BSBMGT615: Name-Shaik Aleem

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NAME- SHAIK ALEEM
BSBMGT615
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Table of Contents
Table of Contents..................................................................................................................................1
Instructions to Learner.........................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details..................................................................................................................................7
Assessment – BSBMGT615: Contribute to organisation development..........................................7
Observation/Demonstration................................................................................................................8
Third Party Guide..................................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities..............................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 1F....................................................................................................................................20
Activity 1F checklist – for assessor...............................................................................................21
Activity 1G...................................................................................................................................22
Activity 1G checklist – for assessor..............................................................................................23
Activity 2A....................................................................................................................................24
Activity 2B....................................................................................................................................26
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Activity 2C....................................................................................................................................28
Activity 2C checklist – for assessor..............................................................................................29

Activity 2D...................................................................................................................................30
Activity 2D checklist – for assessor..............................................................................................31
Activity 2E....................................................................................................................................32
Activity 2E checklist – for assessor...............................................................................................33
Activity 2F....................................................................................................................................34
Activity 2F checklist – for assessor...............................................................................................35
Activity 3A....................................................................................................................................36
Activity 3B....................................................................................................................................38
Activity 3C....................................................................................................................................40
Activity 3C checklist – for assessor................................................................................................0
Activity 3D.....................................................................................................................................1
Activity 3D checklist – for assessor................................................................................................2
Activity 3E......................................................................................................................................3
Activity 3E checklist – for assessor.................................................................................................4
Summative Assessments......................................................................................................................5
Summative Assessments......................................................................................................................6
Section A: Skills Activity.................................................................................................................6
Summative Assessments: Section A checklist................................................................................8
Section B: Knowledge Activity (Q & A)...........................................................................................9
Summative Assessments: Section B checklist..............................................................................10
Section C: Performance Activity...................................................................................................11
Summative Assessments: Section C checklist..............................................................................12
Workplace Documentation – for learner...........................................................................................13
Workplace documents checklist..................................................................................................13
Supplementary Oral Questions (optional) – for assessor..................................................................14
Competency record to be completed by assessor.............................................................................17
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
➢ Address each question including any sub-points
➢ Demonstrate that you have researched the topic thoroughly
➢ Cover the topic in a logical, structured manner
➢ Your assessment tasks are well presented, well referenced and word processed
➢ Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing
them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course.
When you have any doubts about including the work of other authors in your assessment, please
consult your trainer/assessor. The following list outlines some of the activities for which a learner
can be accused of plagiarism:
➢ Presenting any work by another individual as one's own unintentionally
➢ Handing in assessments markedly similar to or copied from another learner
➢ Presenting the work of another individual or group as their own work
➢ Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not
Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your
appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact
your assessor to discuss your options. You have the right to formally appeal any outcome and, if
you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBMGT615: Contribute to organisation development
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBMGT615: Contribute to organisation development.
Name: Shaik Aleem
Address:
Email:
Employer:
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed:
Date:
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1:
Signed:
Learner 2:
Signed:
Learner 3:
Signed:
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
➢ Performing a work based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like
you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Your trainer/assessor will ensure you are provided
with the correct equipment and/or materials to complete the task. They will also
inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate.
This information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name:
Position of third party:
Telephone number:
Email address:
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here)
Third party signature: Date:

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to analyse strategic plans to determine
organisation development needs and objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
Why is it important to analyse strategic plans in order to determine the

organisation development needs?
It is especially important to analyse strategic plans in order to determine the

organisation development needs because an understanding of the organization’s
strategic plans is essential in order to start the organization development process.
The strategic plans set the direction and indicate what the organization hopes to
achieve in the future. Organization Development is the process which supports
the transition from where the organization is now, to where it wants to be in the
future. Without an understanding of the future state, any OD activity is at risk of
being wasteful, misguided and possibly ineffective.
Activity 1B
Objective To provide you with an opportunity to consult with relevant groups and
individuals to profile the organisation’s culture and readiness for organisational
development.
1. Why is it important to profile the organisation’s culture and readiness

for organisational development?
Profiling the organization’s culture is important because it defines your

company’s internal and external identity. Your organizational culture will
reverberate across all aspects of your business because it represents the way you
do business. It is simultaneously portraying your identity and your image, which
means it determines how your people and customers perceive you.
2. Think of two different organisations with which you are familiar. What
type of culture would you say describes each organisation? Please give
reasons for your answers.
For Guzman y Gomez, it is the culture innovation and it’s why we’re here today.
It’s the reason the restaurant was founded in 2006. The founder’s friends took
him to a Mexican restaurant in Sydney and the food was absolutely horrible. He
grew up in the States with fantastic, authentic Mexican food at an affordable
price and that wasn’t available in Australia. All we had were the big name fast
food giants serving really crap food quickly or restaurants serving good food,
cooked slowly – nothing in between. It was clear there was a gap in the market
and an opportunity to introduce Australians to quality Mexican food, served
quickly at reasonable prices.
Activity 1C
Objective To provide you with an opportunity to determine who will take key roles in the
organisational development process and confirm their commitment.
1. Why is it important to determine the commitment of people who have

key roles in the OD planning process?
It is important to determine the commitment of people because they are the

