LMD 2.3 Bsbwor502 Assesstool

Student Assessment Pack (UAP)
Qualification code/name: BSB51918 Diploma of Leadership and Management

Unit code/name: BSBWOR502 Lead and manage team effectiveness
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STUDENT ASSESSMENT INSTRUCTIONS
Overview
Prior to commencing the assessments your assessor will explain each task and the terms and submission of your
task. Please consult your assessor if you are unsure of any questions. It is important that you understand adhere
to the terms and conditions and address each task. If any task I not fully address than your assessment task will
not be marked. The assessor will support you throughout this process.
Written work
The assessment tasks are used to measure your understanding and underpinning skills and knowledge of this
unit of competency. When answering please ensure you address each criteria and sub point, demonstrate your
research of each of the questions and cover the topic in a logical and structured manner.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all
tasks on time. If you do not participate you will be required to report to Student Services Coordinator.
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 student’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 student 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 student
 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 task, then we will organise a meeting to
discuss this with you.
Copyright
Copyright is the form of intellectual property that grants the person who created the original work an exclusive
legal right therefore you must abide by the Copyright Act 1968 and not copy others material without their
written permission as the owner of the material may take legal action against you if the owner's copyright has
been infringed.
Assessment Appeals Process
If you are dissatisfied with the outcome of one of the assessment tasks or the final outcome of the assessment
task because you feel that the result is unfair or incorrect, you may request to have the task/s or overall
assessment task reviewed. If you are still dissatisfied with the outcome, you may lodge a formal assessment
appeal. Refer to SBTA’s Complaints/Appeals Policy and Procedure.
Application of the unit – BSBPMGT502 Manage project stakeholder engagement
This unit applies to all managers and team leaders who manage people. It covers work allocation and the
methods to review performance, reward excellence and provide feedback where there is a need for
improvement. The unit makes the link between performance management and performance development, and
reinforces both functions as a key requirement for effective managers. This is a unit that all
managers/prospective managers who have responsibility for other employees should strongly consider
undertaking.
Application of the unit – BSBWOR502 Lead and manage team effectiveness
This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with
the management of the organisation. It applies to individuals working at a managerial level who facilitate work
teams and build a positive culture within their work teams. At this level, work will normally be carried out using
complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement,
using a range of problem solving and decision-making strategies.
BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Release Date: 16/5/2019 P a g e |1
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Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Instructions provided to the student:
Assessment task description:

 This is the first (1) unit of assessment task student has to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of fifteen (15) written questions.
 Student must respond to all the question and submit them to the Trainer/Assessor.
 Student must answer all questions to the required level, e.g. provide the number of points, to
be deemed satisfactory in this task.
 Trainer/Assessor is required to provide the feedback within two weeks and notify students
when results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means student can
refer to textbooks during the test).
 Student must read and respond to all questions.
 Student must use computers to answer the questions.
 Student must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 Trainer /Assessor must assess student’s written skills and knowledge as he/she complete this
assessment task.
 The trainer/assessor may ask student relevant questions on this assessment task to ensure
that this is his/her own work.

Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 Student may speak to their Trainer/Assessor if student have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to RTO Staff Handbook.

Location:
 This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
 Trainer/Assessor will provide student further information regarding the location for
completing this assessment task.

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Instructions for answering written questions:

 Student must have to complete a written assessment consisting of a series of questions.
 It is expected from students to correctly answer all the questions.
 Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Student must concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information.
 Student must not use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 Assessor should not accept answers copied directly from texts without acknowledgement of
the text.
How trainer/assessor will assess the work?

 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is
Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
Instructions for assessors:

 Assesses each student’s answers in accordance with the guidelines provided in the “Trainer
Assessment Pack”.
 Should not accept answers copied directly from texts without acknowledgement of the text.
 Assess each student’s answers and provide feedback within two weeks of submission.
 Notify each student that they are Satisfactory/ Not Satisfactory via the learning management
system.
 Submit assessed unit assessment pack to student administration within one week of marking,
so that results can be uploaded into the student management system.
Purpose of the assessment task:

