BSBMGT401 Show Leadership in The Workplace

AH&B College
BSBMGT401 Show leadership in the workplace

BSB40215 Cert IV in Business
Unit Assessment Summary;

Participant Workbook; & Checklist
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Assessment Summary and Checklist
Students are to attend lectures and participate in learning and group activities. Student’s active
participation in activities and notes taken during lectures and activities are scrutinised and help
to aid learning.
Students must attempt all class activities; work book activities and chapter activities (achieving
at least 75% demonstrated competence all parts weighted equally). Included in the workbook
is a mid Unit Comprehension Activity (UCA) and marking guide which must be completed
(achieving at least 75% demonstrated competence). Soon after starting this workbook you will
be given your final UCA. This is your major assignment and includes detailed instructions and
marking guides; you will be required to achieve at least 75% demonstrated competence.
Assessments are holistic and summative to more faithfully represent real life business
experiences and to help the student demonstrate competence without having to worry about
everything coming down to one exam at the end of each unit. Students are assessed as
competent when they have successfully satisfied the assessment criteria as per the AQF
assessment guidelines. (These are more clearly stated in the AH&B Assessment plan relating
to the units within the Certificate IV in Business).
Checklist:
Learning / Assessment Item Tick here
16 Lectures (not assessed)
7 Class activities – in class
(assessed)
3 Chapter activities
(assessed)
1 Mid Unit UCA – Practical
(assessed)
1 UCA
(assessed)
3rd Party Report
(assessed)
Detailed Instructions for student
This workbook has been created from the learning guides/texts BSBMGT401 Show leadership in the
workplace from IBSA and Aspire, lesson plans, assessor experience; industry feedback and a range of
other resources.
This Workbook gives you, the participant, the space to write down answers for questions, discussions,
opinions and to complete assessable activities to demonstrate competency in the required elements for
this unit. Any area that is allocated a space for writing will need to be completed, as well as any
attachments which are required must be attached, in order to have a complete Workbook.
Resources required in completing this Workbook:

- Pen
- Computer
- Desk space
- Assessor/Educator
- Teams
- Direct access to external and internal customers
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The Workbook is divided into chapters and the chapters include the following tasks to be
completed:
- Lecture/ Discussions (to demonstrate class participation)

- Space for opinions
- Class activities (assessable)
- Workbook questions and answers (assessable)
- Practical observations (assessable)
- Chapter revision activities (assessable)
- Third party report (assessable)
Purpose of this workbook
This workbook will guide you in learning how to Show leadership in the workplace. For each
chapter there will be spaces to write notes from the lectures and class discussions. These will
be marked to demonstrate your class participation. Then, there will also be a number of class
and workbook activities for each chapter and also an end-of-chapter revision activity. These
activities will be assessed as to your competency at actually showing leadership in the
workplace. These activities MUST be completed as per the instructions and relevant pages
attached. The activities will demonstrate the following evidence:
Application requirements of this unit

This unit describes the skills and knowledge required to show leadership in the workplace
including modelling high standards of management performance and behaviour, enhancing
organisations image and making informed decisions.
It applies to individuals employed in a range of work environments who are required to show
leadership in the workplace.
Performance Evidence and Application of Skills
Evidence of the ability to:
 identify the organisation’s standards and values, whether stated or implied by the
way the organisation conducts its business
 evaluate own behaviour and performance against these and adjust to achieve
required standards
 develop and implement performance plans and key performance indicators (KPIs) to
meet organisation’s goals and objectives
 use established communication channels to raise questions about standards and
values that may be damaging to the organisation
 ensure own behaviour and performance contributes to the integrity and credibility of
the organisation
 facilitate processes to make decisions that are based on:
 relevant information
 examination of options and associated risks
 input from relevant people
 communicate about making and implementing decisions including:
 facilitating agreement on the preferred course of action and implementation plans
 monitoring and feedback on the implementation and impact of decisions.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge Evidence
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To complete the unit requirements safely and effectively, the individual must:
 explain how to identify an organisation’s standards and values when they are:
 stated
 implied
 articulate organisational values and expectations of behaviour
 explain basic theory of group behaviour
 outline the organisation’s process for raising questions about standards and values
 give examples of behaviours and performance that would typically be considered
damaging to an organisation
 explain concepts including:
 organisational values
 role modelling
 integrity and credibility
 leadership.
Apply skills and knowledge to show leadership in the workplace including model high standards
of management performance and behaviour, enhancing organisations image and making
informed decisions.
Assessment Conditions
Workbooks must be completed in the classroom (face to face) where class and revision
activities demonstrate consistent practical application of typical activities experienced in the
general practice of the field of work for this subject and include access to office equipment and
resources.
You are required to complete each section as instructed by your educator including the spaces
provided for your own opinions and group activities. Your Workbook will be assessed either
during the activities or upon completion of each chapter. Your assessor will give you feedback
on each task completed in a designated section of the Workbook. Should the feedback include
a resubmission of a particular task, your assessor will inform you of the procedure for
resubmission. Should the feedback include points for consideration please take note and ask
questions to clarify if you need to.
This Workbook is the property of the College; if you misplace this Workbook you will incur a
replacement fee.
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Marking Guidelines for Workbook:

To be deemed competent in the completion of this workbook, candidates will need to attain 75%
satisfactory completion and competency of class/workbook activities and chapter revision activities.
The candidate must also complete and pass the mid-unit UCA within this workbook.
Has the student:
Observation
Element 1 Model high standards of management performance and behaviour
Benchmark and expectations for evidence required from student
Task Achievement: Coherence and Comprehension:
 Addresses all parts of the task,  Arranges information and ideas coherently.
although some small parts may be  Demonstrates a clear overall progression in emerging
less fully covered than others. comprehension of core learning performance skills and
 Presents a relevant opinion knowledge outcomes
 Clearly defines actions where relevant
 Personally obtained
conclusions/results are made clear.
1.1 Ensure management performance and behaviour meets the organisation’s Yes No
requirements
Class Activity
Workbook Activity
1.2 Ensure management performance and behaviour serves as a positive role
model for others
Class Activity
Workbook Activity
1.3 Develop and implement performance plans in accordance with
organisation’s goals and objectives
Class Activity
Workbook Activity
1.4 Establish and use key performance indicators to meet organisation’s goals
and objectives
Class Activity – KPI
Workbook Activity
Chapter 1: Revision activity
Chapter 1: Weighting 10%
Element 2 Enhance organisation’s image
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully  Demonstrates a clear overall progression in
covered than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Personally obtained conclusions/results
are made clear.
2.1 Use organisation’s standards and values in conducting business Yes No
Class Activity
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2.2 Question, through established communication channels, standards and

values considered to be damaging to the organisation
Class Activity
Workbook Activity
2.3 Ensure personal performance contributes to developing an organisation
which has integrity and credibility
Workbook Activity
Mid Unit UCA –
ALL Questions completed
Mid UCA Marking Guide completed
Mid UCA Weighting 20%
Element 3 Make informed decisions
 Addresses all parts of the task, although  Arranges information and ideas coherently.
some small parts may be less fully  Demonstrates a clear overall progression in
covered than others. emerging comprehension of core learning
 Presents a relevant opinion performance skills and knowledge outcomes
 Personally obtained conclusions/results
are made clear.
3.1 Gather and organise information relevant to the issue/s under Yes No
consideration
Class Activity – Lie or truth

Workbook Activities – Practice Task
3.2 Facilitate individual’s and team’s active participation in decision-making
processes
Class Activity – Practice Task
3.3 Examine options and assess associated risks to determine preferred
course/s of action
Class Activity – Developing solutions
Workbook Activity
3.4 Ensure decisions are timely and communicate them clearly to individuals
and teams
Class Activity
3.5 Prepare plans to implement decisions and ensure they are agreed by
relevant individuals and teams
Class Activity
3.6 Use feedback processes effectively to monitor the implementation and
impact of decisions
Class Activity
Revision Paragraph
Foundation Skills
Third-Party Report
Final UCA Note: Do not forget that UCA has a 50% weighting
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Please circle: Competent Not Yet