means by which a company secures the resources necessary for its survival.
Investors, customers, and employees would likely shun any company whose
management refused to commit publicly to a strategy and back its intentions
with investments. But commitments are more than just necessities.
2. Imagine you have identified someone in your organisation who should be

involved in the OD planning process due to their technical expertise and
skills. However, when you have discussed this with them, they have
complained that they are far too busy and can’t possibly get involved.
What steps can you take to gain their commitment?
1. Reiterate what you are trying to achieve: emphasise how this process
will help the organisation overall and how you see it working in practice
2. Summarise your expectations of them: set out what you believe will be
the time and resources that you are asking them to contribute (e.g.
attend weekly meetings, take the lead on key tasks, make their team
members available for periods of time, etc.)
3. Ask them if they can foresee any difficulties: listen to this, take note
and use this information to help fine-tune the OD plan; make sure that
they are closely involved when this point in the planning process is
reached
4. Discuss what they can and cannot do: let them express their
commitment to the process (e.g. there may be some activities they
cannot support, for various reasons; there may be some areas for which
their budget cannot be used, etc.)
5. Close the conversation positively: summarise what you have agreed
and what will happen next.
Activity 1D

Objective To provide you with an opportunity to collect and analyse data on areas of the
business experiencing problems or that need realignment.
1. Imagine that you are in a team of OD consultants working with a furniture

manufacturing business. The business is experiencing difficult trading
conditions and has invested heavily in new furniture designs and
manufacturing processes. Sales are 15% lower than in previous years, and
the number of complaints is rising. The volume of furniture that has to be
reworked or scrapped is unacceptably high. What data would you look at
to explore this situation further?
Production/productivity data
I collect data of different point of the organization, each part involves in the
productivity process. Perhaps, much equipment was obtained without a
merchandise analysis, with no feedback from clients and customers, basically
collect data from everywhere to find what happened, responsibilities,
Actual expenditure vs budgets
I will look this option just in case the expenditure hasn’t exceeded the budget,
2. When analysing data, what are you looking for?
1. Similarities and differences between departments/

different years/ products and services delivery; etc.
2. Trends which suggest a pattern of improvement, decline
or stability, or even a mixed pattern
3. Symptoms and causes – distinguish between these as treating
the ‘symptom’ may not get to the root cause of the problem
4. The most critical areas requiring attention – it is important
to prioritise the issues to be dealt with.
Activity 1E
Objective To provide you with an opportunity to determine and agree on objectives and
strategies for organisational development.
Identify an organisation with which you are familiar. It would be useful if this
was one that one that is currently in the public eye and which appears to be
having problems (e.g. a well-known manufacturer; service provider, etc.). Your
task is to draft one or more objectives for an OD program for this organisation
and to propose a key strategy for achieving the objective/s.
Food control in the line production

Portion Control is the procedure followed that defines the quantity to be utilized
in preparing a dish and then serving it. Standard portions also mean consistency
in the taste, quality, and quantity of food, which eventually results in customer
satisfaction.
Objectives
 Calculate the restaurant Food Costs your Food Costs should be 30%
to 40% of the Selling Price of an item.
 Reduce wastage. Overserving of food that the customers cannot eat
leads to wastage and ultimately inflated Food Costs.
 Standardized recipes and train crew to make sure everyone is
following the standards procedures.
(Note: we recognise that you are basing this only on your impressions of the
organisation and not actual data. However, it will be useful to practise proposing
an objective and strategy for achieving it.)
Activity 1F

Objective To provide you with an opportunity to consider change management techniques
required to achieve the workplace culture outcomes and build them into the
organisation development plan.
Building on your answer to Activity 1E, the task now is to consider which change
management techniques might be effective in achieving the objectives. You
should briefly outline which techniques you might use and why you have made
this choice.
Over portioning is one of the reasons why ingredients gone so really fast. One the
techniques I would use it is collected data from everywhere, weight every
ingredient before and after being cooked, in fact, the most expensive ones like
meats, once I collect all data, I would know what is the average of each item,
depending on how much product has been cooked. This decision is based on the
losses that the store has been experimented during the last couples of months,
especially with an unexpected increase of meats when the sells because of the
coronavirus lookdown has been down. Its necessary to know where the problem is
coming from and take action of that.
Activity 1G

Objective To provide you with an opportunity to develop communication/education plans
to achieve communication objectives in relation to the desired work
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environment and desired approach to problem-solving and developmental

activities.
Building on your answers to Activities 1E and 1F, your task now is to plan the
communication strategy to enable affected groups and individuals to gain the
knowledge they need to accept and engage with the OD program.
You should identify what you think should be communicated, to whom, by

whom, when and using what method/s. The outcome should be a brief
overview plan showing your thinking.
Basically, in a restaurant is quite simple to communicate everything each other,

when it comes to this topic like over-portioning, the only thing that the crew
should communicate is how much product is being cooked, time, this would be in
a form which cooks must fill up, once this has been completed, it must be sent to
the assistant manager or the Manager, they will collect all information in order
to make actions that allow the product being portioned properly.
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Activity 2A
Objective To provide you with an opportunity to identify and implement consultative
processes to maximise participation in the organisation development process.
1. What consultation methods and processes could you use in the

organisation development program?
1. Questionnaires
2. Surveys
3. Voting systems, etc.
2. Choose one consultation method which you have not yet used in practice.
Outline the relative advantages and disadvantages of the method that
you have chosen.
Surveys
Advantages
 Familiar to most people
 Can give people time to think about their response
 Can reach a large number of people
 Can target specific groups
 Can apply “scientific methods” – systematic research on a
representative sample gives insight into the opinions and views of the
whole community
Disadvantages
 Can be expensive
 Time consuming to organize
 Inflexible – the agenda is set by the “researcher”
 Non-English speakers and blind or partially sighted people could
be excluded if the survey is self-completing
 High level of knowledge needed to use this method properly
 Sample may be too small or biased and might not provide reliable results
 Cannot explore an issue in-depth
Activity 2B