This assessment task is designed to evaluate your following skills and abilities:
 Skill to establish a common understanding of team purpose, roles, responsibilities and
accountabilities and develop team performance plan to establish expected outcomes, goals and
objectives.
 Skill to establish team performance plan to support team members in meeting expected
performance outcomes.
 Skill to develop team strategies to maximize team members input in planning, decision making
and operational aspects and take responsibility for own work and assist others to take
responsibilities.
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 Skill to encourage team members, value their team effort and developing process to ensure
issues identified by team members are addressed.
 Skill to develop process to identify problems and concerns and eradicate them and serving as a
role model for team members and enhance organizations image for all the stakeholders.
 Skill to develop policies and procedures ensuring team members responsibility and providing
them feedback to encourage them and reward them based on the team performance.
 Skill to establish communication process with all stakeholders and line managers and take
corrective measures regarding unsolved issues, concerns and problems raised by internal and
external stakeholders.
 Written and oral/speech communication skills to organize and deliver information to
effectively communicate Lead and manage team effectiveness to a range of
stakeholders/interested people.
 Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analyzing scenario/setting-situation business information.
 Skill to work independently/freely as well as collaboratively/together to make decisions.
Questions:
1.1. Answer the following:
a. What do you mean by team/group dynamics? Write your answer in 30-50 words.
b. How can you recognise the team/group dynamics? Write your answer in 50-100 words.
c. How can the team/group dynamics support or hinder team performance? Write your
answer in 50-100 words.
a. What do you mean by team/group dynamics? Write your answer in 30-50 words.
 Group dynamics can be understood as how team member’s distinct roles and behaviours
impact other group members and the group as a whole. Team dynamics are therefore the
unconscious, psychological factors that influence the direction of a team’s behaviour and
performance.Without positive team dynamics, your business can’t fully leverage the
potential of your employees and tap into their skills and experience. So what are team
dynamics and how can you manage and improve your team’s performance through
enhanced dynamics? No two teams are exactly the same, so improving team dynamics
starts with identifying any issues and formulating a tailored strategy for your team.
b. How can you recognise the team/group dynamics? Write your answer in 50-100 words.
 You can recognise the te dynamics,by identifying the forces that influence team behavior.
These can include: Office layout e.g. an open-plan office is better for collaborative
working than walls or cupboards that might divide the team. Roles within the team.Each
team can contribute so it well be group effort and skills.
c. How can the team/group dynamics support or hinder team performance? Write your answer in
50-100 words.
 Team dynamics can strongly influence how a team performs. Interactions can be both
positive and negative and altogether they can affect the performance of the team. Poor
group dynamics can damage morale, undermine productivity and lead a team to make
bad decisions or possibly be left with unproductive and unsuccessful outcomes. Positive
team dynamics help teams get things done as team members know their roles and
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responsibilities and can assist each other with completing
1.2. Outline any four (4) strategies that should be implemented in the workplace to support team
cohesion, participation and performance. Write your answer in 150-200 words.
1. Conduct a diagnosis and get to know your team
 Conduct a diagnosis of what is going wrong in your team by doing a team health check.
2.Address problems quickly
 If you see a team member engaging in unhelpful behaviour, work to address it quickly.
Speak to the team member directly and invite him or her to reflect on the behaviour and
how it can be changed to support the team’s goals.
3. Create a team charter
 A clear charter also helps you set clear behavioural and outcomes expectations. It gives
you standards by which you can hold underperforming team members to account.
4. Enhance team culture
 Create a workplace that supports employee well-being, success and enthusiasm for work.
Value diversity and think about how you can build trust and respect among team
members. Support open communication, sharing of ideas through an inclusive work
culture.

d. Explain the term “Building Consensus” in team setting. What does consensus include?
Write your answer in 50-100 words.
e. Explain three (3) strategies that should be implemented to gain consensus and make sure
at same time that all team members are given a say in the decision and feel valued. Write
your answer in 250-300 words.

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d. Explain the term “Building Consensus” in team setting. What does consensus include? Write
your answer in 50-100 words.
 approach allows groups to reach an overwhelming agreement among relevant
stakeholders and maximize possible gains to everyone.Groups that focus on making
decisions through consensus building tend to reach agreements that are more stable,
more efficient, and wiser than groups that make decisions through majority rule.
e. Explain three (3) strategies that should be implemented to gain consensus and make sure at
same time that all team members are given a say in the decision and feel valued. Write your
1. 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.
2. Encourage questions and listen to feedback.
To build buy-in and align people around your vision, give them the freedom to ask questions and
provide feedback. Let them challenge you! In fact, you should encourage them to do so, especially if
there’s any shred of doubt as to whether it’s going to be best for all.
3. Teach people the “why.”
A lot of leaders make the mistake of forcing goals, ideas, and decisions on their staff. Sometimes they
push too hard because they think it will save time or avoid pushback.
4. Support different approaches to critical thinking
A diversity of thought will lead to better solutions. Whether that means bringing in the team
accountant to discuss the a potential group decision or ensuring an equitable gender balance within
the group, it’s important to start with a balanced crew.
1.4. Explain any five (5) strategies to resolve workplace conflict. Write 25–50 words for each.
1. Avoiding
Avoiding is when people just ignore or withdraw from the conflict. They choose this method when
the discomfort of confrontation exceeds the potential reward of resolution of the conflict.
2. Competing
Competing is used by people who go into a conflict planning to win. They’re assertive and not
cooperative. This method is characterized by the assumption that one side wins and everyone else
loses. It doesn’t allow room for diverse perspectives into a well informed total picture. Competing
might work in sports or war, but it’s rarely a good strategy for group problem solving.
3. Accommodating
Accommodating is a strategy where one party gives in to the wishes or demands of another.
They’re being cooperative but not assertive. This may appear to be a gracious way to give in
when one figures out s/he has been wrong about an argument. It’s less helpful when one party
accommodates another merely to preserve harmony or to avoid disruption. Like avoidance, it can
result in unresolved issues. Too much accommodation can result in groups where the most
assertive parties commandeer the process and take control of most conversations. Using the
strategy of "accommodating" to resolve conflict essentially involves taking steps to satisfy the
other party's concerns or demands at the expense of your own needs or desires.
4. Collaborating
Collaborating is the method used when people are both assertive and cooperative. A group may

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learn to allow each participant to make a contribution with the possibility of co-creating a
shared solution that everyone can support.
5. Compromising
Another strategy is compromising, where participants are partially assertive and cooperative.
The concept is that everyone gives up a little bit of what they want, and no one gets everything
they want. The perception of the best outcome when working by compromise is that which “splits
the difference.” Compromise is perceived as being fair, even if no one is particularly happy with
the final outcome. The strategy of "compromising" involves finding an acceptable resolution that
will partly, but not entirely, satisfy the concerns of all parties involved.
1.5. Explain any four (4) consultation and feedback methods that can be used to establish a common
understanding of team purpose, roles, responsibilities and accountabilities within a team.
Meetings
 Formal, scheduled meetings and informal, ad hoc gatherings between team members
contribute to a better understanding of tasks, responsibilities and roles.
Interviews
 Creating a list of questions to establish knowledge, skills and understanding of the task
can help you identify individual needs and attributes
Brainstorming sessions
 The group as a whole considers a number of possible perspectives. Successful
brainstorming requires commitment, contribution and cooperation by all team members
Email/intranet communication
 If a team is geographically dispersed, a system of electronic communication can aid
understanding and contribution by all team members

f. When developing a performance plan, what are the key areas that a Manager/ Supervisor
and the staff member/team should have discussion/agreement on? Write your answer in
100-150 words.
g. Why should you apply SMART approach when developing KPI’s for performance plan?
Explain SMART approach. Write your answer in 100-150 words.
F. When developing a performance plan, what are the key areas that a Manager/ Supervisor and
the staff member/team should have discussion/agreement on? Write your answer in 100-150
words
The first stage of managing an effective team is the planning stage. As a team leader you will be
required to administer performance plans for your team members. Performance plans for
individuals or teams generally contain:
•performance measures such as KPIs
• specific goals to be achieved by each team member, or the entire group
• the actions required to achieve those goals
• a schedule outlining how long it should take to achieve each goal
• the methods that will be used to monitor, evaluate and reward performance.

