Student Name:

Student ID:

Assessment Summary
Unit Details BSBWOR203–Work effectively with others

This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment

Assessment 1 Written Task

Assessment Methods
Scenario/Group activity –
Assessment 2 Working as a team
Project/Role-play - Deal
Assessment 3 effectively with issues,
problems and conflict

Contents

Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency BSBWOR203–Work effectively with others
Unit description This unit describes the skills and knowledge required to work
cooperatively with others and deal effectively with issues, problems and
conflict.
It applies to individuals who perform a range of routine tasks using a
limited range of practical skills, and a fundamental knowledge of
teamwork in a defined context under direct supervision or with limited
individual responsibility.
No licensing, legislative, regulatory or certification requirements apply to
this
unit at the time of publication.
Key • Develop effective workplace relationships.
competencies • Contribute to workgroup activities.
• Deal effectively with issues, problems and conflict.
Foundation skills Reading skills to: Identify and interpret information to determine
task requirements.
Writing skills to: Complete required documentation using
organisational formats.

Compose simple documents for others to read.

Oral Present information and seek advice using language

communication and features appropriate to audience.
skills to:
Participate in discussions using listening and
questioning
to elicit views of others and to clarify or confirm
understanding.
Numeracy skills Interpret information related to and
to: timeframes
resource quantities.
Navigate the Understand responsibilities of own role and follows
world of work to: explicit and implicit organisational protocols and
procedures.
Interact with Select and use appropriate communication practices
others when seeking or sharing information Establishes and
to: builds rapport and relationships with others to foster
a
culture of respect and cooperation in communications.
Get the work Plan and organise work commitments to
done to: ensure deadlines and objectives are met.

Use formal analytical thinking techniques to recognise

and respond to routine problems.
Performance Evidence of the ability to:
evidence • identify own responsibilities in relation to the team and the
organisation's requirements
• work effectively in a workgroup including:

• supporting team members

• using culturally appropriate communication skills
• acting on constructive feedback
• cooperating and contributing to team goals
• identifying improvement opportunities
• identify problems and conflicts and address them appropriately

Knowledge • outline the organisational standards, policies and procedures that

evidence relate to own work role
• outline team responsibilities and duties and their relationship to
individual responsibilities and duties
• summarise conflict resolution techniques

Assessment Skills must be demonstrated in the workplace. This can be:

Conditions • office equipment and resources
• workplace documentation
• case studies and, where possible, real situations
• interaction with others
Assessors must satisfy the Standards for Registered Training
Organisations’ requirements for assessors.
Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the
used student and assessor as to what is expected from each assessment task:
• Instructions: Provides a brief description about the assessment task
and broadly indicates what the Student is required to do.
• Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options
for the student about what to base the assessment task on and
whether it is practical demonstration or project.
• Description of task/decision making rules: Advises the student and
the assessor of the task description and the criteria that the
assessment must meet in order for a satisfactory result to be
awarded.
• Due Date - the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the
assessments/Ex assessment process and various assessment tasks before undertaking
pectations the assessments. This assessment tool is structured in a way that each
assessment task clearly outlines the:
• Instructions for completing the assessment task;
• Conditions in which the assessment must be conducted;
• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.

Every assessment task will require satisfactory completion in order for

students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated. Please
note,
a paragraph is three or more sentences.

Assessment Each assessment task has a section for the assessor recording the
assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’
(NS). Once the student satisfactorily completes all assessment tasks,
the assessor will complete the assessment summary cover sheet and
record either a “Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that
feedback
for the student is recorded in the spaces provided after each assessment
task and on the record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment Assessment Method of
Description
methods and Task # Assessment
tasks 1 Questions You are required to answer 4 short answer
questions related to this unit.
2
Assessmen Scenario/group activity – Working as a
t2 team

3 Assessment Project/Role-play - Deal effectively with

3 issues, problems and conflict
Instructions: • You can seek clarification regarding the assessment required to be
done.
• You can ask for reasonable time from Assessor for preparation of
project or Assessment.
• You can seek information on additional reading material and
reference for completion of the assessments.
• If you have any special needs, you can seek assistance from
Assessors depending upon the nature of the need.
• You can seek assistance from assessor while using special diagnostic
equipment
• Review the observation checklist/decision making rules to know what
is expected of you. You may refer to the observation checklist for
observation based assessments at any stage prior to the
commencement of your assessment. You must not refer to this
checklist whilst you are being assessed.
• Your assessor will also explain to you the observation process prior to
the
assessment.