Objective To provide you with an opportunity to undertake team development and
training activities to develop collaborative approaches to problem-solving and
development.
1. What factors need to be considered when planning team

development activities to develop collaborative approaches to
problem-solving and development?
 Some learners do not learn best from the one-way delivery of

information and would prefer interaction with others
 The e-learning module may be inflexible in terms of its content – it
is difficult sometimes to navigate backwards and forwards through
a program to revisit previous material, for example
 It is not possible for the user to ask questions if any arise while they
are working through the module
 E-learning does not effectively test knowledge and understanding in
complex situations – testing is restricted to multiple choice questions
which don’t allow the user to express their opinions on a matter
 E-learning cannot be used to develop skills a it is a cognitive method
of learning rather than a practical one, etc.
2. Imagine that you are implementing an organisation development program in

which one of your objectives is to develop the skills in a team so that every
individual is trained to carry out every function/task which is carried out by
the team (known as ‘multi-skilling’). What key steps might you take to
achieve your objective?
The steps to develop the training program it shows as follow.
Assess training needs:

The first step in developing a training program is to identify and assess
needs.
Set organizational training objectives:
At the employee level, the training should match the areas of
improvement discovered through
Create training action plan:
The next step is to create a comprehensive action plan that includes
learning theories, instructional design, content, materials, and any other
training elements
Implement training initiatives:
Program implementation includes the scheduling of training activities and
organization of any related resources (facilities, equipment, etc.).
Evaluate & revise training:
Feedback should be obtained from all stakeholders to determine program
and instructor effectiveness and also knowledge or skill acquisition.
Activity 2C
Objective To provide you with an opportunity to facilitate groups to articulate problems
and propose means for resolving the problems.
Building on your answers to Activities 1E, 1F and 1G, develop an outline plan
for a group session at which you wish the group to articulate the problems and
propose solutions in relation to the matter which you felt an OD program
would resolve. You should set out the following:
➢ Purpose of the session

Covid-19 training for dining in
➢ Format and duration of the session, including how you intend to

allow everyone to make an input
Duration of the session: 15 minutes

According to the new regulations by Queensland government, it’s necessary to
include new procedures into the OD program, basically encourage all crew to
comply with the new legislation, that’s why the purpose of the program is to
explain and adapt the new regulations with our industry and our store.
On this session will cover COVID-19 information specific to dining in matters.

The topics to be covered in this module are:
 Symptoms of COVID-19
 What if you get sick or test positive?
 Food safety aspects of COVID-19
 Hand hygiene
 Cleaning Surfaces
 Social distancing for workplaces providing dining in services
➢ Any activities that participants would be required to complete prior to

attending
Is mandatory for all staff members to complete this government legislated we

MUST undergo a covid safe training course through tafe to serve. log on register
and follow the steps to do the course. It takes 15 minutes there’s a couple of
multiple choice questions and you get a certificate emailed to you.
➢ How you intend to capture the feedback from the session.

Basically there are some forms where all staff members will find all procedures
and tasks, they must be completed every shift
Activity 2D
Objective To provide you with an opportunity to manage conflict between individuals
and/or groups to achieve consensus or agreement.
Identify four steps that can be taken to deal with conflict if it occurs during the
group session.
 Establish ground rules that everyone needs to let others finish

speaking before making their own point. If anyone ignores that rule:
ask the interrupter to stop for a moment o invite the person who
was interrupted to finish what they were saying
 Emphasise areas of agreement – highlighting what people are in
agreement with is a simple way of getting them ‘alongside each other’
to work through the problem
 Create a record of areas over which there were queries or disagreements
– sometimes there is disagreement because there is a lack of information
– in this case, record the question to be dealt with at a later date,
and move on
 Take a very short break if participants are becoming frustrated or stuck
on one issue – asking them to step outside and walk around for 2
minutes before continuing gives everyone some breathing space and a
shift of perspective which can help the discussion
Activity 2E
Objective To provide you with an opportunity to undertake interventions in accordance
with the organisation development plan.
Identify one intervention that may form part of an organisation development

plan. Briefly describe:
➢ The purpose of the intervention
Brainstorming
Brainstorming is a very simple yet effective technique for generating ideas
regarding problems and possible solutions. It consists of asking a group of people
for their random thoughts about a topic and then capturing these as they
emerge. It usually works well when one person takes responsibility for recording
the suggestions on a whiteboard or flipchart so that everyone in the group can
see them.
➢ Factors you would need to consider when planning to use
this intervention.
 The person recording the ideas must write them down verbatim,
without paraphrasing or altering the words
 Members of the group should not assess, question or criticise the ideas
as they emerge as this will stifle contributions
 The group may benefit from having some individual thinking time
before starting the brainstorming session
 The person facilitating the session should keep encouraging the ideas
to flow
 Encourage seemingly ridiculous ideas – great innovations can come
about because of a seemingly ridiculous suggestion
 The group should keep going till all the ideas are exhausted.
Activity 2F
Objective To provide you with an opportunity to brainstorm alternative proposals and
negotiate and agree on outcomes.
In what circumstances might it be necessary to brainstorm alternative

proposals?
 The original proposals may no longer be feasible, affordable or available