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G. Why should you apply SMART approach when developing KPI’s for performance plan? Explain
SMART approach. Write your answer in 100-150 words.
It may seem counter-intuitive to negotiate a KPI, but this process has several benefits.
Negotiation can highlight the strengths and weaknesses of individual employees or the team as a
whole. As a manager, you can allocate the right work to the right team member based on the
outcomes of this process. The benefits of collaborating in the development of KPIs include an
increased level of personal commitment and a better level of understanding of team member
perspectives by the manager. It allows for feedback and critical analysis of the role and the
performance measures applied to it. Once a performance outcome is agreed to and is in line with
organisational needs, it must be worded so the team members and the manager are clear on the
objectives to be achieved.
To be clear and unambiguous, KPIs need to be written as ‘SMART’ objectives. That is,
they should be Specific, Measureable, Attainable, Realistic and Time-framed
1.7. What are the benefits of developing strategies to ensure team members have input into the
planning, decision making and operational aspects of a work team? Answer in 200-250 words.
-Involving employees in decision making can be beneficial for your business and employees.
When you let employees help with decisions, it shows that you trust them. Even if you only let
employees give input to assist you in making the final decision, you still show that you value
their opinions.Asking employees for their opinions can give you different perspectives to make
better decisions. While you have an overarching idea of your business, your employees are in the
day-to-day trenches. Employees often work more closely with customers, so they know what
buyers need and request. Employees can also come up with revenue-generating and cost-saving
ideas.
Involving Staff In Decision Making
You can’t simply hope employees will give you their opinions. You must actively seek their
advice.
Below are three ways you can let employees help you make decisions.
Suggestion Box
Gathering good ideas is the first step to making good decisions. Create a system for employees to
give you their suggestions. This might be a physical suggestion box. Or, you might have a digital
alternative, such as a designated email or online form.
If you do have a suggestion box, make sure you regularly check it. Don’t let it go unopened for
long periods of time. Create a routine of checking it. This helps you make timely decisions.
1.8. How should a team leader communicate the assigned roles to the team members so that they feel
encouraged to accept the responsibility for their assigned roles? Write in your own words and
Leadership Teams
You might set up leadership teams, or committees, at your business. The people on these teams
don’t have to be managers. The teams can comprise any employees. Team leaders should lead
from the front. They should do roughly the same
amount of ‘real’ work as other team members. The role of team leader

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should not be used to just make decisions. Rather, the team leader should
volunteer for work that is high-risk or difficult.
1.9. Prepare a list of five (5) steps that should be implemented to communicate positive feedback to
the employees. Write your answer in 100-150 words.
1. Avoid giving unsolicited advice

Only a third of people believe the feedback they receive is helpful. That’s because more often
than not, it’s unsolicited, which can create an immense amount of stress for the person receiving
it.
2. Be specific
Employee feedback should be solutions oriented, crystal clear, and to the point. If your intention
is to offer corrective feedback, general comments, like “Your work needs to be improved” or “I
wasn’t very impressed with those reports. You have to do better than that” can leave your
employee confused and in the dark as to what aspect of their work needs to be corrected.
3.3. Come with a deep level of empathy
“Delivering feedback that exposes a wide gap in self-knowledge demands an extra measure of
sensitivity. Like ripping off a scab, the sting of discovering such a profound gap often elicits
strong emotions that can easily be confused as defensiveness.
4. Don’t wait for a quarterly review
Employee feedback immediately following an event has the greatest impact on performance.
And engagement peaks when employees receive feedback on a weekly cadence. If issues are left
unaddressed, they may multiply by a domino effect. So by the time the quarterly performance
review comes around, you’ll be confronted with a host of issues that could have been avoided if
mentioned earlier.
5. Keep it private
Don’t criticize publicly—ever.
For some, even praise is better delivered in a private meeting. Some people simply don’t like
being the center of attention. You can also consider offering employee feedback in the form of a
written response. This can give you time to reflect and offer a more thoughtful answer.
1.10. What processes can you set up to provide an opportunity for your team members to raise any
concerns or issues? Write your answer in 150-200 words.
Make teamwork a priority by making it part of the performance management system. This begins
with performance expectations when someone joins the organization, Weisman says. “I was speaking
with a prospective client last summer who was complaining about this very thing–that their people
were not working well together–so I asked her, ‘Well, do you assess their contribution to teamwork as
part of your annual performance review process?’ She looked at me like a deer in headlights and
responded as if it was a master stroke of genius.” If you don’t measure it and give people the
expectation at the very beginning of their role with the organization, it will not be seen as priority.
Communicate directly with them. “I think that this is perhaps the most important factor when it comes
to improving a work relationship,” Teach says. “It’s totally understandable why you and a co-worker
don’t work well together but the onus is on you to improve the situation.”
Ask for advice. Again, you don’t want to go to your boss or upper management to complain about a co-

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worker, but you can ask your supervisor for advice on how to improve your work relationships. “They
will certainly appreciate the fact that you came to them first because you want to improve the team
dynamic,” Teach says. “This will help your supervisor see that you are truly a team player
Feedback:
Task outcome:  Satisfactory  Not Satisfactory

