the team that
you will get back to them shortly with a response.
During the meeting, you will need to demonstrate the effective interpersonal and
communication skills including:
 Team building techniques including clear explanation of goals and outcomes
 Asking questions and listening to responses to clarify understanding
 Active listening skills
 Respecting and acknowledging the views of others
 Non-verbal communication skills that encourage discussion and feedback, for
example, nodding, smiling, eye contact.
3. Send an email to the General Manager (your assessor).

It should summarise the meeting, and explain the workplace concerns in a few paragraphs.
The assessor will respond to the concern in a return email.
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ABN: 57 169 281 501
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Melbourne VIC 3000
4. Complete your team performance plan

Following the meeting, complete the Team Performance Plan Template, incorporating the
feedback that you received from the other meeting participants.
See attached file
5. Send an email to the team (your assessor)

It should introduce and summarise the contents of the attachment.
The email text should also include:

 A request for feedback on the team performance plan.
 A schedule of meetings for the next 12 months to support the implementation of the
actions documented in the performance plan. The schedule should commence following
the meeting date and for the next 12 months. You can decide on the frequency of the
meeting.
 An outline of the actions you intend to take to address workplace concerns, including the
feedback that you received from the General Manager.
 A brief overview of the training and development activities that you intend to implement
over the next 12 months to address training needs identified in the team performance
plan. You should include the details of at least two activities that you have identified for
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the team as a whole and include the title of the activity, as well as the date and location
and outcomes of completing the activity.
Attach your team performance plan to the email.
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ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Assessment Task 3: Professional development policy and procedure project
Task summary
This assessment task requires the student to develop a simple policy and procedure for professional
development for Football South East Coast, as the organisation does not currently have one.
Required
Submit
 Email to your assessor with your professional development policy and procedures
attached.
Assessment criteria
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ABN: 57 169 281 501
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Melbourne VIC 3000
Football South East Coast does not currently have a professional development process in place and
would like to introduce one to ensure the professional development of all staff members.
A budget of $1,000 per annum is to be allocated to professional development for each staff member is.
1. Develop professional development policy and procedures for Football South East Coast
Conduct research by identifying and reviewing a range of professional development policies
and procedures that have been developed in similar scenarios.
The document should be approximately 2 pages
Your policy and procedures should include, as a minimum, the following:

 Purpose of the policy
 Scope of the policy – who it applies to
 Types of professional development that may be undertaken
 Process for identifying professional development needs
 Criteria for determining whether the professional development opportunity is
appropriate
 Budget allocated to each staff member
 Process for documenting and evaluating outcomes from professional development
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Professional Development Policy and Procedures
Football South East Coast
• Purpose of the policy
The policy provides the guidelines through which the employees of Football
Southeast Coast will operate to keep continuing their professional development. This
policy describes the opportunities available for staff to pursue activities that will develop
their skills and knowledge in order to better fulfil their roles and responsibilities.
• Scope of the policy – who it applies to

This policy applies to all employees of Football South East Coast who are employed on a
continuing or fixed term basis.
• Types of professional development that may be undertaken

a. Workshops
The aim of a workshop is to bring together participants with special expertise to
discuss and solve problems or to learn something new together.
Workshops often lead to concrete results: a solution to a problem or new knowledge

as a result of practical training during the session. A workshop requires active
participation by those attending.
b. Networks
By interacting with other people working in similar roles, you can gain new ideas and
share solutions to challenges in your work. Learning from others and contributing to
their learning offers new insights and is an effective way to takes advantage of skills
within the organization.
There are also established networks for many professional groups that meet regularly
across department or faculty boundaries.
c. Job shadowing
Shadowing a colleague can be a good learning experience and can offer new insights
into a typical working day for another person in a similar (or completely different) job.
Job shadowing is similar to a study visit and can last for one day or longer. It is a
good idea for two people to shadow each other, as in this way both benefit.
• Process for identifying professional development needs

a. Review people's job descriptions.
b. Meet with team members.
c. Observe team members at work.
d. Gather additional data.
e. Analyze and prepare data.
f. Determine action steps.
• Criteria for determining whether the professional development opportunity is appropriate
___________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
A player's personality must be taken into account as part of the process to ensure
a positive experience for the player and their potential teammates. This may be
hard to assess on the day however, may require a discussion with the players'
existing coaches if there are any concerns. FSC Technical Director appoints
development coaches on a yearly basis. Once all team coaches are appointed the
technical director gives direction on all aspects of team procedures and policies.
Each coach will receive coach education through periodical plans, coaching
systems and tactics and de briefing sessions to ensure that the team coach can
develop to their maximum.
• Budget allocated to each staff member

$1000 per staff
• Process for documenting and evaluating outcomes from professional development

