5 - BSBWOR203 Student Assessment Workbook V2!0!20

BSBWOR203
Work Effectively
with Others
SIT30816 –
Certificate III
in
Commercial
Cookery
Student Name:
Student ID:
Student Assessment Workbook RTO # 40471

CRICOS # 03666M
V2.0.2020
© SKUP | BSBWOR203 | V2.0.20 | Next Review Dec 200. | RTO # 40471 | CRICOS # 03666M 1
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59 – 61 Curzon Street
North Melbourne VIC 3051
Phone: 03-8608 9901
assessmentcentre@skilledup.edu.au
© SKUP |BSBWOR203 | V2.0.20 |Next Review Dec 2020 | RTO # 40471 | CRICOS # 03666M
2
Final Record Sheet
Student’s Name
Student ID
Qualification SIT30816 – Certificate III in Commercial Cookery
Trainer Name
Term One
Units BSBWOR203 – Work effectively with others
Completed
Critical Assessment Tasks Successfully
Trainer/assessor
Initials
Task 1 – Written Questions Y /N
Task 2 – Multiple Choice Questions Y /N
Task 3 – Assessment Activities Y /N
Task 4 – Practical / Observation Y /N
Y /N
Student Declaration
I confirm that all evidence submitted by me for assessment is the product of my own work (unless
otherwise stated) and contains no material previously published or written by another person, except where
due reference is given in the text. I have saved a copy of my work. I confirm that I received the final feedback
from my trainer/assessor.
Student’s signature Date
Trainer/assessor Feedback
UNIT OF COMPETENCY RESULT FINAL OUTCOME

SITHCCC008 – Prepare vegetable, fruit, egg and  Competent
farinaceous  NYC
Resubmission arrangements if NYC:
Re-submission Date:
Trainer/assessor Declaration
I confirm that the above-named student has satisfied all requirements of the unit of competencies. I have informed
the student of the assessment decision.
Trainer/assessor’s Name: Date:
Trainer/assessor’s Signature:
Table of Contents
Final Record Sheet......................................................................................................................... 3
Assessment Cover Sheet............................................................................................................... 6
Critical Assessment Task (CAT) 1............................................................................................. 7
Task 1 – Written Questions................................................................................................................. 7
Assessment Task 1 – Written Questions................................................................................. 8
Assessment Cover Sheet............................................................................................................ 18
Critical Assessment Task (CAT) 2........................................................................................... 19
Task 2 – Multiple Choice Questions................................................................................................ 19
Assessment Cover Sheet............................................................................................................ 31
Critical Assessment Task (CAT) 3........................................................................................... 32
Task 3 – Assignment Activities:....................................................................................................... 32
Assessment Cover Sheet
Student Details
Student Full Name: Student ID:
Code/Title Qualification: SIT30816 – Certificate III in Commercial Cookery
Contact No: Email ID
Trainer/Assessor Name: Group/Intake
Assessment Details
Unit of competency: BSBWOR203 – Work effectively with others
Critical Assessment Assessment A Written Questions

Task:
Date of submission:
Student Plagiarism Declaration: By submitting this assessment task to the Skilled Up, I declare that this
assessment task is original and has not been copied or taken from another source except where this work
has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my
assessment task, which I can produce if the original is lost.
Student Signature
Assessment Task Outcome: Satisfactory Not Yet Satisfactory
Assessor Comments/ Feedback:
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment
integrity checks.
Google check for plagiarism Yes No

Check for Copying/Collusion Yes No
Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes No
Assessor Name: …………………………
Signature: ............................................. Date: …………………...
Note: You MUST keep a copy of your original work.
Critical Assessment Task (CAT) 1
Task 1 – Written Questions
Critical Assessment Task Instruction
For this task you are required to work individually to provide written responses to the questions
below. There are two case study to complete this project task that will assess your skill, knowledge
and foundation skill (numeracy, reading, writing). You are required to provide correct responses to
100% of the questions to be able to achieve competency in this task.
You need to complete all written question of the critical assessment task 1. Your answer should
demonstrate your understanding of the diversity in the workplace, legislative requirements.
Students need to answer all question of the CAT 1. Further to this, student need to give answer in
brief, you don’t need to answer two three pages. Keep the answer brief, and concise. Additionally,
one or two words answer also not acceptable. You answer should have logic and covering it in
concise manner
This is an open book assessment – you will have access to the internet and may refer to your
workbook or any other material at any time during the assessment. You can ask for your
assistance if you have a special need that requires reasonable adjustment to the assessment (e.g.
the questions to be asked and answered orally).
You need to write your answer in Microsoft word file and email to
assessmentcentre@skilledup.edu.au
Assessment Context:
Training room
Timeframe for Assessment Tasks:
This assessment task is due in the final week of the term. Approximately 1 - 2 hours per day self-
study needs to complete this unit assessment task. Students are encouraged to discuss the
assessment topic in class with their facilitators. This assessment can be completed at a place of your
choosing. This task should take approximately 4-8 hours to complete (depends on individual
learning and writing capabilities). All questions MUST be answered.
Assessment Objectives:
 You must able to demonstrate the skills and knowledge required to identify the codes of
practice and workplace policies and procedure require to complete the Prepare vegetable,
fruit, egg and farinaceous dishes of cookery.
 You must be able to identify the appropriate steps that they will take to implement a sound
financial management approach
Assessment Submission:
The completion and submission of the Part A and Part B and any other information or documents
outlined by the case study. Please email your answers soft copy to
assessmentcentre@skilledup.edu.au.
Assessment Requirements:
1. MUST complete ALL questions
2. Write your answer in clear and neat write or highly recommended to type and submit your
soft copy to assessment centre.
© SKUP | PM-CAT C2 | V1.1.19 Next Review Dec 2020. | RTO # 40471 | CRICOS # 7
Written Questions:
Q1: Identify five responsibilities/duties most workers need to complete in relation to other
group members.
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Q2: Name five ethical principles you might be responsible for upholding in your
workplace.
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Q3: List four ways you can promote cooperation and good relationships with your
work group when undertaking activities in the workplace.
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Q4: Identify five resource constraints you should consider when fulfilling your and
others’ work requirements.
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Q5: It’s important to encourage constructive feedback from work group members.
Describe how you can best acknowledge feedback from others, so you can take
appropriate action.
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Q6: You want to act on feedback, but you’re not sure how to do so. Describe three
ways you could request advice from your team, so you can be more proactive.
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Q7: Identify five ways you can provide support to team members to ensure you meet
work group goals.
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Q8: List the seven steps you can take to contribute constructively to work group goals
and tasks according to most organisational policies, plans and procedures.
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Q9: You should always share information relevant to work with the right team
member. Complete this sentence in eight different ways.
You should share information which……………………………………………………………………………
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Q10: Identify four areas in your workplace where there might be opportunities to
improve your work group.
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Q11: List three ways you can respect diversity in your workplace.
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Q12: List four common communication styles/gestures which may be linguistically or
culturally inappropriate to use in the workplace – depending on who you are talking to.
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Q13: List five issues or problems you might encounter in the workplace.
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Q14: Identify three obvious signs of conflict and three subtle signs of conflict brewing in
the workplace.
 Obvious signs
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Q15: List three circumstances when you should seek assistance from other work group members.
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Q16: Describe the five-step procedure for appropriately dealing with difficulties in the
workplace.
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Student Details
Assessment Details
Critical Assessment Assessment B. Multiple Choice Questions
Task:
Date of submission:
Student Signature
integrity checks.

Signature: ............................................. Date: …………………...
Task 2 – Multiple Choice Questions
Task Instructions
For this task, you are required to work individually to define a project as agreed with your
trainer/assessor. The activity is to be conducted at a venue relevant to your chosen project (e.g. your
workplace, home, sporting club or social group meeting place). During this project activity you will
demonstrate the required skill, knowledge and foundation skills (oral communication).
workbook or any other material at any time during the assessment. You can ask your
trainer/assessor for assistance if you have a special need that requires reasonable adjustment to the
assessment (e.g. the questions to be asked and answered orally).
You must complete all tasks and provide correct responses to 100% of the questions to achieve
competency in this task.
Each multiple – choice question has four responses, out of these four responses only one has a right
answer. You need to answer all MCQ’s.
 You must able to demonstrate the skills and knowledge required to identify the Prepare
vegetable, fruit, egg and farinaceous dishes of cookery
Assessment Context:
Training room/outside classroom

assessment topic in class with their facilitators.
There is no set time limit for this task, but it is expected to take approximately 120 minutes.
The completion and submission of the MCQs answer to your trainer/assessor or email soft copy or
scan copy to assessmentcentre@skilledup.edu.au.
Assessment Requirements
1. ALL answers including Assessment Cover Sheet signed and dated.
Multiple – Choice Questions.
Q1: Relationships which are commonly developed in the workplace commonly includes the
following stakeholders:
(Tick the correct box to indicate true or false)
True False
Other staff members
Shareholders
Managers
Customers and clients
Suppliers and contractors
Q2: What is the meaning and purpose of a “Chain of command” in an operation?
True False
More traditional organisational structures have a strong hierarchy, like
in the armed forces, which creates an obvious chain of command
The chain of command refers to decision making responsibility – the
frontline staff member will go to their supervisor for a decision, the
supervisor will go to their manager, that manager may go to the chief
operating officer
The chain of command refers to decision making responsibility – the
frontline staff member will go to their supervisor for a decision, the
supervisor will go to their manager, that manager may go to the chief
operating officer
A chain of command has the purpose to ensure that all staff obey
orders
Q3: Draw a line to match the resource typically associated with a business to the relevant
constraint:
To match with the correct definition, you put the number or alphabet in the box to match
Physical the job might require help that is not available

Financial not enough or the right type of tools
Human not enough money in the budget to purchase a required
item or service
Q4: What is the purpose of getting feedback on personal performance on the job?
True False
As part of your job it is essential to seek out and act on feedback
about your role and job performance.
This is important to enable you to continuously improve and develop
your skills throughout your career.
Feedback can be made in a formal way, such as through annual
performance reviews where your performance over time will be
measured against the key performance indicators relevant to your job
role.
The most common purpose for seeking feedback on performance is to
have a strong argument for a pay rise.
Remember that it is no good collecting feedback if you don’t use it to
improve your effectiveness!
Q5: Methods for gaining feedback on performance in the workplace include:
True False
Using self-assessment to analyse your work and give you an input into
the review process.
If your self-assessment agrees with your supervisor’s assessment
agree, then you are being realistic; and you understand the nature of
your job along with the goals and targets that were set.
The major problem with self-assessment is that people often
undervalue their performance.
For peer reviews, each employee can rate the other members of their
team on various aspects of their performance, using rating scales or
rankings.
The concept of 360˚ feedback involves seeking out the views and
opinions of all these different parties, which many people see as a
fairer assessment.
Feedback from customers can help to evaluate the standard of
product or service you delivered and your effectiveness and efficiency
in how you presented this to your customer
Q6: What are codes of conduct or codes of practice?
True False
Codes of conduct and codes of practice provide guidelines for your
conduct (how you act) when carrying out your duties.
The codes are made up of a set of rules that help you to know what
you should and should not do.
They are designed to regulate the industry and ensure a minimum
standard is achieved.
Each industry has the same code of conduct or code of practice.
Some industries have several codes which cover different aspects of
the job.
Some codes are voluntary, which means they are a suggestion, but
some codes are mandatory, which means that you must do as they
say.
Q7: What is the purpose of the following workplace policies and procedures?
True False
The policies and procedures are developed to ensure consistency of
operations across different times, properties and even countries.
Personnel are required to uphold the professional industry standards
expected of them, plus the establishment’s own policies and
procedures.
Working in a team means that the supervisor or manager will be
responsible for the outcomes of your department, regardless of who
is doing the work.
By understanding your role and what is expected of you, you will be
able to implement the expected levels and quality of work much more
easily.
If everyone on the team understands their role and what is required
of them, the work environment and therefore efficiency will be
improved.
Q8: Examples of policies and procedures for customer service can relate to:
True False
Methods for greeting and acknowledging customers.
Levels of formality, e.g. using first names or titles.
Service response times.
Service and pricing guarantees.
Standards for personal and workplace presentation and appearance.
Refunds and cancellations.
Complaint management.
Q9: What is the purpose of WHS legislation? How is WHS governed at federal and state levels?
True False
The primary reason for WHS legislation is to make every workplace a
safe and healthy one.
Every business is required to provide a safe, healthy and secure
workplace for their employees.
Every worker is required to follow the WHS procedures, practices and
guidelines of their workplace.
Only business owners carry the responsibility for WHS.
Safe Work Australia was created to develop and implement a
consistent set oh WHS laws, regulations and codes of practice
throughout Australia.
The new Federal Work Health and Safety Act was passed in 2011 and
all states except Victoria and WA have now implemented their own
Work Health and Safety Act and Regulations, based on the Model Act.
Q10: The WHS act requires that employees must:
True False
While at work, workers must take reasonable care for their own
health and safety and that of others who may be affected by their
actions or omissions.
Comply, so far as they are reasonably able, with any reasonable
instruction given by the persons conducting a business or undertaking
(PCBU) to allow the PCBU to comply with WHS laws.
Cooperate with any reasonable policy or procedure of the PCBU
relating to health or safety at the workplace that has been notified to
workers.
Organise their own personal protective equipment required for their
specific job role.
Ensure they are sufficiently rained to undertake their job tasks.
Q11: What are the essential requirements under the Equal Employment Opportunity and
Anti-Discrimination Legislation?
True False
Under Australian law, everyone has an equal right to work and to be
treated fairly while at work.
It is illegal to deny someone an opportunity to work on the basis of
their race, sexuality, age, marital status, political affiliation, religion or
anything else unrelated to their ability to perform the tasks of the job.
It is also illegal to discriminate against someone, on the same basis.
Each state has Equal Employment Opportunity (EEO) and anti-
discrimination legislation, put in place to create a fair workplace.
Employers must ensure that work activities and behaviour of staff is
carried out fairly and respectfully of others and that they follow the
organisation’s policies and procedures. Staff do not have any
responsibility.
Q12: What are the provisions of the Privacy laws? How are they governed?
True False
Privacy laws exist to protect the personal information of guests and
staff.
A business must not record or keep personal details of staff members.
Hospitality businesses also often compile data on their guests in a bid
to tailor their product and service offering to their clientele.
Whenever this information is taken, it is subject to privacy laws.
In Australia, there is a federal Privacy Act as well as state Privacy Acts.
These Acts govern what is required of businesses, as well as the rights
of the people whose personal information is collected.
Essentially, organisations must control how they collect, use, disclose,
store, destroy and update personal records that they hold.
Q13: Under current Privacy Laws a person can:
True False
Know why their personal information is being collected.
Demand that no personal information in collected.
Know how it will be used and which organisations will be given access
to it.
Request not to receive direct marketing material.
Correct inaccurate information that is held about them.
Ask for access to their stored personal information.
Q14: Examples of environmentally friendly operations in an organisation and its various

departments could include:
True False
Establish appropriate purchasing policies for equipment.
Use rainwater tanks.
Reduce ambient temperature in winter and increase in summer, e.g.
set air conditioning to 22˚C instead of 18˚C in summer.
Conduct maintenance regularly and routinely.
Establish recycling policies.
Communicate environmental policies and ideas to customers.
Avoid buying in bulk to reduce wastage and large packaging.
Q15: Forming teams of employees, rather than having them operate as individuals, can
have several advantages to the employee: (Tick the correct box to indicate true or false)
True False
For large businesses, forming teams can give people a sense of
belonging when they might otherwise feel anonymous.
Teams allow people to bond, share jokes and opinions, eat together,
etc.
Better results are achieved when people work together towards their
goals.
A poorly performing team member will be covered through the efforts
to strong performers.
Team members support each other and can help make the work
environment pleasant.
Forming a team allows people with different values and cultural
backgrounds to work together and broaden their horizons.
Teams can provide a sense of togetherness and camaraderie, increase
morale and encourage a fun atmosphere.
Q16: Forming teams of employees can have the following benefits to a business:
True False
Increase in productivity.
Enhanced communication and cooperation between departments.
Better quality of service.
Savings in staff costs as the team needs to cover for those performing
at a lower level.
Reduction in repeated mistakes and accidents.
Atmosphere of organisational pride.
Q17: Match the skill required to support the team and share information effectively to the
relevant explanation:
Explaining staff should acknowledge other

peoples’ efforts and encourage others to
participate and improve
Listening Team members must be willing to
listen to other people’s ideas without
interrupting and to respect their
contributions to the team
Questioning this is often a critical skill to have in order to
overcome obstacles and get the job done
Encouraging Using questioning skills may be
necessary to draw out people’s opinions. If
members are shy and remain quiet, then
questioning will help to involve the whole
team
Tolerance People need to accept other people’s
viewpoints and standards
Problem solving team members need to understand
what their roles and responsibilities are. For
this to happen, instructions must be clearly
explained, and details clarified when
necessary
Q18: Match the method for improving the performance of a workgroup or team to the relevant
explanation:
Coaching and Most businesses implement some form of this,

mentoring which involves analysing your work performance and
comparing it to the goals and KPIs
Performance Businesses may make formal training and
appraisals professional development programs available to their
staff. These may be conducted internally as part of the
business’ training regime or provided by external
parties
Skills assessment this is another member of staff who can help
other staff by sharing their knowledge and experience.
These are important as they pass on the correct ways
of doing things
Training programs In many companies there is an opportunity to
gain experience doing different roles or to experience
similar roles in different properties
Skills recognition This involves analysing the skills that you have
and comparing them to the skills that are required or
desirable to determine what training is appropriate
Work experience This can help determine your current
competence level and recognise your existing skills.
This may mean that you only must complete the
training in skills you do not already have
Q19: Respecting differences in personal values and beliefs requires consideration of the following
principles: (tick the correct box to indicate true or false)
True False
Working together means that you need to respect each other. It is not
professional to treat others as second-class citizens.
When working in a team environment, cultural diversity should be
viewed as an advantage.
Attempting to foster a supportive and productive environment you
need to be open to different behaviours.
Cultural diversity in teams means that there may be some members
who display different behaviours.
The more you get to know other team members and learn about their
culture and beliefs, the closer you are to establishing a bond and
gaining a better understanding of their behaviour and abilities.
Team members need to understand that they should respect and work
with cultural differences in others, even though they do not accept
those values and practices for themselves.
Success lies in the willingness of socially diverse team members to
adjust to the Australian work culture.
Q20: Match the factor which affects team cohesion to the relevant example:
Similarity When the team shares a feeling of

purpose and a direction, its members will
work together to achieve its aims
Size If team members are happy in their
job and position within the team then the
team will be more cohesive
Stability Teams that have been together for a
long time will generally be more cohesive
than short-lived teams
Support The more similarities team members
have, such as age, ideals and skills; the more
cohesive they will be
Satisfaction Smaller teams are more cohesive than
larger teams due to the difficulties of
supervision and communication
Structure Good management and leadership
aids in cohesion
Sharing When people know their place in the
team and the team has well-defined
protocols, it is more likely to be cohesive
Q21: Match the correct provisions for overcoming the problem of loafing to the relevant methods:
Collaboration Clearly setting out what is needed

to be done gives people clear guidelines
Content Giving people specific tasks that
contribute to the success of the team
will make them feel an integral part of it.
By giving them a specific role, they will
feel an obligation to complete their
tasks
Choice Allowing people to choose what
they want to do gives them ownership
of their role and can help avoid
complaints and jealousies. It also helps
in placing people in the roles that suit
them.
Q22: Match the type of communication barrier which may contribute to conflict in teams to the
relevant example:
Language Misinterpretation of body language and

other non-verbal forms of communication can
be a big barrier to effective communication.
Body language The same words can be interpreted
differently by each individual. Also, the use of
unfamiliar words, jargon, slang, complex
sentences and tone can all provide barriers to
communication.
Receiver distortion Assuming others see the situation the
same as you or have the same feelings about
the subject can lead to miscommunication.
Assumptions There are differences in approaches to
communication across cultures which include
how close we stand to a person, the eye
contact when speaking and the forms of
address.
Cultural differences Selective hearing, ignoring non-verbal
cues and personal feelings interfere with the
communication process.
Q23: Match the technique to help overcome communication barriers to the relevant explanation:
Seek out feedback Approach your communication in an

empathetic and tactful manner.
Listen carefully Before communicating, take time to
think about what you need to say and how you
should say it.
Rephrase or repeat Use your eyes and ears and listen to the
entire message.
Think first To ensure that your message has been
conveyed clearly, ask the receiver for feedback.
Avoid making When communicating verbally, select
judgements the most appropriate area to interact,
preferably away from noise or distractions.
Pick a suitable If someone does not understand, avoid
location making them feel embarrassed or awkward.
Q24: Advantages of problem solving involving a group or team typically include:
(tick the correct box to indicate true or false)
True False
Regardless of how much knowledge an individual possesses, they will
never have as much knowledge as the whole group. The whole is
greater than the sum of its parts.
Group problem solving has the advantage that once the majority agrees
to a solution the problem is solved and those who did not agree are
forced to follow the final decision, regardless of their opinion.
Groups can come up with different approaches that an individual may
not have thought of. The more approaches that are suggested, the
more likely it is that you will find an acceptable solution.
The likelihood of decisions or solutions being accepted is increased.
If the people who are affected by the decision are involved in problem
solving, then they will already understand the issues involved when it
comes time to implement the solution.
Q25: Effective participation in decision making for a group would require: (Tick the correct box to
indicate true or false)
True False
Trying out ideas on each other
Listening to understand
All members generally participating in discussion
Converting others through one-to-one interaction
Willingness to change one’s position
Defending one’s own position to the end
Finding stimulation in disagreement
Interacting and reaching consensus
Q26: Match the key steps to resolve conflict to the relevant actions:
Take responsibility if you are involved in a workplace

conflict situation, you should take the initiative
and begin dealing with the situation
Tread carefully clarify and summarise what has
occurred. Try to distinguish the root cause of
the problem and whether there are other
issues surrounding the situation
Encourage all points of view work together and search for a mutually
acceptable solution. The aim is a win-win
scenario
Establish and agree on the encourage a fair discussion by only
problem allowing one person to speak at a time, without
interruption
Determine possible be extremely careful regarding your
solutions communication style and how it may be
received by others. Tread carefully, courteously
and discreetly
Student Details
Assessment Details
Critical Assessment Assessment C. Assessment Acvities
Task:
Date of submission:
Student Signature
integrity checks.

Signature: ............................................. Date: …………………...
Task 3 – Assignment Activities:
Task Instructions
For this task, you are required to work individually to demonstrate your skills, knowledge and
foundation skills (Numeracy, writing, reading).
You are required to successfully complete all assignment activity in this CAT and provide correct
responses to 100% of the questions to achieve competency in this task.
workbook or any other material at any time during the assessment. You can ask for assistance from
your trainer/assessor if you have a special need that requires reasonable adjustment to the
assessment (e.g. the questions to be asked and answered orally).
Assessment Context:
Training room/outside classroom

assessment topic in class with their facilitators.
There is no set time limit for this task, but it is expected to take approximately 4-7 hours.
The completion ALL assignment activities and submission of the task and any other identified
information or documents outlined by the questions.
 You must be able to demonstrate the skill and knowledge required to competent in this unit.
Assessment Requirements:
1. All assignment activities complete by writing in the assessment workbook or type in the MS
word and email the soft copy to assessment centre.
2. Complete the short answer questions.
Instructions
Part A:
From the case studies list below please describe your ideas for each problem occurring within the
case studies and list your answers in the spaces listed below:
1. A staff meeting has been organised to address key issues during the service of customers
within SKUP restaurant. It has been noticed by management that meals have been taking too
long to get to the customer due to kitchen staff not be fully prepared on time before service
starts. Customers have also been reporting feedback that certain waiting staff have been
rude and abrupt with them when being served. It has been also noted that there is a lack of
vegetarian dishes on the menu and a large number of customers have complained about the
lack of these options on the menu due to various dietary and/or cultural requests. Also one
regular customer is blind and management would like to discuss the best ways to
communicate the menu with customers with a disability in general. Please discuss ideas to
address each issue and how serving staff should communicate and implement these ideas
during service.
2. A customer has complained that they have a hair in their meal. The waiter has had a
discussion with the customer and has become quite angry and has demanded to see the
chef. The waiter did attempt to offer the customer a replacement meal however he does not
want this and is very angry as he has eaten yet the remainder of his guests have finished
eating.
List below how you would handle this situation including;
 how you will communicate to this customer in order to calm them down
 What you would be willing to offer this customer in order to meet their satisfaction
 List the techniques you would use to reduce the impact of the issue for this
customer and other customers in the restaurant at the time
Part B: Observation
This assessment is to be conducted in the SKUP classroom with students to be put into pairs.
Students will in front of the class conduct role plays from 4 scenarios listed below and the trainer will
randomly choose one for each student then: one student will act as the customer and the other
student is to act as the staff member. The students will then swap roles with second different
scenario chosen by the trainer. There will then be a class discussion after each role play to discuss
their performance and possible improvements they could have made. Each student when playing
the staff member role must resolve the issue to industry standard to be deemed satisfactory for this
assessment (In the case there is an odd number of students the remaining student will conduct their
role play with the trainer). Scenarios below:
1. As Hindu customer has become very angry as he was served a fillet mignon wrapped in
bacon. The beef was halal, but the customer was not aware the food is wrapped in bacon
and wants to know why he was served pork when he had informed the serving staff that he
cannot eat pork. Discuss the options you can offer this customer.
2. A customer has complained that they have waited over an hour for their meal. They are a
family and the father has made the complaint as he has children at the table who have
become annoyed because they are very hungry. Discuss the options you can offer this
customer.
3. A customer has sent back her meal saying that her chicken is raw. Upon inspection of the
dish you notice that the chicken on her warm chicken salad is in fact raw. She wants to know
what you are going to do about her meal?
4. A customer has complained that they have been waiting for someone to take their order for
half an hour. The customer has become angry and has noted while they were waiting some
of the waitresses were near the bar discussing their social plans for the weekend. Try to
calm this customer down.
Upon completion of the role play and class discussion the student is to type a new procedure based
preventing re-occurrence of the issue based on the ideas given within the class discussion. This new
procedure is then to be presented and explained to the class in the next lesson.
Student must attach the typed procedure to this assessment.

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BSBWOR203

Student Assessment Workbook RTO # 40471

Please email assessmentcentre@skilledup.edu.au to inform us of any inaccuracies or breaches of

No part of this document may be reproduced, transmitted or communicated without the

Qualification SIT30816 – Certificate III in Commercial Cookery

Units BSBWOR203 – Work effectively with others

Task 1 – Written Questions Y /N

Task 2 – Multiple Choice Questions Y /N

Task 3 – Assessment Activities Y /N

Task 4 – Practical / Observation Y /N

Student’s signature Date

UNIT OF COMPETENCY RESULT FINAL OUTCOME

Trainer/assessor’s Name: Date:

Code/Title Qualification: SIT30816 – Certificate III in Commercial Cookery

Contact No: Email ID

Trainer/Assessor Name: Group/Intake

Critical Assessment Assessment A Written Questions

Assessor Comments/ Feedback:

Google check for plagiarism Yes No

Assessor Name: …………………………

Signature: ............................................. Date: …………………...

Note: You MUST keep a copy of your original work.

work group when undertaking activities in the workplace.

others’ work requirements.

work group goals.

and tasks according to most organisational policies, plans and procedures.

member. Complete this sentence in eight different ways.

You should share information which……………………………………………………………………………

improve your work group.

Q12: List four common communication styles/gestures which may be linguistically or

Code/Title Qualification: SIT30816 – Certificate III in Commercial Cookery

Contact No: Email ID

Trainer/Assessor Name: Group/Intake

Assessor Comments/ Feedback:

Google check for plagiarism Yes No

Assessor Name: …………………………

Signature: ............................................. Date: …………………...

Note: You MUST keep a copy of your original work.

Timeframe for Assessment Tasks:

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

Physical the job might require help that is not available

(Tick the correct box to indicate true or false)

Q5: Methods for gaining feedback on performance in the workplace include:

(Tick the correct box to indicate true or false)

Q6: What are codes of conduct or codes of practice?

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

Q10: The WHS act requires that employees must:

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

Q13: Under current Privacy Laws a person can:

(Tick the correct box to indicate true or false)

Q14: Examples of environmentally friendly operations in an organisation and its various

(Tick the correct box to indicate true or false)

(Tick the correct box to indicate true or false)

Explaining staff should acknowledge other

Coaching and Most businesses implement some form of this,

Similarity When the team shares a feeling of

Collaboration Clearly setting out what is needed