Release Date: 16/5/2019 P a g e | 10
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Unit Assessment Task (UAT)

Assessment Task 2 – Unit Project (UP)
Assessment type
 Unit Project (UP) – Establish team performance plan
Instructions provided to the student:
Assessment task description:

 This is the second (2) unit assessment task that student has to successfully complete to be
deemed competent in this unit of competency.
 This assessment task is comprised of a Unit Project (UP) and skills assessment.
 Student will complete following tasks in this assessment task:
A. Participate in role play on establishing a common understanding of team purpose,
roles, responsibilities and accountabilities.
B. Prepare a team performance improvement plan.
 Student is required to participate in role play with the trainer/ assessor and other students.
 Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in
the performance checklist to be deemed satisfactory in this task.
 Student must ensure that premise of the role play is closely related to the scenario and the
given criteria.
 Student must establish team performance plan by following all given instructions, for the
trainer/assessor to assess competency in this assessment task.
Applicable conditions:
 This project is untimed and are conducted as open book tests (this means student can refer to
their textbook).
 Student must read and respond to all criteria of the project.
 Student may handwrite/use computers to answer the criteria of the project.
 Student must complete the task independently.
 Time allowed for the role play is 10 -15 minutes.
 Time allowed to develop required resources for role play is 3 weeks prior to the role play.
 Student must use the provided templates while writing their answers.
 Electronic devices are permitted.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As student complete this assessment task student predominately demonstrating his/her
practical skills, techniques and knowledge to trainer/assessor.
 The trainer/assessor may ask student relevant questions on this assessment task to ensure
that this is his/her own work.
Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
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 Student may speak to their Trainer/Assessor if student have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to the RTO Staff Handbook.
Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Trainer/Assessor will provide student further information regarding the location of
completing this assessment task.
General Instructions for attempting the Project:

 Student must correctly attempt all activities of this assessment task.
 Student will participate in a role play on establishing a common understanding of team
purpose, roles, responsibilities and accountabilities and prepare a team performance
improvement plan in this assessment task.
 Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Student must use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups based on attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 Assessor should not accept answers copied directly from texts, paraphrased or summarised
information without acknowledgement of the source.
 Students must explain the topics appropriately.
 Tone, gestures, body language must be according to the role students are portraying.
 Students are required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
How trainer/assessor will assess the work?

 This assessment task requires the student to participate in a role play on establishing a
common understanding of team purpose, roles, responsibilities and accountabilities and
prepare a team performance improvement plan.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is
Not Yet Competent (NYC).
 Students need to be briefed on the role play prior to the due date as set out in the delivery and
assessment guide for this unit.
 Trainer/assessor shall provide students with initial oral feedback in online class, after the role
play. This may take the form of individual feedback, if time allows, or it may be incorporated in
observations of a general nature in the debriefing exercise following the role play. Written
feedback incorporating the feedback on student’s individual Interactive role play and
preparatory work must be provided within two weeks from the due date of this assessment,
using the Observation Checklist.

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Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:
• Skills to establish a common understanding of team purpose, roles, responsibilities and
accountabilities and develop team performance plan to establish expected outcomes, goals and
objectives.
• Skills to encourage team members, value their team effort and developing process to ensure
issues identified by team members are addressed.
• Skills to encourage team members to participate in team activities and take responsibilities.
• Skills to establish team performance plan to support team members in meeting expected
performance outcomes.
• Skills to develop team strategies to maximise team members input in planning, decision
making and operational aspects and take responsibility for own work and assist others to take
responsibilities
• Skills to establish open communication process with all stakeholders.
• Written and oral/speech communication skills to organise and deliver information to
effectively lead and manage team effectiveness to a range of stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
• Skills to work independently/freely as well as collaboratively/together to make decisions.
• Ability to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
• Ability/skill to sequence/in order and schedule/plan activities and manage communication.
• Ability to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
• Ability to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.
TASK INSTRUCTIONS
Read the scenario below and complete this activity.
Scenario
You are the new manager for Careers Call Centre Sales Team B. The team has 3 staff members-
Fernando, Chaoran and Yuki.
Careers Call Centre sell mobile phone plans and Sales Team B has the lowest sales figures of all the
current teams.
All three sales members are from different cultural backgrounds and there seems to be quite a bit of
tension between different team members, as well as between your team members and the other
teams.
 Chaoran’s average sales per day are 3.5 and he has issues with Fernando. He thinks Fernando
is being overly loud and very opinionated. He believes that Fernando is trying to become the
new team leader and complains that he has no right to tell him what to do.

Students ID/name
Assessor’s name
 Yuki’s average sales per day are 2. Yuki finds Chaoran to be very abrasive in his mannerisms
and feels that he is always angry and upset at her. This makes her not want to talk to him and
she avoids him where possible.
 Fernando’s average sales per day are 4. He feels frustrated that Yuki doesn’t speak up for
herself when Chaoran is being mean to her and feels Chaoran is stubborn; refusing help and
advice.
The reason for your appointment as manager is that there have been complaints about the services
delivered by this team, and therefore senior managers decided to hire someone externally to manage
the team efficiently. They have also identified a few problems in the team:
 Communication between team members appears to be strained at times
 The levels of cooperation are falling
 Communication with the other teams within the organisation are not as good as they should
be.
 There is no one currently taking on a leadership role
 Prioritisation of tasks appears to occur on an ad-hoc basis
 Average individual sales are supposed to be 5 units per day and 25 per week for a full-time
employee
 Last week the total sales were 50 (10 for Yuki, 25 for Fernando and 15 for Chaoran)
Currently the management has no systems in place to gather team members input into planning,
decision-making and general operational aspects of the team or support team members to achieve the
organisational objectives and goals. Only team meetings are held on quarterly basis, where the team
leaders have input into the planning, decision making and operational aspects of team members
performance and the support or the training that the they need. Based on the team leaders’ feedback,
the training sessions are organised. There is no input from the team members.
While each of the team members were selected for their role on the basis of demonstrated skills and
expertise, they seem unable to work together effectively.
Your initial role, therefore, is that of trouble shooter, problem solver and team facilitator. You need to
bring this group of people together to form a cohesive, effective and productive team and to make sure
that the organisational goals, plans and objectives are well understood by them, and that there is a
common understanding of team purpose, roles, responsibilities and accountabilities.
The organisational goals, plans and objectives are as follow:
Organisational goals
 A sustainable workplace environment.
 Meet or exceed call center metrics while providing excellent consistent customer
service.
Organisational objectives
 Improving sales and recommendations for products and services better suit client
needs.