 Further information may have come to light which prompts a rethink
 Objections or resistance in the organisation may hinder or put at risk
the implementation of the original proposals
 A change in direction or a change in the objectives of the OD program
would prompt a review of the original proposals, etc.
Activity 3A
Objective To provide you with an opportunity to undertake surveys to identify any loss of
support for organisational development programs and activities.
Why might there be a loss of support for the OD program and activities?
Basically, there are many reasons that it might cause a loss of support
which may be due to.
 Stakeholders perceiving a lack of action arising from the program
 A perceived slow rate of progress as a result of the OD program
 Results not being as anticipated
 Problems arising which had not been considered previously
 Distractions due to other major events within the organisation
 Competing priorities
 A loss of drive or direction from the people responsible
for implementing the OD program, etc.
Activity 3B
Objective To provide you with an opportunity to maintain regular team meetings and
individual feedback in accordance with communication plan.
1. Why is it important to maintain regular team meetings and individual

feedback to maintain the OD program?
It’s important because over a long-term project, such as the implementation of
an OD program, it is possible for people to lose sight of progress and if they are
not directly involved in the action, there is a danger that they believe that nothing
is happening. This can lead to cynicism about the program and a withdrawal of
support or enthusiasm for it. This can be avoided by effective communication
throughout the period of the OD program.
Individual feedback is an opportunity to recognise the efforts in connection with
the implementation of OD program
2. Imagine that you are part of a team responsible for implementing an OD

program which includes the following key actions:
Development and implementation of new working procedures

Training for all operators in new equipment/procedures
Launch of a new product.
The OD program has been running for six months. Your task is to develop
an outline agenda for a team meeting to advise the team about progress
with the OD program and to elicit their questions and feedback about it.
You are permitted to invent details for the purposes of this activity.
New workin procedures for all operators in new equipment

Introductory Basic skills Specialized Management Advanced Basic business
training training skills training management training
training Training
On-the-job Departmental
training training
Self- Training video Video-based
development rental system courses
Training
video
rental system
Introduction
of training
books
Activity 3C
Objective To provide you with an opportunity to set out activities and interventions in the
organisation development plan and maintain, evaluate and modify them as
required.
1. Why is it important to maintain, evaluate and modify the OD plan?
Evaluation provides the evidence on which to base decisions about maintaining,

institutionalizing, and expanding successful programs, and modifying or
abandoning unsuccessful ones
Evaluation helps you to learn from what you have planned and what has been
done. It helps with considering what changes need to be made to your planning
approach, your plan and associated activities to get adaptation outcomes.
2. What methods can be used to evaluate the OD plan?
 Sensitivity Training: Sensitivity training is also known as laboratory

training, encounter groups, and T-groups. It is a method of changing
behavior through unstructured group interaction. If individuals lack
awareness of how others perceive them, then the successful T-group
can affect more realistic self-perceptions, greater group cohesiveness,
and a reduction in dysfunctional interpersonal conflicts.
 Survey Feedback: Survey feedback makes use of questionnaires to
identify discrepancies among member perceptions and attempts to solve
these differences.
 Process Consultation: The purpose of process consultation is for an
outside consultant to assist a client (usually a manager) to perceive,
understand and act upon process events. The consultant gives a client
insight into what is going on around him (the client), within him, and
between him and other people. The consultant then goes to identify
the processes that need improvement.
 Team Building: Team building utilizes high-interaction group activities to
increase trust and openness among team members. Team building can
be applied within groups or at the inter-group level where activities are
interdependent.
 Inter-group Development: Inter-group development seeks to change
the attitudes, stereotypes, and perceptions that groups have of each
other.
Activity 3D
Objective To provide you with an opportunity to ensure senior management reinforces

organisation development program by ongoing messages of support and
appropriate resource allocation.
Complete the following individually or in a group (as applicable to the specific
Activity activity and the assessment environment):
1. Why is it important that senior management demonstrates their support

for the OD program?
Senior management support is crucial to the success of any OD program. If senior

managers are actively engaged, there is a pressure to report back to them on a
regular basis, they are asking questions of relevant personnel, and they are
looking for progress to be demonstrated.
2. How can you gain senior management support for the OD program?
1. One can gain senior manager support by Involving them in identifying

the need for the OD program and identifying its aims
2. By constantly reminding senior managers of the aims and purpose of

the OD program, outlining what it is aiming to achieve in terms of
tangible results
3. Speak to senior managers personally emphasizing how the OD

program will benefit the organization and their department specifically
to gain their support.
4. Involve senior managers in the planning of the OD program so that

they feel it is something that they are contributing to rather than it
being something that is done to them
5. Help senior managers to prepare and deliver some core messages

about the OD program, both before it is implemented and during the
implementation phase
6. Keep senior managers informed about the progress of the OD

program, letting them know what is working well, the results that are
being achieved and any problems that are occurring
Page|1
Activity 3E
Objective To provide you with an opportunity to evaluate organisation development

plans in terms of costs and benefits, including opportunity costs.
Complete the following individually or in a group (as applicable to the specific
Activity activity and the assessment environment):
1. Why is it important to undertake a cost-benefit analysis for an OD program?
Because a cost-benefit analysis enables an assessment to be made to establish

whether an OD program is going to be, or has been, worth the investment
required.
2. What is an ‘opportunity-cost’?
Opportunity cost is the profit lost when one alternative is selected over
another. In other words, opportunity cost is a benefit, profit, or value
of something that must be given up acquiring or achieve something
else.
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:

➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.
Summative Assessments
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
Learning  Participates in team development and training activities to develop

skills and knowledge
Reading  Evaluates and integrates facts and ideas while reviewing and
interpreting organisational development processes
Writing  Researches, plans and prepares documentation using vocabulary,

grammatical structure and conventions appropriate to context
and audience
Oral ➢ Applies appropriate strategies to extract main ideas from oral texts
Communication across a range of contexts in an effort to improve organisational
development
Numeracy  Selects and interprets a range of mathematical information to analyse

performance, determine objectives and calculate cost-benefits of
organisational development
Interact with ➢ Recognises the importance of taking audience, purpose and contextual
others factors into account when making decisions about what to
communicate, with whom, why and how
➢ Recognises the importance of supportive interaction and building
rapport in order to establish positive and effective working
relationships
➢ Collaborates with others to achieve joint outcomes, playing an active
role in encouraging innovation and facilitating effective group
interaction, influencing direction and taking a leadership role
➢ Manages conflict in the workplace through the recognition of
contributing factors and by implementing resolution
strategies
Get the work ➢ Develops flexible plans for complex, high impact activities with strategic
done implications that involve multiple stakeholders with potentially
competing demands
➢ Systematically gathers and analyses all relevant information and
evaluates options to make decisions about organisational
development
➢ Considers whether others should be involved in decision making and, if
so, uses collaborative processes
➢ Uses analytical and lateral thinking to review current practices and
develop new ideas
➢ Actively identifies systems, devices and applications with potential to
meet current and or future needs with the help of specialists
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This skills-based activity will require the learner to:
Interact with relevant people and document their organisation’s

readiness for a Development plan.
a. The learner will provide the relevant documentation on their

organisation’s development needs and stipulated objectives.
b. The learner will need to outline these needs by documenting them in their workbook.
c. With this document in hand, the learner will then consult with the relevant
personnel in their organisation regarding organisation’s development needs.
d. The learner will then gain support and collaborate with the relevant people to
push the development plan forward
e. At this point, the plan should be developed with the input of relevant stakeholder
and personnel. All this must be documented by the learner.
Video presentation for section C, D and E.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
To complete the unit requirements safely and effectively, the individual must:
➢ Explain how to maximise participation in and support for organisation development

including strategies or techniques for:
o change management
o consultation
o evaluating the process and outcomes
o generating ideas and options
o managing conflict and resolving problems
➢ Outline theories of organisational behaviour and dynamics relevant to planning and
implementing organisational development
➢ Explain the impact of legislation on organisational development and change
➢ List aspects of organisation culture that can affect organisation development and explain
how to address them in planning and implementation.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Name 5 change management techniques.
✓ Business re-engineering
✓ Consultative processes
✓ Job redesign
✓ Organisational redesign
✓ Sensitivity training
2. What are the 4 main forms of the consultative process?
✓ Focus group consultations

✓ One-to-one meetings and reviews
✓ Representative/council meetings
✓ Surveys and questionnaires to all
✓ individuals, etc.
3. Why is it important to evaluate the process and outcomes?
Outcome evaluations assess the effectiveness of a program in producing change. Outcome

evaluations focus on difficult questions that ask what happened to program participants and how
much of a difference the program made for them.
4. Why is it important to generate ideas and options?
Idea Generation is important because it enables you to expand your range of ideas beyond your
current range of thinking. We believe that you must first expand thinking to include more questions,
more variables, and more ideas before you begin the refinement process. The final idea chosen is
only as good as the potential ideas available.
5. Why is it important to manage conflict and resolve problems?

Unresolved conflict often results in loss of productivity, the stifling of creativity, and the creation of
barriers to cooperation and collaboration. Perhaps most importantly for leaders, good conflict
resolution ability equals good employee retention. Leaders who don’t deal with conflict will
eventually watch their good talent walk out the door in search of a healthier and safer work
environment.
6. Name and explain 5 of Fayol’s management principles.