Required Each assessment task in this assessment tool outlines specific resources
resources that the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Reasonable Acumen Education enables reasonable adjustments to be made to
adjustment assessment procedures for students with special needs, such as people
with disabilities or with language or literacy difficulties. Assessing
knowledge is
usually assessed through written or oral, short-answer tests where
assessors
 seek to determine the extent of the student’s knowledge.

Following are some of the examples of adjustments that can be made for
the students:
• Ask questions orally instead of in a written format
• Provide equipment such as text enlargers, image enhancers, and
voice recorders.
• Give the student more time to complete the assessment;, allocate a
different time for completion of the assessment;
• Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
• Customising resources and activities within the training package or
accredited course
• Monitoring the adjustments to ensure student needs continue to be
met

Plagiarism Acumen education takes a systemic approach to the treatment of

policy plagiarism in academic work. The policy is intended to promote honesty
in learning and assessment and respect for the work of others.
Contravention of this policy will result in students being penalized.

Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and
responsibilities.
Academic • Where a student wishes to appeal an assessment they are required
appeals to notify their assessor in the first instance. Where appropriate the
assessor may decide to re-assess the student to ensure a fair and
equitable decision is gained. The assessor shall complete a written
report regarding the re-assessment outlining the reasons why
assessment was or was not granted.
• If this is still not to the student’s satisfaction the student shall
formally lodge an appeal by submitting a written letter within one
week of receiving the results using the form 10.1 for Complaints and
appeals outlining the reasons for the appeal. They shall lodge this
with student administrations department and the appeal shall be
entered into the ‘complaints and appeals register’.
• The Operations Manager shall be notified and shall seek details from
the assessor involved and any other relevant parties. A decision shall
be made regarding the appeal either indicating the assessment
decision stands or details of a possible re-assessment by another
assessor appointed by Acumen.
The student shall be notified in writing of the outcome with reasons for
the
decision. The student shall also be provided the option of activating the

external appeals process if they are not satisfied with the outcome. The
student is required to notify Acumen if they wish to proceed with the
external appeals process.
Reassessment • Student will be assessed as being competent only upon satisfactory
process completion of all the assessments in a unit.
• If a student is not able to demonstrate satisfactory completion of all
of the required assessments of the unit, the result for that unit will
be recorded as Not Competent.
• If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be
provided with specific feedback and invited to re-submit their
assessment.
• If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
• In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the
result is made available to him/her. This means that the student
is responsible to acknowledge that he/she has received the result
and has been deemed NC for the units of competency undertaken.
• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
• If a student is assessed as “Not Competent’ after the resubmission,
he or she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during
an Intervention Strategy Meeting between the Acumen’s
Operations Manager, Trainer & Assessor and student. The date for a
third assessment will be nominated by the student in consultation
with Trainer & Assessor, but should be no longer than 1 month from
the previous re- submission date.
• One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.

If the student remains ‘Not Competent’ after a third re-submission, he

or she will be notified that this result is final and he or she will be unable
to successfully complete the course in which they are enrolled at this
point.

* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.

Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment
submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
 submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the
provisions for re-submitting and academic appeals were explained to
you and that you understand these processes on the assessment
summary cover sheet. Acumen Education cannot assess any submitted
work until the declaration
is received.
Assessment You must submit this completed assessment tool to your trainer on the
submissions and due date. Please feel free to contact us if you have any questions
contact details regarding the assessment process:
Phone: 03 9044 6402/03 84151244

For Assessor Only -ASSESSMENT

COVER SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before
placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is
completed and attached to this form.
Student
Student Name:
ID No:
Contact
Email:
number:
Unit Code &
BSBWOR203 – Work effectively with others
Title
First Submission q Subsequent submission q
Result
Please attach the following documentation to this form S = Satisfactory

NS = Not

Satisfactory

Assessment 1 • Written Task S | NS

• Part A – Case Study S | NS

Assessment 2 • Part B – Group Activity S | NS

• Part C – Report S | NS

• Part D – Developing Proposal S | NS

• Part A – Case Study S | NS

Assessment 3 • Part B – Role-play – Resolve the problem S | NS
 • Part C – Role-play - Seeking Feedback S | NS
Final Assessment Result for this unit
(Student will be assessed as being competent only upon • Competent q Not Competent (Comments)
satisfactory completion of all the above mentioned
assessments)
The Evidence provided is:

• Valid q Sufficient q Authentic q Current

Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The
assessment process including the provisions for re-submitting and academic appeals were explained
to me and I understand these processes. I understand the consequences of plagiarism and confirm
that this is my own work and I have acknowledged or referenced all sources of information I have
used for the purpose of this assessment.