Students ID/name
Assessor’s name
 Building lasting relationships with clients and other stakeholders based on trust and
reliability.
 Improve support for team members regular feedback on performance.
 Improve conflict resolution between members
 Focus on the efficiency of the organisation, not the effectiveness of the individual
 Continuous professional development and training of employees
 Continuous gathering of internal and external feedback from all stakeholders for
improvement of workplace processes better.
 Empower customer service staff to handle customer issues and trust them to do the
right thing.
Key performance indictors

 Average sales per day
 Compliance with all company policies and procedures
 Achievement of sales targets

PART A: TASK
2.1. Participate in a role play
You (the student) will play the role of the new manager and participate in a role play.
The aim of the role play is for the team manager to establish a mutual understanding of team
purpose, roles, responsibilities and accountabilities.
Your trainer/assessor will allocate the role of team members (Fernando, Chaoran and Yuki) to the
students in the class. If there are insufficient number of members in the class, then your
trainer/assessor will play multiple roles and switch the role based on the requirements of the role
play.
During the role play, Fernando will:

 Complain that Yuki doesn’t speak up for herself when Chaoran is being mean to her
and feels Chaoran is stubborn; refusing help, advice.
During the role play, Chaoran will:

 Complain that Fernando is overly loud and being very opinionated. He believes that
Fernando is trying to be the acting team leader and trying to tell him what to do.
During the role play, Yuki will:

 Complain that Chaoran to be very abrasive in his mannerisms and feels that he is
always angry and upset at her.
During the role play, you (the manager) will be required to:
 Gain trust and confidence of team and provides feedback to them in forms that they
can understand and use.

Students ID/name
Assessor’s name

Adapt personal communication style to build positive working relationships and to
show respect for the opinions, values and their needs.
 Demonstrate high level conflict resolution skills and ability to engage and motivate
others.
 Establish a common understanding of team purpose, roles, responsibilities and
accountabilities in accordance with organizational goals, plans and objectives
 Provide support to team members to achieve expected performance outcomes.
The role play must cover the following points:
Discussion about team purpose, roles, responsibilities and accountabilities as per the organisational
goals, plans and objectives.
After the role play, you must fill in template 1 for a Team Learning Plan.
Template 1:

TEAM LEARNING PLAN
Team members Fernando, Chaoran and Yuki)
present
Date 03/08/2021
Venue Student
Room 101Assessment Pack (UAP)
Qualification
Review code/name:
conducted by BSB51918 Diploma of Leadership and Management
Lucilyn(Manager)
1. Understanding of goals
Do all team
Students members clearly understand purpose and goals of the team?
ID/name
Yes
Assessor’s name
How is this expected to be achieved?
- be sure that your goals jive with what you have learned about the role and the company and
cooperate with the team
What opportunities can you identify for improvement?
Time management. The better people can multitask, meet deadlines and manage their time, the
more productive they will be at work.
Customer service
Teamwork
Communication
2. Team member support

Are team members provided with the support required to achieve team outcomes?
Yes
What support is usually provided?

Motivate and Inspire Them
 Motivates their employees, and they keep that in mind when their team does a good job.
They inspire their people by staying positive and filter out stress and negativity.
Be Available at All Times

 The most common complaints I hear from other teams is that their managers simply don't
talk to them.
How can team members be supported more effectively?
Open and honest communication is the foundation of a successful team. This is true whether it's face-
to-face or virtually, as it helps us build the interpersonal skills necessary for effective teamwork.
Sharing ideas, points of view, information, and expertise helps to keep everyone informed and in the
loop.
3. Strategies for Team member input

Are team members given sufficient opportunities to provide input into planning, decision-making
and general operational aspects of the team?
Yes
How is this currently done?

Performance assessments measure success, help correct behaviors, and motivate performance
improvements
Learning assessments enable team members to share thoughts and increase control of their learning
What opportunities can you identify for improvement?

Self-evaluations, self-monitoring, and self-regulation enable individuals to identify areas where they
can improve their contributions to the team
Peer evaluations allow team members to assess each others’ strengths and weakness and collectively
discuss how team performance can be improved
4. Responsibility for own work

Are team members encouraged sufficiently to take responsibility for their own work?
Yes
Students ID/name
Assessor’s name
2.2. Team Performance Improvement plan
Continuing from PART A, with your groups, fill in the team performance improvement plan –
based on the discussions held in the role play, on the template provided underneath.
The team performance improvement plan must cover the following point:
Develop a team performance improvement plan and take into consideration the expected
outcomes, outputs, key performance indicators (KPIs) and goals for the work team. You must use
template 2 to prepare team performance plan.
Template 2:
Team Performance Improvement Plan (TPIP)

Confidential
TO: (insert employee’s names)