Division of work – division of work amongst the workforce and specialisation produces more and
better work with the same effort
Authority and responsibility – authority is the right to give orders and the power to ask people to
follow them. Responsibility is the task or expectation which is being allocated to people
Discipline – obedience and respect between a firm and its employees based on clear and fair
agreements is absolutely essential to the functioning of any organisation
Unity of command – an employee should receive orders from only one manager
Unity of direction – organisational activities must have one central authority and one plan of action
7. How might new legislation affect the process?
Change in business laws means changes in the way businesses operate. Taxation policy is one the
government policies that affect businesses directly because taxation is based on the amount of
money earned by all businesses.
8. What are the 6 types of organisational cultures?
Innovative – these organisations are flexible, adaptable and open to new ideas. People
are encouraged to take risks and to try new things
Aggressive – these organisations value competitiveness, but they sometimes neglect corporate
social responsibility in terms of making a contribution to the wider community. Unethical behaviour
may be the norm in this type of organisation
Outcome-Orientated – these organisations value achievement, results and action towards achieving
objectives. Performance is managed closely, and people are held to account for non-delivery as well
as being rewarded for good performance
Stable – in these organisations, there are rules and bureaucracy which people must always follow.
Although this leads to a great degree of control and predictability, this is at the expense of creativity
and innovation
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
➢ Analyse information and data about the organisation and develop an organisation
development plan including:
o agreed objectives
o change management and communications strategies
o identified roles
➢ Implement the development plan including:
o developing the team
o managing conflict
o solving problems
➢ Consult and communicate effectively with relevant stakeholders to:
o determine agreed objectives and outcomes
o manage conflict
o monitor and promote participation in and support for the development activities
➢ Evaluate the development plan and make adjustments as appropriate.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Create an Implement an Organisational Development Plan for

your Organisation.
The learner must:
1. Analyse relevant information and data about their organisation and create an
organisation development plan which outlines:
❖ Agreed objectives
❖ Change management and communication strategies
❖ Identify roles
2. Implement the development plan including:
❖ Solving problems
❖ Developing the team
❖ Managing conflict
3. Consult and communicate effectively with relevant stakeholders to:
❖ Determine agreed objectives and outcomes

❖ Manage conflict
❖ Monitor and promote participation in and support for the development activities
4. Evaluate the development plan and adjust as appropriate
Video presentation for question 2 and 3.
Executive Summary
Flower Restaurant is an interesting and new type of restaurant cooking food with flowers as
ingredients. The restaurant is also going to provide a brilliant and relaxing atmosphere for people,
The start-up management team will combine expertise manager and the chefs. They need to have
at least several years’ experiences on restaurant. With the development of the restaurant, we will
keep inviting more expertise managers.
1.1 Added Value
1. Providing unique food, excellent services and elegant environment.
2. Enhance health, prolong life, cure illnesses and improve physiological functions. 3.Making
people to learn more about the flora catering which can lead the booming of this
industry.
3. Promoting local economy and traditional Chinese culture based onsome beneficial
policies from government.
4. Reducing local employment pressure.
1.2 Keys to Success
✓ Keep developing new customers.
✓ Using Customer-Relationship Management to keep customers.

✓ Through making advertisements to make the marketing of the products and brand.
✓ Build the first-class marketing channel.
✓ Employ and Train workers to first-class.
✓ Establish the first-class learning organization and business culture.
✓ Establish long-term partnership with suppliers.
✓ At the mature stage, using expansion strategy and build branch restaurants nationally.
Objectives
o Open the first flora house in Kun Ming 2.2014 Go on promotion.
o Keep improving original restaurant, increasing the sales and net margin.
o Concrete current scale, start franchising .
o Become a well-known brand, reaching the target of net margin.
o Expand the restaurant to other regions.
Communication strategies
Emotional Management
It must care employees and focus on the emotional communication with them to know their true
thoughts and demands on life and other aspects. This is used mainly at the beginning stage,
when the business does not familiar with employees, this is useful to enhance the relationship
between managers and employees and establish foundation for the participation of the
employees and the business culture
Employee Participation
After the employees working in the restaurant for a while, it is not just the emotional
communication but to discuss with employees about the work plan and target, adopting the
reasonable suggestion.
Talents Developed
To enhance the employees’ work ability and create a learning organization and strengthen the
coherence of the business. The restaurant will also adopt some employees training such as study in
the work, communicate in the study and some specific professional training.
Personnel Plan
Flower Restaurant will be responsible for all employees. The restaurant will train outstanding
employees, improve their abilities, stimulate their potential, enhance their cohesion to make them
better serve customers.
We will adopt the idea of employee-centered management, we will arrange the most appropriate
work to them based on their competency, expertise, interests. We will take the characteristics and
values of employees into account, using scientific training and motivational management approach,
through a comprehensive employee development and business culture to fully mobilize employees
and bring up their enthusiasm.
Basic Management Principle
HR is a kind of strategic resource. Creation of human resource is the source of the business profits.
To stand out of the crowd, it is necessary to have a large amount of talents to work for the business.
The restaurant will train employee to be excellent, enhance their capabilities, motivate their
potential abilities, enhance their coherence to better serve the company.
The restaurant will be employee oriented. It will arrange their suitable position according to their
ability, interests, specialty. Considering the characteristics and values of the employees, it is
supposed to train them with scientific methods and motivated management methods. Through the
full exploration of the human resource and the establishment of the business culture, enabling
employees to work actively, energetically, innovatively to increase the work efficiency, performance
and make significant contribution to the business target
Employee Self-management
With the increased participation management of the employees, for those skilled and
knowledgeable employees, we will use the self-management. The restaurant will just set them
targets of the company and the departments and let them to make their own plans to complete.
Cultural Management
After managing for some time, as the accumulated of the experience of the business, the restaurant
will develop its own work habit and style which can be named as the business culture.
Mechanism of employee training
To our business, we will provide our customers flora products and services, at the same time, we will
provide our employees with best environment and atmosphere, besides, we will also offer them
the opportunities to learn and improve themselves to increase their management and specialist
qualifications to activate their potentials.
Independent Learning: Independent Learning is to let the employees to complete some challenging
works, when they come across some difficult problems, let them to come over themselves under the
philosophy of culture-oriented, asking them to come up some creative
Solutions: This is useful on training them to breed their ability of independent thoughts and
creation. In addition, this is much more impressive.
Accompany Learning: This is to arrange employees to work under the instruction of their masters.
They must both observe and instructed by the masters to learn how to work, the masters must be
able to answer the questions, so every time when they are learning, they could learn from each
other together.
Open Learning: This is a kind of method which can give the employees enough freedom, the
employees could choose freely on the time, contents, learning methods and so on.
Learning in Activity
The restaurant could hold some activities from time to time, so employees could get more chance
to learn. This is kind of method which is away from the work and communicate with relax. The
employees could also deeply comprehend our culture.
Alternate Learning
Arrange employees to act as the customers or to be the leading position to ask them to come
up with some demands on their original own demands. From this, they could better understand
the business culture.
Mutual Learning
Invite some customers to act with us to get more information from them and make improvement
on certain aspects.
Motivation Mechanism
Motivation Mechanism is to make the employees to work energetically and motivate their potentials
and make the whole system under operation effectively. According to the Maslow’s hierarchy needs
theory, motivation effect depends on different persons and industries. If there is no motivation, it
will not enhance a company’s competence but lose a lot of excellent talents. The restaurant will use
the needs theory as base and motivate the employees based on their characteristics.
Basic Motivation
A good set of the salary system of a business will increase employees’ satisfaction to the salary
without increasing business cost.
✓ Salary: The restaurant will adopt timing salary system, draw up the various salary level
based on technical knowledge, professional work, strength, intelligence and some other
factors. It will classify the work into different types such as administrative, technical,
business work and so on. For each type of work, it will classify different levels, for those high
level workers, they will get more money. Employee get their salary according to their
working time, besides, with the development of the company’s business and the
deployment of the standardized training, all the employees could get more money with the
increase of their specialist capabilities.
✓ Pension: There are several types of pension such as overwork, night work, business trip
and son on. When the product prices are increasing, there will be some food pensions
which have to be decided according to the real situation.
✓ Bonus: The restaurant will also set up some types such as Model employee, polite bonus,
the most popular, work performance, attendance, motivation, annual and some other types.
✓ Welfare: This contains medical insurance, endowment insurance, work injury insurance,
work meal, uniform, festival gift, health inspection and so on. For those technical employees,
management specialist and so on who make special contribution will get some other
welfare.
This method will be combined with the motivation to give reasonable salary arrangement and
position change. Besides, it is important to let the employees to understand their appraisal to make
them find shortages to increase their positivism and work efficiency.
Appraisal aim
✓ Improve employees’ performance to attain their management objective to increase their job
satisfaction and future achievement.
✓ The appraisal result is to give feedback, rewards management, position arrangement and
work improvement.
o Cooperate with the flower breeding base to invest developing holiday resort contains
flora catering, flower health care and flower growing.
Solving conflicts at work
Problems, misunderstandings, and frustrations may arise in the workplace. It is Flower Restaurant’s
intent to be responsive to its employees and their concerns. Therefore, an employee who is
confronted with a problem may use the procedure described below to resolve or clarify his or her
concerns.
The purpose of this policy is to provide a quick, effective and consistently applied method for a
nonsupervisory employee to present his or her concerns to management and have those concerns
internally resolved.
Procedures
Step 1: Discussion with supervisor
Initially, employees should bring their concerns or complaints to their immediate supervisor. If the
complaint involves the employee’s supervisor, the employee should schedule an appointment with
that supervisor to discuss the problem that gave rise to the complaint within five working days of
the date the incident occurred.
The immediate supervisor should respond in writing to the complaint within five days of the meeting
held with the complainant employee.
Step 2: Written complaint and decision
If the discussion with the immediate supervisor does not resolve the problem to the mutual
satisfaction of the employee and the supervisor, or if the supervisor does not respond to the
complaint, the employee may submit a written complaint to the employee’s director/department
head. Employees may request assistance with writing their complaints from the human resource
(HR) department.
The employee’s director/department head should forward a copy of the complaint to the HR
department.
The submission of the written complaint is due within five working days of the response from the
supervisor. The complaint should include:
The problem and the date when the incident occurred.
Suggestions on ways to resolve the problem.
A copy of the immediate supervisor’s written response or a summary of his or her verbal response
and the date when the employee met with the immediate supervisor. If the supervisor provided no
response, the complaint should state this.
Upon receipt of the formal complaint, the director/department head must schedule a meeting
with the employee within five working days to discuss the complaint. Within approximately five
working days after the discussion, the director/department head should issue a decision both in
writing and orally to the employee filing the complaint.
Step 3: Appeal of decision

If the employee is dissatisfied with the decision of the director/department head, the employee
may, within five working days, appeal this decision in writing to the HR department.
The HR department may call a meeting with the parties directly involved to facilitate a resolution or
refer complaints to a review committee if it believes that the complaint raises serious questions of
fact or interpretation of policy. The HR department may gather further information from involved
parties.
Additional Guidance
If an employee fails to appeal from one level to the next level of this procedure within the time
limits set forth above, the problem should be considered settled on the basis of the last decision,
and the problem should not be subject to further consideration.
Because problems are best resolved on an individual basis, the conflict resolution procedure may be
initiated only by individual employees and not by groups of employees. All complaints must be made
in good faith.
Flower Restaurant reserves the right to impose appropriate disciplinary action for any conduct it
considers to be disruptive or inappropriate. The circumstances of each situation may differ, and the
level of disciplinary action may also vary, depending on factors such as the nature of the offense,
whether it is repeated, the employee’s work record and the impact of the conduct on the
organization.
No Flower Restaurant employee will be subject to retaliation for filing a complaint under this policy.
STAKEHOLDERS
Every business has stakeholders – individuals, organizations or groups that have an interest in
the organization and how it operates. Successful companies consider the needs and
requirements of their stakeholders.
Companies usually assume if their sales are good, then their brand and reputation must be strong.
But all too often, they don’t have a clear understanding of the values that drive brand and
reputation and actually sustain long-term profitability and growth. This leaves companies vulnerable
to dangerous backlash between corporate values, and those of their stakeholders: customers,
employees, shareholders, media, government, and community. Even well-known and seemingly
successful brands and reputations have suffered from this backlash. Every stakeholder applies their
personal and professional values to judge the performance of a company.
Stakeholders for Flower restaurant include:
✓ Customers
✓ Franchise holders (franchisees)
✓ Employees
✓ Suppliers
✓ Regulatory bodies (e.g. national and local regulatory bodies including health and safety
groups)
✓ Shareholders.
Communication with stakeholders must be a part of the daily life o the organization, with well-
developed communication routines and competence in using different methods to communicate
with different stakeholder groups. Knowledge about stakeholder’s opinions, expectations,
knowledge, and needs must be collected and understood by the regulatory body.
The development of strategies to support effective internal and external communication is essential
to the successful future of the regulatory network. Agencies must develop their competency in this
area and ensure that they have the resource to support this strategic activity within their
organizations.
Flower restaurant commitment to the development of such a strategy for communication will
benefit all within the regulatory community, while recognizing the different circumstances that
challenge the individual organizations within the network.
✓ Communication with stakeholders must be incorporated into the daily routine
✓ of the organization and a formal policy should be established accordingly.
✓ Legislation and a changing environment is changing the target audience for regulators
✓ Different methods are required to support successful communication with varying groups
of stakeholders
✓ An agreed communications policy would benefit all within the regulatory network
Topics of interest not addressed within this document:
✓ Communication within the organisation is as important as outside the organisation:

✓ Strategy for managing external communication
✓ Strategy for managing internal communication
✓ Communication is a 2-way process:
✓ Communication culture aligned with service-based approach
✓ Legislation facilitates/supports data transparency

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NAME- SHAIK ALEEM

Activity 2C checklist – for assessor..............................................................................................29

➢ Address each question including any sub-points

➢ Demonstrate that you have researched the topic thoroughly

➢ Cover the topic in a logical, structured manner

➢ Presenting any work by another individual as one's own unintentionally

➢ Handing in assessments markedly similar to or copied from another learner

➢ Presenting the work of another individual or group as their own work

➢ Handing in assessments without the adequate acknowledgement of sources used,

Recognised prior learning

➢ Product-based methods e.g. reports, role plays, work samples

➢ Portfolios – annotated and validated

➢ Third party evidence.

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

Name: Shaik Aleem

An explanation of observations and demonstrations:

The observation will usually require:

➢ Performing a work based skill or task

➢ Interaction with colleagues and/or customers.

A demonstration will require:

➢ Performing a skill or task that is asked of you

➢ Undertaking a simulation exercise.

The observation/demonstration will take place either in the workplace or the

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name:

Position of third party:

Declaration for nominated third party

Third party signature: Date:

Why is it important to analyse strategic plans in order to determine the

It is especially important to analyse strategic plans in order to determine the

1. Why is it important to profile the organisation’s culture and readiness

Profiling the organization’s culture is important because it defines your

1. Why is it important to determine the commitment of people who have

It is important to determine the commitment of people because they are the

2. Imagine you have identified someone in your organisation who should be

Estimated Time 20 Minutes

1. Imagine that you are in a team of OD consultants working with a furniture

2. When analysing data, what are you looking for?

1. Similarities and differences between departments/

Food control in the line production

Estimated Time 20 Minutes

Estimated Time 25 Minutes

environment and desired approach to problem-solving and developmental

You should identify what you think should be communicated, to whom, by

Basically, in a restaurant is quite simple to communicate everything each other,

1. What consultation methods and processes could you use in the

Estimated Time 20 Minutes

1. What factors need to be considered when planning team

 Some learners do not learn best from the one-way delivery of

2. Imagine that you are implementing an organisation development program in

The steps to develop the training program it shows as follow.

Assess training needs:

➢ Purpose of the session

➢ Format and duration of the session, including how you intend to

Duration of the session: 15 minutes

On this session will cover COVID-19 information specific to dining in matters.

➢ Any activities that participants would be required to complete prior to

Is mandatory for all staff members to complete this government legislated we

➢ How you intend to capture the feedback from the session.