Student’s Signature: Date: / /

Final feedback:

Assessor: I declare that I have conducted a fair, valid, Signature:

reliable and flexible assessment with this student,
and I have provided appropriate feedback. Date: / /

Administrative use only

Entered onto Student

Management Database
Date Initial
s
USE FOR REASSESSMENT ONLY

Assessment Task No/s

Components

Competent - C Not Competent

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student
Please provide general feedback on the Student’s performance.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.

Trainer/Assessor Signature Date

Assessment 1 – Written Questions

Instructions for Students:

• This is the first of the three assessment tasks you must complete
satisfactorily to be deemed competent in this unit.
• In this task, you must answer four (4) questions that cover the knowledge
requirements of this unit.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format or may be
handwritten. Clearly label your work with your name, unit code, unit title,
Assessment Task and respective Question number with the answer to all
the documents and sheets that are attached to your submission.
• Assessment may be completed in your own time.
• Acknowledge clearly when and how you are drawing on the ideas or phrases
of others.
• Consult your assessor when you are unsure about how to acknowledge the
contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the
consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do
not understand the task.
• Ask for reasonable time from Assessor for preparation of project or
Assessment.
• Seek information on additional reading material and reference for
completion of the assessments.
• Students with special needs can seek assistance from assessors depending
upon the nature of the need.
• Submit this document along with your assessment work.
• Assessment may be completed in your own time and is due one week after
the module end date.

Written Questions
 1 What are the key provisions of the following?

key provisions: states that no citizen shall on grounds only of religion, race, caste, sex,
descent, place of birth, residence or any of them, be ineligible for, or discriminated
against in respect of, any employment or office under the State.
Equal employment
opportunity (EEO)
legislation

Honesty

Using ethical Integrity

principles in the
workplace when Work hard.
dealing with staff Keep your word.
and customers
Respect others.

Obey the law.

Appreciate the people who help and support you.

key provisions : Protects your privacy rights in NSW by making sure that your personal
and health information is properly collected, stored, used or released via the Health
Privacy Principles (HPPs) Gives you the right to see and ask for changes to be made to
your personal or health information.
Privacy legislation
 key provisions: protecting workers and other persons from harm by requiring duty
holders to eliminate or minimise risk.

Workplace health providing for fair and effective representation, consultation and cooperation.
and safety
legislation encouraging unions and employer organisations to take a constructive role in
promoting improvements in WHS practices.

Encourage employees to use public transportation. ...

Environmental Change to eco-friendly office lighting. ...

sustainability in
the workplace Switch to post-consumer waste (PCW) paper, paper products, and packaging. ...

Respect for the environment. ...

Respect for competition law regulations. ...

Codes of conduct
and codes of Respect for rules on insider trading. ...
practice
Prevention of conflicts of interest. ...

Protection of Air Liquide activities. ...

Transparency and integrity of information.

• Satisfactory q Not Satisfactory (Comments)

2 List 3 types of policies and procedures commonly used in a hospitality business:

Timekeeping and pay.

Safety and health.

Employee conduct, attendance and punctuality.

• Satisfactory q Not Satisfactory (Comments)

3 Why must a business have policies and procedures? Who is responsible for
ensuring staff follows them? (in 60-80 words)
 By having policies and processes in place, you create standards and values for your business. They can also
improve the way your customers and staff deal with your business.

Business policies are an important tool to ensure that the business operates at maximum efficiency. Written in
these policies is the blueprint for the whole organization's expected behavior, role, and reporting. ... Poorly
defined business policy, on the other hand, can result in confusion and productivity losses.

Human resources professionals, directors and executive management team is responsible for ensuring staff
follows them policies and procedures.

Satisfactory Not Satisfactory (Comments)

 4 Briefly summarise the following conflict resolution techniques in about 50-60
words
• Problem solving
• Negotiation

• Problem solving

Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing,
and selecting alternatives for a solution; and implementing a solution. The problem-solving process

Describe the Problem:

Describe how each person feels.

Exchange reasons of positions.

Understand each other's perspective.

Invent options for mutual benefit.

Reach a wise agreement.

• Negotiation
Negotiation is a common way for people to resolve problems and deal with conflict. It happens when people
wish to talk to each other to find a solution to the problem. ... It can also be a formal method of conflict
resolution used to resolve interpersonal, intergroup and interstate conflicts.

These skills include:

Effective verbal communication. See our pages: Verbal Communication and Effective Speaking.

Listening. ...

Reducing misunderstandings is a key part of effective negotiation. ...

Rapport Building. ...

Problem Solving. ...

Decision Making. ...

Assertiveness. ...