FROM: (insert manager’s name)
DATE: (insert date)
RE: Team Performance Improvement Plan (TPIP)
The purpose of this Team Performance Improvement Plan (TPIP) is to define serious areas of
concern, gaps in work performance, reiterate the organisation’s expectations, and allow the team
the opportunity to demonstrate improvement and commitment.
Areas of Concern:
Bullet point issues and how employee’s lack of performance and/or behaviour has affected
his/her co-workers, the company and clients/customers.
Observations, Previous Discussions or Counselling:
Recap dates/times you have addressed the issues in the recent/relevant past. Reference
previous documents when applicable.
Step 1: Improvement Goals: These are the goals related to areas of concern to be improved and
addressed:
1.
2.
3.
Step 2: Activity Goals: Listed below are activities that will help the team reach each goal:
Goal # Activity/Strategy How to Accomplish Start Date Projected
Completion
Date

Students ID/name
Assessor’s name
1.
2.
3.
Step 3: Resources: Listed below are resources available to the team to complete the Improvement
activities (may include other people’s time or expertise, funds for training materials and activities, or
time away from usual responsibilities.)
1.
2.
3.
Management Support: List below are ways in which the manager/team leader will support the
Improvement activities.
1.
2.
3.
Step 4: Expectations: The following performance standards must be accomplished to demonstrate

progress towards achievement of each Improvement goal:
1.
2.
3.
4.
Step 5: Progress Checkpoints: The following schedule will be used to evaluate the team’s progress in
meeting the Improvement activities.
Goal Activity/Strategy Checkpoint Type of Follow-up Progress Notes
# Date (memo/call/meeting) Expected
1.
2.
3.
Follow-up Updates: You will provide feedback on the team’s progress according to the following
schedule:
Date Scheduled Activity Conducted By Completion Date
Timeline for Improvement, Consequences & Expectations:

Effective immediately, the team is placed on a 90-day PIP. During this time, all team members will be
expected to make regular progress on the plan outlined above. Failure to meet or exceed these
expectations, or any display of gross misconduct will result in further disciplinary action, up to and
including termination. In addition, if there is no significant improvement to indicate that the
Students ID/name
Assessor’s name
expectations and goals will be met within the timeline indicated in this PIP, employment may be
terminated prior to 90 days. Failure to maintain performance expectations after the completion of the
PIP may result in additional disciplinary action up to and including termination.
Signatures:
Print Employee Name: _____________________________________
Print Supervisor/Manager Name: _____________________________________

Supervisor/Manager Signature: _____________________________________
Date: ___________________________

Students ID/name
Assessor’s name
2.3. Develop and facilitate team cohesion
During the discussion with the team members, you came to know that the team member’s issues
were never discussed before and neither were they addressed. The team members told you that
their inputs have never been valued and that has also led to change in their behaviours toward
work and downfall in their performance.
You discovered that there had been no strategies, policies and procedures and processes to
develop and facilitate team cohesion. You have discussed these matters with the executive
management team. After the discussion, they have allocated you the task to develop strategies,
policies and procedures and processes to improve and facilitate team cohesion.
Task:
a) In this task, you are required to develop strategies that ensure that team members participate
in planning, decision making and operating activities. Strategies must include:
o Roles and responsibilities
o Training and development activities
o Mentoring and 'buddy' systems to support team members in providing input
o Strategies must also include strategies to ensure that team members feel that they are
a part of the organisation and that their input is valued.
b) You must now develop processes to make sure that issues identified by team members are
recognised and addressed.
Create a matrix of issues and concerns and distribute them to top management for their inputs
on how to address the situation.
c) Develop policies and procedures to:

o Ensure that team members take responsibility for their work.
o Assist others to undertake the required roles and responsibilities.
Polies and procedures must include Standard Operating Procedures (SOP’s)
Document your work in the template provided below.
Template:
Strategies to ensure that the team members participate in planning, decision making and
operating activities
Roles and
responsibilities
(Any three)
Training and
development activities
(Any three)
'Buddy' systems to
support team members

Students ID/name
Assessor’s name
in providing input
(50-100 words)
Strategies to make sure
that the team members
feel that they are a part
of this organisation and
their input is valued.
(Any five)
Responsibility Matrix of Issues and Concerns
Distribution chart
Policies and procedures

Make sure that the team members take responsibility of their work. (150-200 words)
Assist others to undertake required roles and responsibilities. (150-200 words)

Students ID/name
Assessor’s name
Performance criteria checklist for unit assessment task:

Assessment activities to be 
Participate in a role play on establishing a common
completed understanding of team purpose, roles, responsibilities
and accountabilities.
 Prepare a team performance plan.
 Develop and facilitate team cohesion
 For a full project outline, please refer to the student
assessment instructions
Qualification code/name:
Resources required for the  Unit
BSB51918 Diploma of Leadership
assessment guide and Management
template
unit assessment task
Unit code/name:  Access
BSBWOR502 Leadtoandlive or simulated
manage working environment
team effectiveness
Interaction with others
Students
DoesID/name
the candidate meet the following criteria YES NO
Demonstrated
Assessor’s name evidence of consultation with team members during
the planning process allocating roles and responsibilities.
Developed key performance indicators and supporting team

members in meeting expected performance outcomes.
Covered details of team development activities and ensuring that

the issues and problems identified are addressed.
Apply provided feedback to the team members and steps taken to

achieve learning objectives encouraging team members and
rewarding their and team’s performance.
Appropriately covered all the elements of template on report
writing and evidence of consultation with team members to
establish common understanding of team purpose, roles and
responsibilities in accordance with organisational goals and plans.
Developed performance plan to establish expected outcomes, key

performance indicators and goals and supporting team members in
meeting expected outcomes.
Displayed ability to perform progress review in terms of employee

participation and their ability to take responsibilities for team
activities and supporting them in identifying and resolving work
performance problems.
Displayed ability to support team members in meeting the

expected performance outcomes.
Completed learning plan that clearly identifies teams input into
planning, decision making and operational aspects and assist
others to undertake required responsibilities.
Correctly identified the steps to be taken to achieve each learning

objective including encouraging team members and rewarding their
performance, identifying problems and addressing them.
Gained trust and confidence of team and provides feedback to them

in forms that they can understand and use.
Adapted personal communication style to build positive working

relationships and to show respect for the opinions, values and their
needs.
Demonstrated high level conflict resolution skills and ability to
engage and motivate others.
Established a common understanding of team purpose, roles,

responsibilities and accountabilities in accordance with
organizational goals, plans and objectives
Developed policies and procedures to achieve organisational goals
and objectives
Policies and procedures developed for ensuring that the team

Students ID/name
Assessor’s name
2.4. Task: Meeting with individual team members
Read the scenario and complete this activity
Scenario
Three months after the learning plan was implemented you have noticed a significant improvement
in the overall performance of your sales team.
 Sales are now, on average 27 units for each term member per week, above the overall
average.
 The team is a lot closer and works together to solve issues and problems that arise.
Chaoran has become far happier and protective of his team mates. Fernando and Yuki
have both commented that now he has accepted them as part of his social group, he is a
very loyal and helpful, sometimes becoming slightly overprotective especially of Yuki.
He has had some heated exchanges with other sales teams, and they have stopped
harassing her since.
 Your team has begun to emulate your positive behaviour.
 Yuki is still struggling with her sales volume and this has been identified as being a part
of her quiet aptitude (though she has improved somewhat from observing your methods
of dealing with customers). She believes she would benefit from further training.
Part A: Role play
a) You are the Customer Service Team Leader of the company. Your role is to encourage, value and
reward individual and team efforts and contributions. You also need to encourage your team
members (Chaoran, Yuki, Fernando) to take responsibility for team activities and improve their
internal and external communication.
You need to act, communication and support the team in a professional manner and serve as a role
model.
Three fellow students will play the roles of Chaoran, Yuki, Fernando and your trainer/assessor will
observe you during the role play.
Chaoran, Yuki, Fernando will discuss the concerns mentioned in the case study and discuss how it
affects them when they are dealing with customer.
The role play must cover the following points:

 Encourage, value and reward the team members
 Discuss the strengths of each team member and how his/her contribution is helping the
organisation to achieve the goals
 Discuss how teamwork can lead to better customer service

Students ID/name
Assessor’s name
 Encourage each team member to participate in meetings and discussions

 Explain the importance of teamwork to achieve success
 How teamwork can improve effective communication
 How to take responsibility for team activities
 Support the team by identifying and resolving the work performance issues
 Actively listen to the team member concerns and issues
 Provide the required resources to perform the task
 Provide facilities and create an environment that supports the team to achieve their goals
 Your contribution serves as a role model

 Communicate with team members in a professional manner
 Make sure you set high standards for you and your team
 Do not discriminate or do not use discriminatory language
Part A Performance criteria checklist for unit assessment task (Trainer/assessor to

complete):
Does the candidate meet the following criteria Yes No

Effectively participated in the role play
 Body language was appropriate
 Voice tone and gesture was appropriate
 Maintained good eye contact with team member
 Used effective Listening and questioning techniques to confirm
understanding and to engage the audience.
 Adapted personal communication style.
Provided feedback to all the team members to encourage, value and reward
 Discussed strength of each team member and how his/her
contribution is helping organisation to achieve the goals
 Discussed that how team work can lead to provide better customer
service
Encouraged each team member to participate in meeting and discussion

 Explained the importance of team work to achieve the success
 Explain that how team work can improve the effective
communication
 Explained that how to take responsibility for team activities
Supported the team by identifying and resolving the work performance
issues
 Actively listen the team member concerns and issues
 Provided required resources to perform the task
Provided facilities and create an environment that support the team to
achieve their goals
Students ID/name
Assessor’s name
Serves as a role model

 Communicated with team in a professional manner
 Sat a high standard for you and you team
 Do not discriminate or do not use discriminative language
Feedback
Part B: Team progress report
b) Based on Part A of the assessment task, you are required to write a report and send it to the
Sales Director (your trainer/assessor) via email (ask trainer/assessor for email address)
outlining the feedback you have observed and received from your team and the progress they
have made. Discuss current unresolved issues within the team and strategies that you plan to
take, with consultation, to solve these issues.
The word limit to complete the report is 500-600 word.
The report must incorporate the following points:
 Five (5) steps to encourage team members to participate in team activities.

 Three (3) ways to support team members while resolving work performance problems.
 Five (5) factors to consider while serving as a role model for team members.
 Methods and tools to develop open communication processes with all stakeholders.
 Steps to follow while communicating information between management and team
members.
 Tools and procedures for communicating unresolved issues, concerns and problems raised
by team members and follow up procedures with management.
 Analyse unresolved issues, concerns and problems raised by team members and suggest
corrective actions for them.
 Student must use the given template, prepare a report using MS Word and send it to their
trainer/assessor via email.

Students ID/name
Assessor’s name
Template:
Team progress report
Company:
Venue:
Time:
Steps to encourage team members and individuals to participate in team activities:
Ways to support team members while resolving work performance problems:
Factors to consider while serving as a role model for team members:
Methods and tools to develop open communication processes with all stakeholders:
Steps to follow while communicating information:
Tools and procedures for communicating unresolved issues, concerns and problems raised
by the team members:
Analysis of unresolved issues, concerns and problems raised by the team members
Performance criteria checklist for unit assessment task: (Part B)

Completed template
Included five (5) steps to encourage team members and individuals to
participate in team activities.
Included three (3) ways to support team members while resolving work
performance problems.
Included Five (5) factors to consider while serving as a role model for team
members.
Identified methods and tools to develop open communication process with
all the stakeholders
Identified steps to follow while communicating information between
management and team members
Explained tools and procedures for communicating unresolved issues,
concerns and problems raised by the team members and follow up
procedure with the management. activities and supporting them in
Students ID/name
Assessor’s name
identifying and resolving work performance problems.

Analysed unresolved issues, concerns and problems raised by team
members and suggest corrective actions for them.
Feedback:
Part C: Meet with stakeholders
c) In part B, you have prepared a team progress report.
In this part of the assessment task, you are required to meet with the Sales Director (your
trainer/assessor) and Customer Care Manager (fellow student)
During the role play, you will be required to establish and maintain open communication
processes with the Sales Director and Customer Care Manager.
Schedule a meeting with the stakeholders. Prior to the meeting you need to prepare and agenda
and include any unresolved issues, concerns and problems raised by Chaoran, Yuki and Fernando
(team members) with the Sales Director and Customer Care Manager. Use the template below for
your agenda and meeting notes.
You will be required to:

 Schedule a meeting.
 Prepare an agenda.
 Discuss all the unresolved issues as given in case study thoroughly.
 Discuss the impact these issues will have on the customer service.
 Evaluate the situation.
 Suggest necessary corrective actions regarding the unresolved issue. (Refer to part B)
 Ask the Sales Director and Customer Care Manager of their view of the suggested actions.
 Ask the Sales Director and Customer Care Manager if they have any issues, concerns and
problems.
 Evaluate and take necessary corrective actions regarding any unresolved issue/s
 Make meeting notes.

Students ID/name
Assessor’s name
MEETING AGENDA TEMPLATE:
Meeting/Project
Name:
Date of Meeting: Time:
(MM/DD/YYYY)
Meeting Facilitator: Location:
1. Meeting Objective
2. Attendees
Name Department/Division E-mail Phone
3. Meeting Agenda
Topic Owner Time
4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

Students ID/name
Assessor’s name
MEETING MINUTES
Meeting Minutes:
Date of Meeting: Time:
(MM/DD/YYYY)
Minutes Prepared By: Location:
1. Meeting Objective
2. Attendance at Meeting
Name Department/Division E-mail Phone
3. Agenda and Notes, Decisions, Issues

Topic Owner Time
4. Action Items
Action Owner Due Date
5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location:
Objective:

Students ID/name
Assessor’s name
Part C Performance criteria checklist for unit assessment task (Trainer/assessor to

complete):

Effectively discussed all the resolved issues given I case study and the impact that it
will have on the customer service;
a. Body language was appropriate
b. Voice tone and gesture was appropriate
c. Maintain good eye contact with team member
d. Presentation was interactive
e. Answer all the questions asked by the stakeholders
Followed open communication and discuss all improvements and unresolved issues
Suggested corrective actions were effective and addressed the unresolved issues.
Discussed unresolved issues, concerns and problems realised by the team member
 Explained all the issues thoroughly
 Discussed that how and when it can resolve
 Considered the stakeholders inputs to resolve the issues and problems
Discussed unresolved issues, concerns and problems realised by the stakeholders
Feedback

Students ID/name
Assessor’s name
Part D: Evaluate stakeholder feedback and follow up with stakeholders
d) This part of this assessment task is in continuation with Part C of this assessment task.
One of the necessary actions that the Sales Director and Customer Care Manager agreed to
implement was to arrange a professional development session for the team members of Sales
Team B. This professional development session will take place next week on Monday at 1:30 pm.
You are required to communicate this information to the team members. Before communicating,
you are required to create an action plan using the template provided.
You must document the unresolved issues, concerns and problems raised by internal or external
stakeholders in the template provided.
You will disseminate the action plan to the team members and communicate the details of the
professional development session with them.
Action Plan Template

Problem/issue/concern Action/s to resolve Who Start End date
date

Students ID/name
Assessor’s name
Part D Performance criteria checklist for unit assessment task (Trainer/assessor to

complete):

Effectively participated in the role play
a. Body language was appropriate
b. Voice tone and gesture was appropriate
c. Maintained good eye contact with team member
Prepared the action plan using the template provided.
Documented the unresolved issues, concerns and problems raised by internal or

external stakeholders in the template provided
Disseminated the action plan to the team members and communicated them the
details of the professional development session
Feedback


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Student Assessment Pack (UAP)

Qualification code/name: BSB51918 Diploma of Leadership and Management

STUDENT ASSESSMENT INSTRUCTIONS

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Unit Assessment Task (UAT)

Instructions provided to the student:

Assessment task description:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Instructions for answering written questions:

How trainer/assessor will assess the work?

Instructions for assessors:

Purpose of the assessment task:

responsibilities and can assist each other with completing

1.3. Answer the following:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

1.6. Answer the following:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

1. Avoid giving unsolicited advice

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Task outcome:  Satisfactory  Not Satisfactory

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Unit Assessment Task (UAT)

Instructions provided to the student:

Assessment task description:

Resubmissions and reattempts:

General Instructions for attempting the Project:

How trainer/assessor will assess the work?

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Purpose of the assessment task:

Read the scenario below and complete this activity.

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

The organisational goals, plans and objectives are as follow:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Key performance indictors

During the role play, Fernando will:

During the role play, Chaoran will:

During the role play, Yuki will:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

What opportunities can you identify for improvement?

2. Team member support

What support is usually provided?

Be Available at All Times

3. Strategies for Team member input

How is this currently done?

What opportunities can you identify for improvement?

4. Responsibility for own work

2.2. Team Performance Improvement plan

Team Performance Improvement Plan (TPIP)

TO: (insert employee’s names)

Observations, Previous Discussions or Counselling:

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

Step 4: Expectations: The following performance standards must be accomplished to demonstrate

Date Scheduled Activity Conducted By Completion Date

Timeline for Improvement, Consequences & Expectations:

Print Supervisor/Manager Name: _____________________________________

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department

2.3. Develop and facilitate team cohesion

c) Develop policies and procedures to:

Document your work in the template provided below.

BSBWOR502 Assessment Pack Version 3 – Compliance and Quality Assurance Department