Members and facilitators of expert advancement projects will consider the secrecy
of data shared, and individual protection of others consistently. Where there is an
unequivocal desire for secrecy (for instance, where individual data will be traded),
all members ought to be informed toward the beginning of the movement of this
desire and all members and facilitators are relied upon to agree.
2. Send an email to the team (your assessor).
___________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
It should introduce and summarise the contents of the attachment, and the benefits to the
team of participating in professional development.
Attach your professional development policy and procedures to the email.
Dear Team:
I am sending you a copy of the professional development policy and procedures.
This contains the following information:
• Purpose of the policy

• Scope of the policy – who it applies to
• Types of professional development that may be undertaken
• Process for identifying professional development needs
• Criteria for determining whether the professional development opportunity is appropriate
• Budget allocated to each staff member
• Process for documenting and evaluating outcomes from professional development
Should you have any questions, please send me an email.
Thanks
Sincerely
Marketing Manager
___________________________________________________________________________________________________________________
26 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
___________________________________________________________________________________________________________________
27 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Assessment Task 4: Reward and recognition project
Task summary
This assessment task requires the student to research and report on reward and recognition schemes
that can be implemented for Football South East Coast staff.
Required
Submit
 Email to staff members
Assessment criteria
___________________________________________________________________________________________________________________
28 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
After 12 months, data shows that your team has exceeded the percentage increase in the number of
new football players, and you have decided to recognize your team for their efforts.
1. Select reward and recognition schemes

Using the Internet, research both informal and formal staff reward and recognition schemes
and make notes on what you find.
The following links will provide some examples.
http://smallbusiness.chron.com/examples-employee-recognition-programs-10883.html
http://www.rrgexec.com/rewarding-your-employees-15-examples-of-successful-incentives-in-
the-corporate-world
Choose and develop at least five examples that would be appropriate for your team in the
case study.
1. Say “thank you” in person – a sincere thank you for a job well done is an invaluable
motivation tool. Do this often and be specific; for example, “you handled that client
well, thank you”
2. Hand-written letter of appreciation, with copies to the employee’s file and to top
administrators
3. Use the organization’s newsletter as a way of acknowledging an employee, or post
the message on an electronic message board recognizing accomplishments
4. Give an employee a day off for a job well done
5. Give an employee more autonomy, or more frequent assignment of responsibilities
that they enjoy
6. Ordering a take away for the team that stayed late to finish an important project
7. Giving vouchers for a member of staff to take their partner out for dinner when work
has been taking up more personal time than it should.
8. Peer-to-peer recommendations, where members of staff are empowered to nominate
a colleague who they believe deserves to be recognized for their performance or
input, is another way to manage informal recognition programs. Again this would
happen as and when an employee notices something that they think should be
rewarded.
9. Bonuses
There are many types of bonuses, ranging from small to large.
___________________________________________________________________________________________________________________
29 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Small bonuses, sometimes called spot bonuses because they’re given “on the spot,”
are small monetary rewards given frequently by one colleague to another in
recognition of a valuable contribution. Although small bonuses can be given by
managers to their direct reports, they can also be given by other colleagues, and even
from a direct report to a manager.
10. Work anniversaries
Work anniversaries are one of the most common uses of modern employee
recognition, but they're often poorly executed. We consider work anniversaries an
epiphany moment, and they should be treated as such. Reaching a work anniversary
is a key milestone when employees often reflect on their past, contemplate their
future, and assess their well-being at their workplace. So receiving a simple gift card
or plaque can feel impersonal, leaving an employee disillusioned about the work they
put into the company.
2. Send an email to the General Manager (your assessor).

It should introduce and summarise the reward and recognition schemes that you have
identified, and seek their feedback and approval to move forward with the project.
Indicate which of the schemes you think would be most appropriate for the FSEC team as per
the scenario and why.
You will be assessed on whether your email addresses the required content as described, as
well as the clarity of your email.
The General Manager will reply to your email with authority to implement one of the
schemes that you have selected.
___________________________________________________________________________________________________________________
30 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
3. Send an email to the team (your assessor).

It should thank them for their efforts in achieving the strategic goals, and give the details of
the reward and recognition scheme that you are introducing.
___________________________________________________________________________________________________________________
31 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Assessment Task 5: Managing underperformance project
Task summary
The student is required to role-play the Marketing and Communications Officer at FSEC and conduct a
meeting with the Marketing Officer to discuss their under-performance and to identify solutions to
address the issue.
Required
Submit
Email inviting Jackie to a meeting.
Email to Jackie summarising the outcomes of the meeting
Assessment criteria
___________________________________________________________________________________________________________________
32 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
Two staff at FSCE have lodged complaints with you, the Communications Officer, about the Marketing
Officer’s work.
The staff complain that Jackie is often talking to friends on her mobile and so when the office phone
rings they answer the phone. Even when Jackie can see they are trying to answer queries that directly
relate to her work, she does not end her personal call. This not only takes other staff member’s time in
answering such calls, but also then to make notes for Jackie on the call.
The staff have said that the behavior is recent, and until recently Jackie has always been hard-working
and reliable.
You need to meet with Jackie to discuss the issue and identify realistic solutions.
1. Send an email to the Communications Officer (your assessor).