• Dealing with Difficult Situations

• Satisfactory q Not Satisfactory (Comments)

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer
is not satisfactory
Q.no Comments

Question 1:

Question 2:

Question 3:

Question 4:

Based on the Comments above Please Redo / Rewrite those particular answers and
resend your Completed Reassessment for correction
Assessment Outcome – Assessment 1

Student name
Unit and Task
BSBWOR203 – Work effectively with others
being assessed
Course name and
title
Date of
observation
Feedback / Comments:

Result: ¨ Satisfactory ¨ Not Satisfactory ¨ Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and
I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Assessment 2 – Scenario/case study

Instructions for Students:

• This is the second of the three assessment tasks you must complete
satisfactorily to be deemed competent in this unit.

• In this task, you must demonstrate your ability to work as a team.

There are 4 parts to this task.

• Part A requires you to review the organization chart and position

description provided and answer the questions based on your
understanding.

• Part B requires you to participate in a group activity to identify ONE

opportunity for improvement in the workgroup’s performance. Your
assessor will observe your group’s discussion.
 • Part C requires you to prepare a report by answering the questions
following the group activity

• Part D requires you to prepare a proposal for improvement using

Acumen Restaurant’s proposal format provided.

• Read the assessment scenario carefully.

• Dress professionally.

• You will have 30 minutes to complete group activity in Part B.

• Clearly label your work with name, unit code and unit title to all the
documents and sheets that are attached to your submission.

• Review other resources, tools, job aids that provide guidance related to
the task you are going to perform.

• Seek clarification regarding the assessment required to be done.

• Acknowledge clearly when and how you are drawing on the ideas or phrases
of others.

• Consult your assessor when you are unsure about how to acknowledge the
contributions of others to your thought and writing.

• Read the Plagiarism policy and procedure carefully to understand the

consequences that you could face if your work is plagiarized.

• Seek clarification regarding the assessment required to be done, if you

do not understand the task.

• Ask for reasonable time from Assessor for preparation of project or

Assessment.

• Seek information on additional reading material and reference for

completion of the assessments.

• Students with special needs can seek assistance from assessors

depending upon the natureof the need.

• Submit this document along with your assessment work.

Resources required for assessment:

The assessor must ensure that the following resources are made available to
students, for assessment:

• Workplace policies and procedures

• Office equipment
• Business resources

Observation task

For thistask, you must demonstrate that you have the skills and knowledge to:

• Develop effective workplace relationships.

• Contribute to workgroup activities.
• Deal effectively with issues, problems and conflict.

Instructions:

Workin

g as a

team

Scena

rio

Acumen Restaurant is a popular local restaurant located in

Sunshine, Victoria. You are a cook working at Acumen

Restaurant.
The following is the organisation chart of the restaurant:

You have also been provided with a position description for the role of the
cook, in Appendix A.

Part A - Identify own workplace responsibilities and relationships

Answer the questions below based on your understanding of the organisation

chart and the position description of the cook.
 • Identify two duties and responsibilities of the cook’s position description
that require you to report to the head chef.

ans.
1. Check the freshness of food and ingredients.
2.Supervise and coordinate activities of cooks and other food preparation workers.
3. Develop recipes and determine how to present dishes

• Identify two duties and responsibilities of the cook’s position description

that require you to supervise a kitchen hand who reports to you.
ans.
1. Support and facilitate control on food cost.
2. Convey clearly any maintenance of kitchen equipments and other security problems.

• Identify three OHS/WHS responsibilities you have.

ans.
1. Provide and maintain safe plant (machinery and equipment).
2. Provide and maintain safe systems of work - for example, controlling entry to high-risk
areas and providing systems to prevent falls from heights.
3.Ensure the safe use, handling, storage or transport of plant or substances.

• Identify two ethical principles you would need to follow as an

employee of Acumen Restaurant.

ans. Obey the law.

Appreciate the people who help and support you.

• What are two environmentally sustainable work practices to keep in mind

while performing duties in your workplace?

ans. 1. Perform an energy audit to identify resource and cost savings opportunities.
2. Change to eco-friendly office lighting.
3. Encourage employees to use public transportation.
 • Identify four ways you can promote cooperation and good
relationships with your workgroup when undertaking activities in the
workplace.

ans. Identify Your Relationship Needs.

Develop Your People Skills.
Focus on Your EI.
Practice Mindful Listening.
Manage Your Boundaries

• Identify five resource constraints you should take into account when
fulfilling your and others’ work requirements.
ans.
Resource constraints are resources that are limited and available in a particular
timeframe.

primarily people time, equipment and supplies, we should also consider metals,
phosphorous, gas and land, food, oil and water.

• Describe how you can acknowledge constructive feedback from your work
group members so you can take appropriate action.
•
ans.
1. When an employee expresses dislike or brings a complaint to your attention, be
sure to react and take action immediately.
2. Always ask them for their ideas on how to fix the problem.
3. Encourage employees to submit improvement ideas regularly.

• Identify three communication skills you can use to help you better
receive this kind of feedback from your team.

ans.
 Understand the message.
Reflect and decide what to do.
Follow up.

• Describe three ways you could request advice from your team so you can
be more proactive.

ans.

1. Help your employees to develop their abilities.

2. Realize that your way isn't the right way.

3. Understand that all this will make them happier, too.

Performance Checklist and Assessment Outcome – Assessment 2,

Part A

Student name

Unit code and title BSBWOR203 - Work effectively with others

Course name and

SIT30816 - Certificate III in Commercial Cookery
title

Did the student submit responses that: Satisfact

Identifies two duties and responsibilities of the cook’s position description that
require them to report to the head chef
Identify two duties and responsibilities of the cook’s position description that
require them to supervise a kitchen hand who reports to them.

Identify three OHS/WHS responsibilities you have

Identify two ethical principles that they would need to follow as an

employee of Acumen Restaurant
Identify two environmentally sustainable work practices to keep in mind while
performing duties in workplace
Identify four ways they can promote cooperation and good relationships with
workgroup when undertaking activities in the workplace.
Identify five resource constraints that they should take into account when fulfilling
theirs and others’ work requirements
Describe how they can acknowledge constructive feedback from work group
members to take appropriate action
Identify three communication skills that they can use to help better receive this
kind of feedback from the team
Describe three ways they could request advice from the team to be more proactive

Result: • Satisfactory • Not Satisfactory • Not Assessed

Feedback:

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Scenario

Acumen Restaurant is very popular with its customers. However, recently the
restaurant has received mixed reviews from their customers and mixed
ratings on restaurant information and recommendation services like Zomato.
The restaurant has surveyed opinions of customers and staff.

Some customers have commented on Zomato and Facebook that the food is
excellent, but service is slow and meals have take too long to get to the
table.

The following are some possible solutions to the issues raised through customer
survey.

Issues Possible reasons

 Some customers have • Servers blame the kitchen staff for being too
commented on Zomato slow or making the wrong dish. The kitchen
and Facebook that the staff defend themselves by saying they
food is excellent, but cooked what the ticket indicated.
service is slow and meals • Only one or two waiters are told when an
take too long to get to ingredient or item is out, and the rest of the
the table. team continues placing orders unaware.
• Kitchen staff aren’t told about a rush and are
unprepared for the onslaught of tickets.
• Orders are shouted instead of written down
and delivered.
• Front of house is idle when food is ready to
be delivered.
• Food is sitting, and front of house isn’t aware
it’s
ready.

The restaurant manager has asked the Kitchen staff and the front of the
house staff to work in small groups and discuss these issues with the service
of customers within the restaurant and brainstorm for solutions, so the
services can be improved.

Part B: Contribute to workgroup activities

You must participate in a group activity as follows:

• Your assessor will organise the class into groups of four.

• You must work with your small group to identify ONE opportunity for
improvement in the workgroup’s performance, in relation to the identified
issues in the scenario.
• Next, create some SMART goals for the achievement for the identified
opportunity for improvement.
• Consider time and resource constraints into account in achieving the
goals. Discuss with the group how these constraints can be balanced
against the potential benefits.
• Plan a strategy for reaching the goal/making the improvement. This could
be a simple listing of steps, people involved and resource/cost
requirements.

During this activity, you must support one another, contribute constructively and
share information with the work group.

Your assessor will observe your group’s discussion.

Role Play Observation Checklist and Assessment Outcome –
Assessment 2, Part B
Student name
Unit and Task being BSBWOR203 Work effectively with others
assessed
Course name and title SIT30816 - Certificate III in Commercial Cookery

Assessor name

Date of observation

Did the student demonstrate Check Comments

the following skills: (X) (How did the student demonstrate this?)
Y N

Part B: Group activity

Participate in the group activity

Open the meeting and greeted

everyone and introduced
purpose.
Work within the group to identify
ONE opportunity for improvement
in the workgroup’s performance,
in relation to the identified issues
in
the scenario.
Involved others in
brainstorming
and identifying the opportunity
Create some SMART goals for the
achievement for the identified
opportunity for improvement
Consider time and resource
constraints into account in
achieving the goals
Discuss with the group how these
constraints can be balanced
against the potential benefits
Plan a strategy for reaching the
goal/making the improvement.
 Feedback / Comments:

Result: ¨ Satisfactory ¨ Not Satisfactory ¨ Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and
I have provided appropriate feedback.

Assessor Signature: Date: / /

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: / /

Part C: Report on the group discussion

Following the group discussion, you are to individually answer the following
questions/ prepare a proposal for improvement using the given template.

You should refer to the organisational chart of the restaurant provided in the
scenario, to guide you about the roles of your work group members.

You must answer all questions.

• Describe the opportunity for improvement your group identified.

ans. .1 Use data to analyze the results of the change and determine whether it made a
difference.
2. Implement the change on a small scale.

• State the SMART goals you created.

ans, Increase professional knowledge and training.

Increase earnings.
Improve low-functioning work processes or relationships.
Have new experiences.
 Attain a leadership role.

• Outline your strategy for achieving the goal/making the improvement. This
could be a simple listing of steps, tasks, people involved and resource/cost
requirements.
ans.
Create a plan of action.
Eliminate bad habits.
Mitigate your distractions.
Leverage daily goal setting.
Avoid procrastination.
Manage your time.
Instill self-discipline.

• What time and resource constraints did you have to take into account in
achieving this goal? How did the team balance the constraints against the
benefits?

ans. "Time constraints" refer to a project's overall deadline, and sub-

deadlines along the path to reaching goals. "Resource constraints" refer to
more controllable elements, such as staffing, materials and access to needed
equipment. Frequently these constraints are at odds with each other.

• The only way to team balance the constraints against the benefits is by
transparency, implementation of project management best practices, effective
task management software, and maintaining control over your project.

• Identify your constructive contributions – including any tasks you

undertook – to reach the goals.

ans.
Understand the end goal.
Identify clear roles.
Collaborate.
Recognise interdependencies.
Ask questions.
Communicate.

• List information you shared and who you shared it with in order to reach
 the goal.

ans. share What Success Looks Look.

2. share Why This Goal Is Important.
3. share Time-limit to reach the goal.

• Provide examples of how you worked cooperatively in your group, for

example, how you supported members during the discussion and planning
processes, for example, clarified points, upheld their suggestions, etc.

ans, Step 1: Identify Their Individuals' Strengths.

Step 2: Establish Realistic Expectations & Clarify Goals.
Step 3: Collaboration Tools.
Step 4: Reward Innovation.
Step 5: Celebrate teams success publicly.
Step 6: Support a strong sense of community.
Step 7: Spread the Delegation of Tasks.
Step 8: Encourage Open-Mindedness.

• Provide an example of how you encouraged others to provide you with

constructive feedback. How did you acknowledge and act on the feedback
of your team members?

ans. Establish Trust.

Balance the Positive and the Negative.
Observe, Don't Interpret.
Be Specific.
Talk Face-to-Face.
Don't Make it Personal.
Provide Feedback Consistently.
Be Timely.

you acknowledge and act on the feedback of your team members.

Explain the survey: If you want your employees to complete the survey,
give them a heads up. ...
Share the feedback: You're about to hear good news, and you're also
about to hear bad news. ...
Schedule review meetings: Don't expect that you'll remember to schedule
meetings to review survey feedback with your team.

Performance Checklist and Assessment Outcome – Assessment 2, Part C

Student name

Unit code and title BSBWOR203 - Work effectively with others

Course name and

SIT30816 - Certificate III in Commercial Cookery
title

Did the student submit responses that: Satisfactory

Describe the opportunity for improvement that group identified • Yes • No

State the SMART goals created. • Yes • No
Outline the strategy for achieving the goal/making the improvement • Yes • No
Identify the time and resource constraints to be taken into account in
achieving this goal? Identify how the team balanced the constraints • Yes • No
against the benefits?
Identify the constructive contributions – including any tasks undertaken
• Yes • No
– to
reach the goals.
List the information shared and who it was shared with in order to reach
• Yes • No
the goal.
Provide examples of how they worked cooperatively in group. • Yes • No
Provide an example of how they encouraged others to provide with
constructive feedback. How was it acknowledged and acted upon by the • Yes • No
team members?

Result: ¨ Satisfactory ¨ Not Satisfactory ¨ Not Assessed

Feedback:
 Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: / /

Part D: Proposal / Strategy for improvement of workgroup

Prepare a proposal for improvement using Acumen Restaurant’s proposal

format given below. You must fill in all sections of the proposal with relevant
information. The sample contents in blue will guide you to write this proposal.

You must submit this proposal to your assessor.

Acumen Restaurant Improvement

Proposal Template
Prepared by: ______________________

Situation:
need resource which contains all information related to customers each of these at one
place.

Proposed Solution:

Steps Involved:
• Purchase a new software or build it that would allow these capabilities.
• Test the new software.
• Contain all information related to each of these customers at one place.

Benefits:
• all information related to each of these customers at one place.
• Customer service would improve.
Potential Constraints – time, money, resources
• The system will be expensive, and will take some time to set up. But in the long it will helpfull
and easy so it will be worth the investment.

Performance Checklist and Assessment Outcome – Assessment 2, Part D

Student name

Unit code and title BSBWOR203 - Work effectively with others

Course name and

SIT30816 - Certificate III in Commercial Cookery
title
Did the student submit a proposal / strategy for improvement of workgroup
Satisfactory
that:
Was in the format provided • Yes • No

Included details of situation

• Yes • No

Included proposed solution including the steps involved, benefits

• Yes • No
and
potential constraints?
Submit the work on time to the Assessor
• Yes • No

Result: ¨ Satisfactory ¨ Not Satisfactory ¨ Not Assessed

Feedback:

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: / /

Assessment 3 – Project/Role-play

Instructions for Students:

• This is the third of the three assessment tasks you must complete
satisfactorily to be deemed competent in this unit.
• In this task, you must demonstrate your ability to deal effectively with
issues, problems and conflict. There are 3 parts to this task.
• Part A requires you to review the scenario provided and answer the
questions to identify the problem. This should be completed in your own
time.
• Part B requires you to participate in a role-play to resolve a conflict. Your
assessor will assess your performance using the Role Play Observation
Checklist provided and you will have 15 minutes to participate in the
role-play.
• Part C requires you to seek feedback and advice from your supervisor
(played by your Assessor.Your assessor will assess your performance
using the Observation Checklist provided and you will have 15 minutes
to participate in the role-play
• Read the assessment scenario carefully.
• Dress professionally.
• Clearly label your work with name, unit code and unit title to all the
documents and sheets that are attached to your submission.
• Review other resources, tools, job aids that provide guidance related to
the task you are going to perform.
• Seek clarification regarding the assessment required to be done.
• Acknowledge clearly when and how you are drawing on the ideas or phrases
of others.
• Consult your assessor when you are unsure about how to acknowledge the
contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the
consequences that you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do
not understand the task.
• Ask for reasonable time from Assessor for preparation of project or
Assessment.
• Seek information on additional reading material and reference for
completion of the assessments.
• Students with special needs can seek assistance from assessors depending
upon the nature of the need.
• Submit this document along with your assessment work.

Resources required for assessment:

The assessor must ensure that the following resources are made available to
students, for assessment:

• Workplace policies and procedures

• Office equipment
• Business resources

Assessment 3: Deal effectively with issues, problems and conflict

Scenario
The management has considered all the proposals for improvement and have
decided to implement some of those solutions, including a mobile point of
sale ticketing ordering system to improve communication between the kitchen
staff and the wait staff to eliminate most communication issues.

The Head Chef and the Restaurant Manager are working on this project, and
have delegated some of their tasks to their team members. This has caused a
sudden conflict situation to arise between a wait staff and a kitchen staff as
described below:

You are one of the cooks at Acumen Restaurant.

Mansour’s position
Mansour, one of the wait staff, is a new employee and has complained to you
that he is being given side tasks such as cutting vegetables and preparing
salads by Mario, your colleague and the other cook.

Mansour complains that because he is doing these tasks for Mario, he is not
completing some of his own specified tasks and as a result, the Restaurant
Manager, who is his supervisor, has pulled him up.

Mansour says that often he can’t understand what Mario wants from him,
which causes him to make mistakes or take longer to complete his task, as he
needs to clarify his tasks all the time. He gets confused when Mario shouts at
him.
He is also upset that Mario does not believe him when he says he needs to
complete his other tasks in the restaurant area.

Mario’s position
 Mario too complains that Mansour does not follow instructions, often
disappears while on duty. He thinks Mansour is avoiding work with the excuse
that he has to time out for prayers, and basically, he has a poor work ethic.

Mario, who is from a non- English speaking background, speaks with a heavy
accent, which makes it difficult for some people to understand what he is
saying.

Mario is a hard-working person, but he has been under stress for the last few
days as he is covering some of the work responsibilities of the Head Chef,
who is busy in implementing the new improvement ideas.

Mario feels impatient with Mansour and thinks he is dodging work.

The situation at present

Mansour and Mario have had a heated argument. Both of them are
dissatisfied with the situation and one or both of them might quit the job.

The Head Chef, who is very busy, has given you the responsibility to identify
the problem and resolve the conflict.

Part A: Identify the problem

• Identify the linguistic and cultural differences in the communication styles

of Mansour and Mario.
•
ans. Mario, who is from a non- English speaking background, speaks with a heavy
accent, which makes it difficult for some people to understand what he is saying.
and Mario is a hard-working person.
Mansour says that often he can’t understand what Mario wants from him.

• Clarify the source of the problem

ans. Mansour and Mario have had a heated argument.

Performance Checklist and Assessment Outcome – Assessment 3, Part A

Student name

Unit code and title BSBWOR203 - Work effectively with others

Course name and

SIT30816 - Certificate III in Commercial Cookery
title
Did the student review the scenario provided and answer the questions
Satisfactory
that:
Identify the linguistic and cultural differences in the communication
• Yes r No
styles
of Mansour and Mario.
Clarify the source of the problem • Yes r No

Result: ¨ Satisfactory ¨ Not Satisfactory ¨ Not Assessed

Feedback:

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: / /

Part B: Resolve the problem

• Participate in a role play with Mansour and Mario to resolve their conflict.
Use your understanding of the conflict you have described in this task
above.
• You must use a step-by-step process to resolve conflict.
• Your assessor will organise for two volunteers to play the roles of Mario
and Mansour brief them about the situation.
• Your assessor will assess your performance using the Role Play
Observation Checklist given below. You must read the performance criteria
carefully.

Part C: Seek feedback and advice

• After the conflict resolution meeting, ask your supervisor (the Owner
played by your assessor) for feedback on how you handled the conflict
resolution procedure.
• Your assessor will provide you with one or two points or suggestions.
• You should consider these suggestions and tell your assessor how you will
act on this advice.

Role Play Observation Checklist and Assessment Outcome–

Assessment 3, Part B and C

Student name
Unit and Task
BSBWOR203 – Work effectively with others
being assessed
Course name and
title
Date of
observation
Check
Did the student demonstrate Comments
(X)
the following skills:
Y N

Part B: Resolve the problem

Open the meeting and Participates in discussions using listening

greeted everyone and and questioning to elicit views of others
introduced purpose. and to clarify or confirm understanding
Selects and uses appropriate communication
practices when seeking or sharing information

Identify the conflict to

clarify positions using
language and features
appropriate to
audience
Involved others in
brainstorming
and evaluating the solutions
Cooperatively selected the
best win/win solution
Successfully deal with the
problem and obtained
agreement on following up the
process
Demonstrate ability to help
colleagues by explaining and
clarifying issues.
Adapt communication style to
suit colleagues with linguistic
differences.
Establish and build rapport
with
the staff
Show respect to others’
personal values and beliefs.

Communicate in a way that

adheres to anti-
discrimination legislation.
Part C: Seek feedback and advice
Ask for feedback on how the
conflict resolution process
was handled using language
and features appropriate to
audience
Receive the constructive
feedback positively and agree
that it was useful.
Agree to take action based on
the feedback and asked for
advice on next steps
Suggest possible ways of
dealing with issues in the
future
Use listening and questioning
skills to request feedback
and advice.
Use questioning skills to clarify
or
confirm understanding.
Speak respectfully and in a
cooperative manner.
Feedback / Comments:

Result: ¨ Satisfactory • Not Satisfactory ¨ Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: / /

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: / /

Appendices
Appendix A: Cook Position Description

POSITION DESCRIPTION
POSITION: Cook

LOCATION: Acumen

Restaurant REPORTS TO:

Head Chef
KEY OBJECTIVES:
• To provide an efficient and cost effective food service to the establishment.
• To ensure a high standard of food preparation and presentation at all
times, and that and guests’ dinning requirements are met.
MAIN DUTIES:
• Assist chef in the planning and development of recipes and menus.
• Report on kitchen inventory to head chef.
• Ensure stock is stored under the correct conditions.
• Report any issues in the kitchen to head chef.
• Participate in food preparation and cooking activities in the kitchen.
• Allocate and supervise basic food preparation and mise en place tasks to
kitchen hands.
• Maintain a safe and hygienic working environment.
• Participate in cleaning, sanitising and disinfecting all kitchen areas daily.
• Allocate and supervise dishwashing and cleaning tasks to kitchen hands.
• Ensure food safety plan is implemented and correctly documented.
• Minimise waste by implementing the waste management hierarchy
(refuse, reduce, reuse, recycle, recover, responsible disposal).
• Regularly monitor the use of energy and water in the kitchen, and
report results to head chef
• Complete all paperwork accurately, legibly and clearly.

GENERAL RESPONSIBILITIES:
• Work in accordance with the organisation’s WHS / OHS Policy.
• Make a proactive contribution to the management of WHS /OHS
throughout the organisation.
• Adhere to the organisation’s policies and management practices.
• Treat company’s property, whether material or intangible, with respect and
care.
• Fulfil job duties with integrity and respect toward customers,
stakeholders and the community.
• Follow team leaders’ instructions and complete their duties with
skill and in a timely manner.