Competent
Date: _____________________________
If Not Yet Competent: Has the student been given information on the assessment
appeals procedure
Yes / No
If yes, the student has five working days in which to access the assessment appeals
procedure,
Should the student not access the procedure within the 5 working days, a new
assessment must be submitted.
Assessor Feedback (include feedback on all Parts):
________________________________________________________________
________________________________________________________________
Further submission required Yes No
________________________________________________________________
________________________________________________________________
Assessor signature: _________________________________________
Date: ___________________________
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Chapter 1: Model high standards of management performance and behaviour
Introduction
Lecture/Discussion
Moral High Standards
Please take notes on the lecture/discussion in this allocated area
Example: Be an effective leader
Kyle has recently been promoted to a frontline management position. Kyle has very
strong beliefs about the behaviour that is expected of a leader. When Kyle was a
customer service officer his manager regularly behaved in a way that contradicted the
expectations he had of team members. He did not walk the talk!
Kyle is determined that he will comply with workplace policies and procedures by:
• being well presented

• being punctual
• not using his mobile telephone while at work
• being honest and ethical
• using the internet and email appropriately
• providing excellent customer service
• maintaining the privacy of clients and confidential company information
1.1 Make sure your performance and behaviour as a manager meets organisations
requirements
Lecture/Discussion
Performance/Behaviour
Know the organisations vision:

Organisation vision is the organization’s objective. It is what the company is looking
for and what it wants to achieve.
Meeting organisational requirements:

Meeting organisational requirements is important because it will help employees
perform task correctly and provide consistent customer service. It also will help
company to achieve goals and improve its reputation.
Vision plan:
Vision statement is a written document that describes where
an organization is going and what it will look like when it gets there.
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Business plan:
A business plan is a document describing a business, its products or
services, how it earns (or will earn) money, its leadership and staffing, its
financing, its operations model, and many other details essential to its
success.
Policies and procedures:

Policies and procedures are designed to influence and determine all major
decisions and actions, and all activities take place within the boundaries set
by them. Procedures are the specific methods employed to
express policies in action in day-to-day operations of the organization.
Class Activity
Students to profile the famous companies below and write them in the space provided
and discuss the company it’s culture low to middle management expectations. Use the
internet and career opportunities on their web-sites to help your profiling and
management expectations. Then get each student to tell the class how they would
dress and act if working for that company
Company Website Motto/ Profile/ Culture

Name
AH&B (www.ahbc.net.au) - WRONG WEBSITE
College
Coca Cola (www.cokecareers.com.au) Empowered, diversity and
inclusion, development and
leadership, health and safety
McDonalds (www.mcdonalds.com.au) Based on shared value system
and maintains standardised
quality process to ensure same
quality and reduction in lead time
Toyota (www.toyota.com.au/about/corporate- Invest in employees, work/life

careers) balance, health and wellbeing
Dress code and ways to act

AH&B College: Smart casual – Ethical and professional
Coca Cola: Smart casual – Ethical, professional, focusing in development and open
mind
McDonalds: Uniform in the stores and Smart casual in the office - Ethical,
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professional and open mind

Toyota: Corporate dress code - Ethical and professional
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Workbook activities
You will need to access a range of workplace information that may be available to
you in printed or electronic form from AH&B College or an organisation you are really
familiar with and have direct access to.
Function Methods
Planning Pedemonts has an operational and strategic plan for the business.
It is shared with all the staff involved in their process to everyone
get familiar and achieve the goals.
Health and Trainings, Fire safety labels, Mandatory labels, Prohibition labels,
safety Warning and hazard labels.
Personal Staff selection is done by application forms and CVs, after HR team
Presentation receive it, they select people to participate of a face to face
& interview.
Staff Selection
Monitoring Monitoring is done by observation, talking with people, monitoring

work performance and output.
Attendance + Attendance is controlling through the clock in and clock out system
Coaching and coaching is offering is managers and HR team think it is
necessary.
Values Company values are: commitment, honesty, efficiency and loyalty.
Legal guidelines Pedemonts has its own policy that show be following by all
employees. They also working by guidance of fair work.
Mentoring Mentoring is done one-on-one, online or by group mentoring.
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Below is an example of a job description
Manager - Sales Analytics Team - 3/4 Months Contract - Sydney
Manager - Sales Analytics Team - Excel - 3/4 Months Contract -

Sydney - c$600pd
A Major Bank based in Sydney CBD has an immediate requirement

for a Sales Analytics Manager.
You will manage a team of 3 Analysts preparing monthly sales

reporting solutions using Excel.
You should be able to demonstrate:
Strong Project Management Skills

Must be able to manage to strict deadlines
Financial Modelling Skills Desirable
Sales background
The ideal candidates will have excellent communication skills feeling

confident to add value to the sales analytics space.
For more information contact James O’Donnell, email your Resume

to the email address below, or apply directly via the APPLY NOW
button quoting JN/5837.
See full job detail on line
Write a brief position vacant advertisement for your own business
Status of job: Full-time
Position title: Receptionist
Your role is extremely diverse so you’ll need exceptional organisational and time
management skills.
On any given day you’ll be managing reception, calls and client and helping with
administration and technology needs. A logical and proactive approach means you can think
on your feet, prioritise and keep things running seamlessly.
Job description
Answers calls;
Sending directs caller to the appropriate people courteously and professionally;
Greets incoming clients and visitors in a friendly and positive way;
Quickly notifies the person being visited;
Responsible for mail distribution and providing additional clerical support;
Archiving confidential documents.
Required skills
Previous experience as a Receptionist and Administrator in a medium sized organisation -
Fitness and Health industry is a plus;
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Adaptable communication and interpersonal skills;

Competency with IT systems;
Ability to work within the team and adapt quickly to a changing environment;
Ability to respond to and prioritise competing and often urgent requests in a calm and
efficient manner;
Ability to manage confidential and sensitive information.
Responsibilities
Reporting to the Centre Manager – Receptionist will be responsible for answering calls,
directing calls to appropriate staff, mail distribution and providing additional support. This
position requires a positive attitude.
1.2 Make sure your performance and behaviour is positive for others.
Lecture/Discussion
Role models
A role model is a person who an individual identifies with in some way to: gain inspiration
and motivation, and/or; emulate certain attributes of the role model.
Class Activity
Students should pair up and discuss business role models and decide what they admire and
what traits make these people role models. Discuss below then students pair up for 10 mins
then return and they can present their “role models” in a group class environment.
i.e.
 Success in their chosen field
 Money
 Influence/power
 Innovative thinking
 Pioneering (the first to do something)
 Charisma
Role models may include:
- Sports men or women
- Politicians
- Royalty (i.e. The Queen of Australia)
- Nobel prize winners (i.e. Martin Luther King, Desmond Tutu, Yasser
Arafat {Peace} Ernest Hemmingway {Literature}
Steve Jobs – I admire the passion for innovation, pioneering and how he is still influencing
people nowadays.
Jacinda Ardern – She is a young power woman, she was born to be a politician, she has
charisma, she can deal with hard situations and she is still thinking about other people.
Basically, she is a real leader.
Workbook activities
Leadership style
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Directing: The ‘directing’ style is useful when: one is working with freelancers or contractors
for example. When work is outsourced; and you have a clear idea of what you need done;
and what the outcomes should be, you would use a ‘telling’ style. In this case there needs to
be a clear direction (in order to communicate what you want), however, there needn’t be a
high level of support.
Coaching: Leaders are visionaries; they build a vision, and direct their team to achieve the
vision. However, in order to successfully direct their team and accomplish the objective, they
first need to sell their idea and vision to all those involved in bringing it to fruition. This is not
only done to effectively communicate the objectives, but to also excite, motivate and get
team members believing wholeheartedly in the endeavour.
Supporting: Collaboration is about working together: sharing ideas, suggestions and

solutions within a group; but having the final say, as the leader. This is a rather inspiring
leadership approach, as each team member is considered, and feels they are contributing in
the decision-making process.
Delegating: ‘Delegating’ is yet another leadership style best used when leading a team of
senior leaders, directors or managers. Because there is little direction or support, the leader
gives full authority to the individual or team to make the final decision.
1.3 Develop and implement performance plans
Lecture/Discussion
Performance Plan
A performance plan or performance improvement plan (PIP) is a formal business document that
explains goals set for a particular employee. It also outlines potential performance issues hindering
the employee's progress in reaching those goals.
Plans and objectives

State the characteristics of an effective performance plan
Start with a conversation
Outline areas to work on
Define quantifiable standards for success
Determine a deadline for improvement
Provide resources for improvement
Explain consequences
Communicate feedback regularly
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Class Activity
1. Draw up an example of a performance plan for an administration officer at

AH&B.
(please consult page 19 of your textbook)
Pros and Cons of the Performance Plans
Pro’s = good Con’s = not so good
Right placement Time consuming process
Assistance to improve performance Inexperienced evaluators
Planning and designing training Difficulty in selection of appraisal method

programmes
Improves employees and management Lack of participation from employees

relationship
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Workbook activities
PART 1 Develop a detailed performance plan for your team member, you may use
the following template or the internet. Your team member is an educator at AH&B
College salon.
PERFORMANCE PLAN
Position: Educator
Assessment Period:
Prepared by: Aline
Primary Objectives: Create online classes

Key Specific tasks How If needed Comments
Responsibilities and measured improvement (manager’s and
from job competencies what support Employee’s
descriptions required has been response as
provided or is appropriate )
required
Create online Find an online By delivering IT team to IT Manager

classes for platform to the project on support with
students have post materials; time; the platform Educators
a change to
continue with Find a video Number of General Manager
their courses platform that students
during the teacher and accessing the Marketing team
COVID19 students can platform;
pandemic access to have Administrative
class; Assessments assistant
delivered.
Register all the
students on
the platform
and send login
and password
to them;
Create a guide
explain how to
use it and why.
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1.4 Use key Performance Indicators to meet goals and objectives
Lecture/Discussion
KPI’S
A performance indicator or key performance indicator is a type of performance
measurement. KPIs evaluate the success of an organization or of a particular activity in
which it engages.
What is the purpose of KPIs?

Key Performance Indicators (KPIs) are the critical (key) indicators of progress toward an
intended result. KPIs provides a focus for strategic and operational improvement, create an
analytical basis for decision making and help focus attention on what matters most.
Class Activity
Write down suggestions as to likely KPI’s for business or actual KPI’s you may work
with.
Revenue per client
Average class attendance
Client retention rate
Profit Margin
Average daily attendance
What projects could you set KPI’s for?

IT Project
Marketing project
Sales
Project management
Setting and using KPI’s

Review business objectives.
Analyze your current performance.
Set short and long term KPI targets.
Review targets with your team.
Review progress and readjust.
Workbook activities
Monitoring performance this helps determine how well work is being done.
Complete the table by identifying three KPI’s for each of the following work areas
Work Area KPI’s
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Customer service Customer satisfaction rate

First response time
Average resolution time
Number of acquired reviews
Number of knowledge base articles
Telephone call centre Grade of service

Average speed of answer
Abandonment rate
Average Handle time
First call resolution
Participation Evidence Assessment
Student has satisfactorily participated in lectures/discussions/Activities relating to this Chapter and

notes have been sighted Yes  No 
Assessor Sign: ____________________________ Date:____________
Assessor comments: ____________________________________________________________
_____________________________________________________________________________
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Chapter 1 Review activities
Case Study
Rhiannon enjoys her role as a frontline manager at Macintosh City Council. She is
responsible for managing a group of eight administration officers who provide a range of
services to local residents. Jakob has recently joined her team after completing his
Higher School Certificate.
On Friday afternoon she invites Natiq, one of the more experienced members of the
team, into her office for a chat. Rhiannon enjoys the opportunity each week to ‘catch up
on the gossip’ with team members. She is keen to talk to Natiq about some rumoured
changes that are likely to be introduced to the employee flexitime arrangements. She
knows the team is going to be unhappy about the changes.
During their afternoon chat Natiq confides in Rhiannon that he will need to leave early on
Friday to see a relationship counsellor. He and his partner, Thomas, have been having
some problems lately. Rhiannon makes the appropriate diary entry and then proceeds to
tell Natiq about the rumoured changes to the flexitime. She agrees with him that if the
changes are implemented, team members are going to have to give more notice of their
intention to take a flexiday. They are not going to be happy!
Later in the afternoon, Jakob asks to speak to Rhiannon. He would like to leave early on
Friday. She explains to Jakob that Natiq has already booked the day as he has to see
the counsellor. While Jakobis in the office Rhiannon takes the opportunity to show him a
funny email that she received from her friend. Rhiannon assumed that Jakob would be
pretty broad-minded as he was so young.
As he was leaving her office, Jakob asked Rhiannon if it would be okay if he used a CD
from the office stationery to copy an assignment that he needs to work on over the
weekend. Rhiannon told him to take a box of CDs from the cupboard – they wouldn’t be
missed.
1. What actions did Rhiannon take that were not appropriate in her role as a frontline
manager.
She did talk to Natig about some rumoured changes that are likely to be introduced to
the employee flexitime arrangements and she did show Jakob a funny email that she
received from her friend. Rhiannon assumed that Jakob would be pretty broad-
minded as he was so young.
She also said that Jakob could take a box of CDs from the cupboard – they wouldn’t
be missed.
2. What advice would you give Rhiannon to help her to be more of a positive role
model for her team?
I would say to her do not mix personal life and professional life. Also do not talk about
what is going on if she is not sure, because it can affect staff performance.
Feedback on Chapter 1 Revision activities
This feedback is based on the revision activities for Chapter 1

________________________________________________________________
________________________________________________________________
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Resubmission required Yes_________ No___________
Date resubmission must be handed in: ________________________
Assessor name and signature: _______________________________
Date: _________________________
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Chapter 2 Enhance organisation’s image
Introduction
Lecture/Discussion
Company Image
2.1 Conduct business using company standards and values
Lecture/Discussion
Personnel & resources
Class Activity
Look up on the internet the companies below and discuss their organisational values
and standards as they are seen by the public. Write notes on your findings.
Company Motto/ Profile Website

Name
Coca Cola Refresh the world. Make https://www.coca-
difference colacompany.com/
McDonalds
https://corporate.mcdonalds.com
Toyota Let’s go places with intention www.toyota.com
and integrity
Nike Just Do It www.nike.com
Qantas You are the reason we fly www.qantas.com
Coca cola
Value: “leadership, collaboration, integrity, accountability, passion, diversity, and quality.”
Standards: Corporate governance guidelines
McDonalds
Value: Steel focuses on enhancing the success of its business partners, associates and
customers while embracing its values of teamwork, respect, accountability, integrity and
innovation.
Standards: Codes of conduct & corporate responsibility
Toyota
Value: Company driven by imagination, experimentation, humility, respect and innovation.
And we believe it is people, our people, who will go the extra mile to deliver to our customers
all that Toyota promises to be, today and into the future. It's about integrity.
Standards: Codes of conduct
Nike
Value: “Bring inspiration and innovation to every athlete in the world” (and it defines
everyone as an athlete).
Standard: Human rights and labour compliances
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Qantas
Value: To be a great airline that champion's the Spirit of Australia' and are: − Together; −
Genuine; − Inventive; − Optimistic; and − Experienced.
Standards: Code of conduct and Ethics
Values Standards
Definition: Definitions:
Organisations may formalise their values A benchmark or level that the company
through a short values statement. More uses as a measure for compliance.
practically is a code of ethics or code of
conduct which addresses day-to-day issues
in the workplace.
Examples Examples
Reliability
Industry standards
Loyalty
International standards
Honest
Quality standards
Efficiency Environmental standards
Why are organisational values important?

Core values are what support the vision, shape the culture and reflect what the
company values. They are the essence of the company's identity – the principles, beliefs or
philosophy of values.
2.2 Questioning damaging standards and values.
Lecture/Discussion
Question
Class Activity
List a range of issues that are covered by these values. How do we improve them?
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You should aim to be sensitive to the feed-back and to a range of factors that may
operate in the organisation’s external environment and may act as a trigger for the
need to change the organisation’s standards or values.
Factor Example Impact
Changing Respect for the rights, The views of the community

community values differences and dignity of and society as a whole shape
others and drive changes to the law
and will continue to do so well
into the future. As social values
change, the law evolves to keep
up with them to help ensure that
the legal and criminal processes
reflect modern day values.
Globalisation Trade, Immigration, Travel, Globalisation is having a

Communication, Knowledge. dramatic effect - for good or bad
- on world economies and on
people's lives. Some of the
positive impacts are: Inward
investment by TNCs helps
countries by providing new jobs
and skills for local people.
Technological Wind turbines, photovoltaic Technological

innovation cells, concentrated solar power, innovation creates opportunities
geothermal energy, ocean for entrepreneurs to found new
wave power. organizations and establish
competitive positions as
incumbents' sources of
advantage
decay. Technological
innovation also creates
uncertainty and risk for
incumbents because its
outcomes can be only
imperfectly anticipated.
Regulation Taxes and Financial regulation, The Regulation

Employee wage and hour rules, Impact Statement (RIS) process
workplace safety, seeks to assist government
discrimination law, officials to move towards 'best
Environmental protection. practice' regulatory design and
implementation by requiring the
completion of a detailed cost-
benefit analysis. Preparation of
a RIS formalises and
documents the steps that
should be taken in
making regulation.
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Workbook activity
Damaging standards and values
Please take notes from a relevant textbook or the internet.
2.3 Ensure personal performance helps an organisation’s integrity and credibility
Lecture/Discussion
Personal performance, integrity, credibility
Workbook activity
1. How would you establish and maintain your credibility in the workplace?
Stick to my commitments, being modest, developing personal integrity, being socially
responsible.
2. How do front line managers contribute to the organisational integrity and

credibility of an organisation?
Manager’s attitudes contribute to the organization’s credibility and integrity. It is also
an example for the other employees.

_____________________________________________________________________________
Chapter 2 Review Activites
CASE STUDY
Read the following case study. Write down your answers to the questions.
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Future Communication is a mobile communication retailer with several outlets in

major shopping centres. The retail manager develops a performance plan for each
team member that includes key performance indicators. Each team member is
expected to reach a monthly sales target. Team member’s wage includes a base
component and an additional component and receives an additional component
based on the sales performance of the team. The retail manager is responsible for
managing the retail operations of the store including displays, point of sale, security
and stock control. They are also responsible for recruiting, training and rostering
team members. The retail manager is paid a base component and receives an
additional component based on the sales performance of the team.
Future communication- Customer Service Standards

Future communications is committed to ensure that each customer’s interaction
meets the customer’s expectation in terms of excellence. To meet this commitment,
we will:
 Help you as quickly as possible
 Greet you politely
 Identify ourselves
 Speak plainly
 Listen carefully to your needs
 Provide you with up to date information
 Provide clear product information
 Maintain your privacy
 Provide you with a contact name or reference number
 Be reliable and professional at all times
 Treat you with respect and dignity
 Record information accurately and store it securely
 Ask you how we can improve our customer service
 Act on the feedback you gave us
 Undertake on-going training
 Behave ethically and honestly
 Never discriminate against you
Future Communication – Value Statement
 Act openly, honestly and fairly and with integrity in all dealings in the
workplace
 Treat clients, suppliers and fellow employees with respect
 Behave ethically
1. How can the retail manager and team members incorporate the organisation’s
values and standards into their daily work performance?
They should be kind to co-workers and customers, acting with ethical, being
honest.
2. What factors in the organisation’s policies may be influencing the way that
employees are performing their role?
Customer service statement. It is clear and ask staff to treat people with respect,
being efficient, do not mix professional and personal interests.
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3. How can the retail manager monitor that team members comply with
organisational values and standards.
They can monitor it by customer feedback and observation.
4. What are the possible consequences to the organisation or employees of not

complying with values and standards?
Company can have legal issues.

________________________________________________________________
________________________________________________________________
Date: _________________________
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Mid Unit UCA - Practical
Student Name:
Student Number:
Group:
Date:
Disclaimer: “I have accessed the Wisenet Student Portal and have read the Assessment
Plan and am aware of the learning outcomes for this unit. I am aware that I can contact
DOS/Educator for extra assistance. “
Student Signature: Date:
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PART A
Model high standards of management performance and behaviour
Question 1
Explain the concept of organisational leadership and describe the difference(s)
between leadership and management.
Leadership is about getting people to comprehend and believe in the vision you set
for the company and to work with you on achieving your goals, while management is
more about administering and making sure the day-to-day activities are happening as
they should.
Organizational leadership is a dual focused management approach that works
towards what is best for individuals and what is best for a group as a whole
simultaneously. It is also an attitude and a work ethic that empowers an individual in
any role to lead from the top, middle, or bottom of an organization.
Question 2
Explain what it means to be a role model and list two examples of how a leader can
positively and negatively influence the behaviour of others.
A role model is someone others look to as a good example. ... Just as a model is
something that represents an inspirational ideal, a role model is someone who
inspires others to imitate his or her good behaviour. Parents try to be role models for
their children by being good people.
Leaders can positively influence the behaviour of others by setting the work ethic
standard, do not being afraid to take risks or admit when is wrong, creating a positive
executive presence within the workforce and giving credit where credit is due.
Enhance Organisation’s Image
Question 3
What are organisational values and why are they important in maintaining an
organisation’s reputation?
Organisational values describe the core ethics or principles which the company will
abide by, no matter what. They inspire employees' best efforts and also constrain
their actions.
Values are important because they help us to grow and develop. The decisions we
make are a reflection of our values and beliefs, and they are always directed towards
a specific purpose. That purpose is the satisfaction of our individual or collective
(organisational) needs.
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Question 4
Car Company
OUR VISION
We will be the Company of Choice Through Industry Leading Performance
OUR VALUES
We, as the Car Company, will:
 Be respectful;
 Be loyal to customers
 Be sincere;
 Develop our staff
 Ensure quality outcomes
a) What is the day-to-day operational impact of this organisation’s values

(above)?
Delivery a quality service/product, invest in employees, be honest and kind to
people.
b) Who is responsible for making sure employees know and exhibit these values?
It is a leader responsibility.
PART B
Create the following for an organisation you’re familiar with:
1. A job description for a Manager - highlighting requirements for management

performance and behaviour
The Role
The General Manager will be responsible for overseeing the daily operations of the
business, driving growth and setting and executing upon corporate strategy.
Responsibilities:
 Significant staff management - overseeing all staff responsible for the end-to-end
management of the restoration/make safe process
 Achieve the annual business plan including budgets/profitability, new clients, revenue
and growth targets and other agreed annual KPIs
 Business development, including new clients signed, active and delivering revenue
each year in line with agreed annual KPIs
 Lead all sales executives in the region to ensure sales targets are met or exceeded
 Maintain existing and developing new client relationships
 Manage all risk and compliance matters, including workplace health and safety,
environmental and quality issues
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 Analyse profitability and other data to drive strategic financial decisions for the
business
 Source and engage trades, service providers and business partners
 Coordinate teams to scale rapidly in response to CAT events or other endeavours of
the business and successfully manage peak workloads in highly compressed
timeframes.
2. A code of conduct for staff members

Purpose
All managers, and other workers of Pedemont Furniture Transport are accountable for
creating and maintaining a safe, respectful and professional work environment that is free
from all forms of bullying, discrimination and harassment. The purpose of this policy is to
illustrate examples of inappropriate conduct, outline roles and responsibilities, explain how
these instances will be handled and inform people where they can go for assistance.
Scope
This policy applies to all Pedemont Furniture Transport workers.
What are our objectives concerning workplace conduct?
Pedemont Furniture Transport aims to:

 Maintain a working environment free from workplace bullying, discrimination and
harassment;
 Ensure that employees understand their rights and responsibilities;
 Deal with complaints in an impartial and timely manner;
 Ensure that employees are not victimised for making a genuine complaint;
 Encourage the reporting of behaviour that breaches this policy; and
 Promote appropriate standards of conduct at all times.
What is workplace bullying?
Workplace bullying is repeated and unreasonable behaviour directed towards an individual

or group, by an individual or group of individuals that creates a risk to health and safety.
Repeated behaviour: behaviour of a persistent nature that can involve a range of

behaviours over time.
Unreasonable behaviour: behaviour that a reasonable person, having considered the

circumstances, would see as unreasonable, including behaviour that is victimising,
humiliating, intimidating or threatening.
Bullying does not have to be intentional for it to be unreasonable behaviour.
Workplace bullying is a breach of the Work, Health and Safety Act 2011 which requires all
workers to take reasonable care for the health and safety of others.
Examples of bullying behaviour
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Bullying behaviour includes, but is not limited to:

 Abusive, insulting or offensive language or comments;
 Deliberately excluding someone from work-related activities;
 Interfering with someone’s personal property or work equipment;
 Sabotaging another employee’s work;
 Unjustified criticism or complaints;
 Withholding information that is vital for effective work performance; and
 Spreading misinformation or malicious rumours.
What is not workplace bullying
Reasonable management action

Reasonable management action carried out in a reasonable way is not workplace bullying.
Examples of reasonable management action include, but are not limited to:
 Setting realistic performance goals, standards and deadlines;
 Allocating work to an employee;
 Rostering and allocating working hours;
 Deciding not to select an employee for promotion;
 Informing a worker about inappropriate behaviour;
 Implementing organisational change;
 Performance management processes; and/or
 Constructive feedback.
Workplace Conflict
Unless differences of opinion or workplace conflict escalate to repeated and unreasonable
behaviour that creates a risk to health and safety, such instances will not fall within the
definition of workplace bullying.
What is sexual harassment?
Sexual harassment is an unwelcome sexual advance, unwelcome request for sexual favours
or other unwelcome conduct of a sexual nature which makes a person feel offended,
humiliated and/or intimidated, where a reasonable person would anticipate that reaction in
the circumstances.
Examples of sexual harassment

Sexual harassment includes, but is not limited to:
 unwelcome touching;
 staring or leering;
 suggestive comments or jokes;
 sexually explicit pictures or posters;
 unwanted invitations to go out on dates;
 requests for sex;
 intrusive questions about a person's private life or body;
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 unnecessary familiarity, such as deliberately brushing up against a person;

 insults or taunts based on sex;
 sexually explicit physical contact; and
 sexually explicit emails or SMS text messages.
What is workplace discrimination?
Unlawful workplace discrimination occurs when an employer takes adverse action against a
person who is a worker or prospective worker because of the following attributes of the
person:
 race
 colour
 sex
 sexual orientation
 age
 physical or mental disability
 marital status
 family or carer’s responsibilities
 pregnancy
 religion
 political opinion
 national extraction or social origin
Investigating complaints and/or reports of workplace bullying
Refer to Pedemont Furniture Transport’s complaints handling procedure for details.
Consequences of breaching this policy
In instances where a worker has been found to have engaged in bullying, harassment or
discrimination, Pedemont Furniture Transport may take the following actions:
 Enrol workers in training programs
 Change existing work practices
 Request an apology from the guilty party
 Disciplinary action for the guilty party up to and including the termination of their
employment (outlined in ‘Worker Disciplinary Policy’)
Where can I get help?
If a worker has any questions regarding the policy or is unsure whether or not conduct that
they have witnessed or participated in, constitutes workplace bullying, discrimination or
harassment, they can refer to any of the following staff at any time for assistance:
 The worker’s direct manager
 Administration Manager
 Managing Director
Responsibilities
All workers are required to:
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 Refrain from inappropriate conduct in the workplace;

 Refrain from making malicious, frivolous or vexatious allegations of inappropriate
conduct against another person;
 Take reasonable care for their own health and safety, and the health and safety of
others;
 Cooperate with any internal/external investigations (conducted or authorised by the
employer) into inappropriate conduct in the workplace;
 If a worker reasonably considers they have been subjected to workplace bullying,
discrimination or harassment or they witness conduct that they consider to be
workplace bullying, discrimination or harassment, report the incident using the steps
outlined in the complaints handling procedure;
In addition to the above, all managers and supervisors are required to:
 Assist workers in understanding what is bullying behaviour or conduct;
 Deal appropriately with any complaints or reports of bullying in accordance with the
Pedemont Furniture Transport complaints handling procedure;
 Provide appropriate support to a worker who claims that they have been subjected to
workplace bullying.
3. Service standards that apply to this role (for example, customer service
standards)
Efficiency standards
Speed and efficiency are two forces pulling in opposite directions. They’re not mutually
exclusive but hard to balance out.
Replies per ticket. This metric tracks how many answers your team needs to resolve an
issue. It tells you about the potency of your reps’ communication and about the amount of
effort your customers have to put up with.
4. A performance plan, developed by you, for a staff member in this role
PERFORMANCE PLAN
Position: General Manager
Assessment Period:
Prepared by: Aline
Primary Objectives: Overseeing the daily operations of the business, driving growth and
setting and executing upon corporate strategy.
Key Specific tasks and How If needed Comments
Responsibilitie competencies required measured improvement (manager’s
s what support and
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from job has been Employee’s

descriptions provided or response as
is required appropriate )
The General  Significant staff Deliver Customer IT Manager

Manager will management - tasks on service
be responsible overseeing all staff time standards, Educators
for overseeing responsible for the
the daily end-to-end Increase Code of General
operations of management of the number of conduct Manager
the business, restoration/make clients by
driving growth safe process 10% until Marketing
and setting and  Achieve the December team
executing upon annual business 20
corporate plan including Administrative
strategy. budgets/profitability Increase assistant
, new clients, customer
revenue and growth retention
targets and other by 15%
agreed annual
KPIs
 Business
development,
including new
clients signed,
active and
delivering revenue
each year in line
with agreed annual
KPIs
 Lead all sales
executives in the
region to ensure
sales targets are
met or exceeded
 Maintain existing
and developing
new client
relationships
 Manage all risk
and compliance
matters, including
workplace health
and safety,
environmental and
quality issues
 Analyse
profitability and
other data to drive
strategic financial
decisions for the
business
 Source and
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engage trades,
service providers
and business
partners
 Coordinate
teams to scale
rapidly in response
to CAT events or
other endeavours
of the business and
successfully
manage peak
workloads in highly
compressed
timeframes.
5. Key performance indicators for the role
Customer satisfaction
Internal process quality
Employee satisfaction
Financial performance
MID- UCA Marking Guide - EDUCATOR to complete
Observation Satisfactory/Not Comments

Yet Satisfactory
Did the student document
organisational
requirements?
Did the student show

examples of being a positive
role model for others?
Did the student develop a

performance plan for a staff
member?
Did the student create and
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use key performance

indicators to meet
organisational objectives?
Did the student explain the

importance of organisational
values and give examples of
how they are used in an
organisation?
Did the student document

organisational standards for
an organisation?
Assessor Comments
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Assessor’s name and signature: _______________________________
Date: _________________________
Chapter 3 Making informed decisions
Lecture/Discussion
Informed decisions
Please take notes on the lecture/discussion in this
allocated area
3.1 Collect and organise information
Lecture/Discussion
Organise/collate
Class activity
Lie or truth Activity

Ice breaking/team-building/Intelligence sorting activity.
Instructions:
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Best in groups of 6-8 students
Students (with their workbooks to write notes, opinions and decisions) assemble in a
circle. Each student in turn introduce themselves and then give two statements about
their life or experiences (students should be given 5 minutes to think of the two
statements). One must be true, the other false. The members of the group have 5
minutes to discuss the candidate and work out which is truth and which statement is a
lie.(Students must take notes about this activity)
2 Statements:
1. I did change my business field when I did move to Asutralia.
2. I did work for a company that did not have any code of conduct.
Types of information: Do a brainstorming session as a class to work out the

descriptions of the type of data below:
Primary information (firsthand information)

Primary information comes straight from the original source, in other words it is made
up of original documents and raw data. It can be in any format, including written,
visual, electronic or oral. It remains unchanged, for example autobiographies and
diaries.
Secondary information (Second-hand information)

Secondary information has been interpreted by somebody other than the
originator, for example biographies. In order to present a balanced,
objective hypothesis it may sometimes be necessary to use a range of
sources.
Quantitative Data
Quantitative data is data expressing a certain quantity, amount or range.
Usually, there are measurement units associated with the data, e.g. metres, in
the case of the height of a person.
Qualitative Data
Qualitative data describes qualities or characteristics. It is collected using
questionnaires, interviews, or observation, and frequently appears in narrative
form. For example, it could be notes taken during a focus group on the quality
of the food at Cafe Mac, or responses from an open-ended questionnaire.
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Workbook Activities
Internal sources of Data
 Files
 Other Staff
 Reports or surveys
 The Library
 The Intranet
Practice Task (found in your text book)
Mitchell has been asked by his manager to write a report on why last year’s sales
conference was not a great success among staff, and what could be done to improve
it. But Mitchell has a problem – he’s only just joined the company and did not attend
last year’s conference.
What information do you think Mitchell needs to gather?

He needs to get feedback from people that attended to the conference. How it was
planned and how did work.
What internal sources do you think would be the best places to start this process?
Other staff and reports or surveys.
External sources of information

Internet, suppliers and external guests.
3.2 Get other people to contribute to decision making
Lecture/Discussion
Two heads are better than one
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Class activity
Practice task
In this practice task you will lead a team meeting this meeting will be conducted in the
class room (small groups of 4, take turns leading the meeting).
Your team has been given the task of undertaking a review of the workplace health
and safety training in a specific area of your organisation (Leader may choose or
educator can pick an area). The team will need to develop a plan for undertaking the
review and get it ready for a formal review by the next team meeting. Your role as
leader of the meeting is to encourage all team members to participate in the group
discussion and to help the group reach consensus on the implementation plan that
will be presented to senior management.
Agenda and meeting notes:
28/08/2020
Meeting room 1
08:00 – Introduction
08:30 – Actual workplace health and safety training
9:30 – Break
10:00 – Points that should be review of the workplace health and safety training
12:00 – Lunch time
01:00 – Plan to implement the new workplace health and safety training
03:30 - Conclusion
Implementation Plan:
1 Organise information that should be in the training

2 Check who will attend to the training
3 Find a person to conduct the training
4 Define necessary resources
5 Define where will be the training
6 communicate staff about the training
7 Execute
8 Get feedback from participants
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3.3 Look at options, assess risks to determine appropriate course of action
Lecture/Discussion
Options
Cause and Effect

Fishbone (or Ishikawa) Diagram
Draw an example of Fishbone Diagram

Situation: You work for a company with around 100 employees. Staff have been
complaining about meetings. The main complaints are that they don’t start on time and
they don’t follow the agenda)
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Force field (Kurt Lewin’s) analysis
Example (answers required)
Identified areas for Options to promote change for the better

improvement
Improve customer
service Give customers a way to provide feedback
Reduce office Use both sides of a paper. Set up computers to automatically

waste print two-sided as well. Use small paper pieces for short
memos. Consider not using cover sheets on faxes.
Streamline Creating procedures and revisions process
processes
Improve sales. Understand customer needs and sell solutions.
Contingency plan
A contingency plan is a plan devised for an outcome other than in the usual plan. It is often
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used for risk management for an exceptional risk that, though unlikely, would have
catastrophic consequences. Contingency plans are often devised by governments or
businesses.
Risk analysis (notes /writes).

Risk analysis is a technique used to identify and assess factors that may jeopardize the
success of a project or achieving a goal.
How do you identify risks?
This includes both internal and external factors.
Internal (notes/write).
Project managers must identify and prioritize risks to the project at hand that are internal to
the organization. When looking internally, risks to the project may involve the financial
solvency of the company, the ability for the company to have required equipment and other
resources on hand in time to support the project. Personnel issues such as the sickness or
unanticipated termination of a key team member also can be considered as internal risks to
the project. Internal risks can also involve infrastructure problems such as the availability of
servers, software, and IT support as well as more elementary ingredients such as the supply
of electricity to team members. Obviously, the volatility of essential infrastructures will vary
depending on the location of the team, so it may or may not warrant consideration during the
risk assessment process.
External (notes/write).
External risks are outside the control of the project team and its host organization. Because
of this, external risks are generally more difficult to predict and control. Factors such as a key
vendor going bankrupt, economic upheaval, wars, crime, and other events may directly
impact the project’s effectiveness. Some risk may be difficult to foresee such as a mine in a
foreign country providing essential elements for the project being taken over by a
revolutionary government. This kind of event directly threatens the project, but often takes
project managers by surprise because of a deficient analysis of external threats.
Class activity
Developing solutions for each risk a contingency plan (notes/ writes).
A contingency plan should state what it sets out to achieve.
Complete the task below
(Assessing risk and options)
Task: Getting to work on time (>10 Kms)

Option Risk Description of risk Impact/ Disaster Factor
Walk Fall down You can step Hurt yourself badly.

wrong and fall Knees, back, neck
down on the street injury.
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Bus Bus is late It is a raining day You are going to get wet
and traffic is bad, and get late at work
you are waiting for
your bus but its late
Train You will get more than
Lost the train You have a 20 min late at work.
problem with your
opal card and
could get in the
train station on
time, you lost your
train and next one
is in 15 min
Car You get in your car Traffic can be worst and
Do not have fuel and realise you do you will get late at work
not have fuel
enough, you need
to stop at the petrol
station to get more
Summary: All transports can have an issue and make you get late at work if you do
not plan it very well before.
Recommendations: Check google maps every day before leave home
Contingency plan: Plan your day and always have an extra time for some unexpected
issue.
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Workbook activity
Developing solutions for risk
EXAMPLE
Robert has been appointed as project manager of a team asked to improve customer
services across several departments in the organisation. He has planned a customer
mail-out consisting of a mail merged letter, a marketing catalogue (printed by an
outsourced printer) and a flyer advertising the new customer loyalty program
(developed in-house) as part of their program to upgrade customer service delivery.
The potential risks of this activity are as follows:
 Information needed for the catalogue is not received
 The printer may not have delivered on time
 Key staff are unavailable
 Information needed for the catalogue is not received

Planning things with a comfortable time frame and ask to receive the information
for validation before send to someone else.
 The printer may not have delivered on time
Have an online version
 key staff are unavailable
Check staff schedule before planning things
3.4 Decisions should be made efficiently and communicated to appropriate personnel
Lecture/Discussion
Efficiency, Timely, Communication
Informing and communicating with relevant personnel in an appropriate style includes

doing:
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As a frontline manager and an effective leader decisions have to be made on a daily

basis.
The timing is critical and you need to set time limits
Q1 As a frontline manager do you make decisions alone?

No, decisions as make with a team and after g=having meetings and discuss about
the subject.
Q2 What should the decision making include?

Decision making should include the problem rationalization, boundary conditions, the
right
thing to do, action and feedback.
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Class activity
The following table lists a range of decisions that need to be communicated to an
organisation’s stakeholders. Identify the method you would use to communicate the
decision.
Decision Communication method

Employees are required to change their computer Email
password every 40 days (currently 60 days)
Team members are to undertake training on Intranet
sustainable work practices
The organisation’s web site is to be upgraded so Email

that customers can pay their accounts online
The terms and conditions of the customer loyalty Email
program is to be changed
The advertised special in the newspaper had a Calling and email

misprint instead of $10,000 it said $1,000 (this is
false advertising)
Team members will be hosting a breakfast at a Email
local shelter for the homeless people, rather than
having a staff Christmas party this year
A mentoring program is being introduced across Intranet
the organisation
A new code of ethics has been developed and is Intranet and email
available on the workplace intranet
Workplace policies and procedures have been Intranet and email
revised to include specific advice about using social
networking sites (such as Facebook and My space
on workplace computers
A software upgrade allows customers to track the Newsletter
delivery of their purchase online
3.5. Prepare plans to implement decisions and get agreement from relevant people
Lecture/ Discussion
Plans, implementation, agreement
Your plan should address the following (list).
Class Activity: Break into groups (3-5 students in each group). The educator will give
each group a task from a decision made. Complete the table below and then present
their plan to the class.
The Goals on the Action Plan should be SMART, as defined in the following table
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I will obtain a job as a high school maths teacher within three months of graduating with my
Bachelor of Science in Education.
Specific The goal of becoming a high school maths teacher is well-

defined.
Measurable Success can be measured by the number of applications,
interviews and job offers.
Agreed The goal setter will have the appropriate degree for the job.
Realistic The goal setter is planning to achieve the goal within a realistic
timeframe after graduating from university.
Time framed The goal setter has set a deadline to achieve their objective
within the three months of graduation.
AGREEING TO THE PLAN (write/notes)

The more team members that participate in decision making the more likely they are
to be supportive about the outcome
These parties could include (list)
Managers
Senior management
CEO
CFO
Employees
How should they communicate?

It should be communicate in a meeting and sent by email to register the information.
Contingency Planning (notes/write)

A contingency plan is a course of action designed to help an organization
respond effectively to a significant future event or situation that may or may
not happen. A contingency plan is sometimes referred to as "Plan B,"
because it can be also used as an alternative for action if expected results fail
to materialize.
Develop solutions.
Develop avoidance strategies
Incorporate strategies onto team plans, procedures and guidelines,
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Make a contingency plan/ write what must be included in the plan.
Team name
Activity Task Who When
A machine Production Maintenance

breaks down Hold parts, managers teams
components and
cold standbys in
inventory for
rapid
maintenance
System or IT Team
network All networks and
outage systems to be
designed with hot
backups
Power Power Company

outage Emergency
backup power for
critical machines
to prevent safety
risk
3.6 Use feedback processes to monitor implementation & impact of decisions
Class activity
Instructions:
1. Break students into pairs
2. 1 student is to be blind folded
3. Other student is to form a circle with the rope about 2 metres away from student
and to place the 10 tennis balls in a random group in front of student
4. Educator to announce the object of the exercise. “To place the black balls,
(different colour balls) into a hoop. You have 5 minutes”
5. Students with the blindfolds on hands and knees need to find the balls and put
them in the hoop.
6. The first attempt there is to be no feedback at all (no instructions or
encouragement)
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7. Second attempt (blind fold still in place). The other student can tell the blindfolded
one where the hoop is and where the black balls are. Once that initial instruction
is carried out, no more instructions are allowed
8. Third attempt- continued feedback and instructions. After 2 minutes, participants
stop and have debrief for 1 minute (how they are doing and necessary
adjustments), then they are encouraged to continue for final 3 minutes.
Students are to write their thoughts and feelings including that of their partner in their
Workbook.
Lecture/discussion
Informal and ongoing feedback
Who can give feedback and how often can it be give
Monitor implementation
It is essential that you coordinate a regular review of performance during the
implementation of your plan.
List how you may gather this feedback
Long form-based surveys. These most common way

of collecting customer feedback are survey forms with a set of questions that are
usually sent in an email;
Short in-app surveys;
Phone calls;
Transactional emails;
Net Promoter Score Surveys;
Suggestion boards.
Review the information that you gather and address the following.
Have the goals been

reached? yes
How closely did you

follow your plan? Very close to complete it
What aspects of plan

worked? Strategic plan
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What aspects of the plan

did not work well? Contingency plan
What could we do better

in the future? Get more feedback from staff
What was the reaction of

the stakeholders? Their reaction was good but they were expecting more
from the contingency plan.
What lessons have been

learnt about planning? Planning things with a comfortable timeframe
Do we need to revise Yes

work P/Ps, templates or
forms?
Do we need to act on data received and why?

____________________________________________________________
Chapter 3 Making informed decisions

Activity: (This exercise is designed to test your leadership skills in conducting and controlling
your team during a meeting) Educators must use a stop watch to keep the tension up!
Conduct a meeting as a team leader:
GUIDELINES AND TIPS

Start in the header with the word 'agenda' and the type of meeting
After the topic 'approval of minutes of meeting held ...' you put the topics for this specific
meeting. Then, to make your agenda more effective, you mention the person who has
brought up the subject, if necessary mention the reason of the subject, as well as the
intended purpose (information, discussion or decision). With this the participants are better
able to prepare themselves for the meeting.
At each topic, you mention the time which has been reserved for this topic. The
chairperson of the meeting needs to take care that all subjects of the order of business will
be wound up within the given time.
In case the meeting will take place at an unusual location, it is wise to mention the complete
address, with contact details, and send a route description.
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Last but not least: send along with the order of business the documents which need to be
read for the meeting. This gives the chance to all participants to prepare themselves, so that
no time is lost during the meeting. With the above tips, you can use the agenda meeting
template more successfully.
AGENDA
(KPIs)
08:00 28/08/2020
Pedemonts - Australia
No Time Comment
Topic Topic Point
. given
1. Welcome 30 sec
2. Pedemonts Introduce the company and 30 min

all the services
3. KPIs Why KPIs are important 30 min
4. Goals Company goals 30 min
5. Marketing Explain Marketing KPIs and 1:00

KPIs what is expecting from
Marketing team
6. Sales KPIs Explain Sales KPIs and 1:00

what is expecting from
Sales team
7. Operations Explain Operations KPIs 1:00

KPIs and what is expecting from
Operations team
8. HR KPIs Explain HR KPIs and what 1:00

is expecting from HR team
9. Conclusion Deadlines and what 30 min

company can achieve with
it
10. Next 10 min
Meeting
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________________________________________________________________
________________________________________________________________
Date: _________________________
Foundation Skills - This section describes language, literacy, numeracy

and employment skills incorporated in the performance criteria that are
required for competent performance.
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Skill Performance Description Student Application

Criteria
Reading 1.1, 1.3, 1.4,  Gathers, interprets and analyses text 
2.1, 3.1, 3.3, relating to organisational goals,

3.5, 3.6 standards and values to aid planning
and decision making
Writing 1.3, 1.4, 3.1,  Records and reports key information 
3.3, 3.5, 3.6 related to the organisational goals,

standards and objectives
 Researches, plans and prepares
documentation for relevant
stakeholders

Oral 1.2, 1.3, 2.2,  Uses appropriate structure and 
Communication 2.3, 3.2, 3.4, language when developing

3.5, 3.6 performance plans, or when seeking
and providing information about
organisational goals and objectives
Numeracy 1.4  Identifies and comprehends 
mathematical information in familiar
texts to establish key performance
indicators
Navigate the 1.1, 1.2, 1.3,  Understands how own role meshes 
world of work 1.4, 2.1, 2.3 with others and contributes to broader
work goals
 Monitors adherence to organisational
policies and procedures and
considers own role in terms of its
contribution to broader goals of the
work environment

Interact with 1.2, 1.3, 2.2,  Collaborates with others to achieve 
others 2.3, 3.2, 3.4, joint outcomes, playing an active role

3.5, 3.6 in facilitating effective outcomes
 Recognises the importance of taking
audience, purpose and contextual
factors into account when making
decisions about what to communicate
with whom, why and how
Get the work 1.1, 1.3, 1.4,  Develops plans to manage relatively 
done 3.1, 3.2, 3.3, complex, non-routine tasks with an

3.4, 3.5, 3.6 awareness of how they contribute to
longer term operational and strategic
goals
 Uses systematic, analytical
processes in complex, non-routine
situations, setting goals, gathering
relevant information and identifying
and evaluating options against
agreed criteria
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 Evaluates effectiveness of decisions

in terms of how well they meet stated
goals
Third Party Report: Based on workplace

practical skills & performance of tasks relating the unit of competency
Unit of Competency: SHOW LEADERSHIP IN THE WORKPLACE
Student Name:
Student number:
Student Work-place
Name
Workplace Address
Workplace contact e.g. Phone & email

details
Workplace ABN:
Student Role with-in e.g. Assistant manager
the workplace:
Instructions to studentStudent must please remove this form from their work book. Take it to
& workplace supervisor:their workplace and get their supervisor to tick and sign to confirm their
active participation with-in the skill set area. The supervisor will be
contacted to validate student active participation in the workplace.
Students are encouraged to take photographs (if appropriate and in
accordance with the organisations privacy and workplace policies) as
further evidence.
Once this report is filled-in student must present this form, (by re-
attaching to the workbook), with their completed workbook to be
submitted for marking.
Observation checklist
Time period (Dates) From: To:
Element Performance criteria Skills and Tick & initial*
performance *Supervisors are
examples welcome to add
constructive comments
below if they wish.
Model high 1.1 Ensure management The worker has
standards of performance and behaviourbeen a good
management meets the organisation’s positive role model
performance and requirements for other workers
behaviour 1.2 Ensure management in their behaviour
performance and and by doing their
behaviour serves as a job well.
positive role model for
others
1.3 Develop and implement
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performance plans in
accordance with the The worker makes
organisation’s goals and plans for their
objectives performance, which
1.4 Establish and use key includes tasks which
performance indicators to can be counted to
meet organisation’s goals prove their
and objectives performance is good
and which lines up
with how the
organisation wants
them to do things.
Enhance 2.1 Use organisation’s The worker has

organisation’s image standards and values in made the
conducting business business more
2.2 Question, through popular by doing
established communication work tasks in a
channels, standards and way which
values considered to be enables
customers to trust
damaging to the organisation
2.3 Ensure personal the business and
performance contributes to by changing
developing an organisation things which do
which has integrity and not make the
credibility company popular
or trusted by
customers.
Make informed 3.1 Gather and organise The worker has

decisions information relevant to got together all
the issue/s under the information
consideration needed to make a
good decision
3.2 Facilitate individual’s about any
and team’s active problems which
participation in decision- may come up and
making processes looked at all the
3.3 Examine options and possible answers,
assess associated risks choosing the one
to determine preferred which is best.
course/s of action They have asked
for other worker’s
ideas and
3.4 Ensure decisions are
thoughts when
timely and communicate
making the
them clearly to
decision and
individuals and teams
thought well about
3.5 Prepare plans to anything that
implement decisions and could go wrong
ensure they are agreed by
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relevant individuals and with any of the

teams possible solutions.
3.6 Use feedback processesThe worker made
effectively to monitor the decisions as
implementation and impact quickly as
of decisions possible while still
being careful
enough, and told
all the people that
need to know
about it, making a
good plan to
change everything
that needs to
change.
The worker has
watched to see
that the things
changed by the
decision have
gone well.
Supervisor/ Third-party Declaration

I confirm that I have observed the learner perform the tasks associated with the
elements/performance criteria/work skills for this subject/unit effectively and
consistently over a period of time
Supervisor/
Third-party
Name
Supervisor/ Date:
Third-party
Signature
Assessor to fill only:
Assessor Declaration
I confirm that I have validated this document by confirming the above with the
employer/supervisor to ascertain the practical application of learning in the workplace
Assessor sign: Date: / /
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BSBMGT401 Show Leadership in The Workplace

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BSBMGT401 Show leadership in the workplace

BSBMGT401 Show leadership in the workplace

Unit Assessment Summary;

Unit Start Date: Unit Finish Date:

Student Signature: Date:

Staff Name: _____________________________________

Staff Name: _____________________________________

Staff Name: _____________________________________

Assessment Summary and Checklist

Detailed Instructions for student

Resources required in completing this Workbook:

- Lecture/ Discussions (to demonstrate class participation)

Purpose of this workbook

Application requirements of this unit

Marking Guidelines for Workbook:

Has the student:

2.2 Question, through established communication channels, standards and

Class Activity – Lie or truth

Please circle: Competent Not Yet

Assessor Feedback (include feedback on all Parts):

Further submission required Yes No

Assessor signature: _________________________________________

Chapter 1: Model high standards of management performance and behaviour

Example: Be an effective leader

• being well presented

Know the organisations vision:

Meeting organisational requirements:

Policies and procedures:

Company Website Motto/ Profile/ Culture

Toyota (www.toyota.com.au/about/corporate- Invest in employees, work/life

Dress code and ways to act

professional and open mind

Monitoring Monitoring is done by observation, talking with people, monitoring

Values Company values are: commitment, honesty, efficiency and loyalty.

Mentoring Mentoring is done one-on-one, online or by group mentoring.

Below is an example of a job description

Manager - Sales Analytics Team - 3/4 Months Contract - Sydney

Manager - Sales Analytics Team - Excel - 3/4 Months Contract -

A Major Bank based in Sydney CBD has an immediate requirement

You will manage a team of 3 Analysts preparing monthly sales

You should be able to demonstrate:

Strong Project Management Skills

The ideal candidates will have excellent communication skills feeling

For more information contact James O’Donnell, email your Resume

See full job detail on line

Write a brief position vacant advertisement for your own business

Status of job: Full-time

Position title: Receptionist

Adaptable communication and interpersonal skills;

Supporting: Collaboration is about working together: sharing ideas, suggestions and

1.3 Develop and implement performance plans

Plans and objectives

1. Draw up an example of a performance plan for an administration officer at

Pros and Cons of the Performance Plans

Pro’s = good Con’s = not so good

Right placement Time consuming process

Assistance to improve performance Inexperienced evaluators

Planning and designing training Difficulty in selection of appraisal method

Improves employees and management Lack of participation from employees

Primary Objectives: Create online classes

Create online Find an online By delivering IT team to IT Manager

1.4 Use key Performance Indicators to meet goals and objectives

Assessor Sign: ________________ Date:

Resubmission required Yes_ No___

Assessor Sign: ________________ Date:

Resubmission required Yes_ No___