It should request her to attend a meeting with you to discuss her work.
Include the date and time of the meeting.
Read the following guide about managing underperformance. You will be assessed on your
demonstration of the skill referred to under key points for employers to remember.
http://www.fairwork.gov.au/about-us/policies-and-guides/best-practice-guides/managing-
underperformance
___________________________________________________________________________________________________________________
33 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
2. Conduct the meeting with the Communications Officer (your assessor).

Conduct the meeting with Jackie, explaining to her what the problem is, why it is a problem,
how it impacts on the workplace and why there is a concern.
At the meeting, you are required to:

 Explain the purpose of the meeting
 Explain to Jackie what the problem is
 Explain how this behaviour impacts on the workplace and why it is a concern.
Ensure that you focus on the issue not the person.
 Demonstrate your interpersonal and communication skills by:
o Keeping your communication clear and simple
o Listening to Jackie and confirming and clarifying information shared
o Asking questions to confirm information
o Emphasizing Jackie’s strengths as set out in the scenario information
 Discuss and agree on a solution, using your skills to come up with realistic and
creative solutions.
3. Send an email to the Communications Officer (your assessor).
The email text should summarise the meeting, and the solution agreed to.
___________________________________________________________________________________________________________________
34 of 25
_____________________________________________________________________________________________________________________________
ABN: 57 169 281 501
T: 02 8937 0991
Melbourne VIC 3000
The email should be sent to Jackie within 1 day of the meeting,
Appendix
Operational Plan Team Performance Plan Template
Operational Team Performance

Plan.docx Plan Template.docx
Reference Resource
BSBWOR502- Lead and manage team effectiveness, 2018, J&S Learningwork, Mullumbimby NSW
Australia.
___________________________________________________________________________________________________________________
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ABN: 57 169 281 501

Lead and manage team effectiveness - BSBWOR502

Assessment Task 1: Written Questions 6

Task Due Date

Depending on the task, this may include:

Assessment Task Information

Assessment Task Instructions

Assessment Task 1: Written Questions

Written answer question guidance

Provide answers to all of the questions below:

o Individuals try less when working as a group.

4. Discuss three strategies for preventing social loafing in groups.

5. Discuss in a paragraph the phenomenon of Groupthink.

Inadequately considering all alternatives in order to maintain unanimity

6. Outline three advantages and three disadvantages of group decision-making.

7. Discuss three team-building techniques, using examples to illustrate your answer.

8. Explain the concept of a team consensus.

10. Explain four simple steps for resolving a workplace dispute.

Step two: Follow through on internal procedures

Step three: Identify the core of the complaint

Step four: Focus on the long-term goal – resolution

11. Explain why is it important to have an effective dispute resolution process?

Assessment Task 2: Team performance planning project

This assessment is to be completed in the simulated work environment in SMC.

Assessment Task 2 Instructions

Values listed in its current Strategic Plan include:

Complete the following activities:

1. Send an email to the team (your assessor)

Attach your Operational Plan to the email.

2. Conduct a meeting with the team.

3. Send an email to the General Manager (your assessor).

The assessor will respond to the concern in a return email.

4. Complete your team performance plan

See attached file

5. Send an email to the team (your assessor)

The email text should also include:

Attach your team performance plan to the email.

Assessment Task 3: Professional development policy and procedure project

This assessment is to be completed in the simulated work environment in SMC.

Carefully read the following:

Complete the following activities:

Your policy and procedures should include, as a minimum, the following:

• Scope of the policy – who it applies to

• Types of professional development that may be undertaken

Workshops often lead to concrete results: a solution to a problem or new knowledge

• Process for identifying professional development needs

• Criteria for determining whether the professional development opportunity is appropriate

• Budget allocated to each staff member

• Process for documenting and evaluating outcomes from professional development

2. Send an email to the team (your assessor).

Attach your professional development policy and procedures to the email.

• Purpose of the policy

Should you have any questions, please send me an email.

This assessment is to be completed in the simulated work environment in SMC.

Complete the following activities:

1. Select reward and recognition schemes

2. Send an email to the General Manager (your assessor).

3. Send an email to the team (your assessor).

Assessment Task 5: Managing underperformance project

This assessment is to be completed in the simulated work environment in SMC.

Carefully read the following:

Complete the following activities: