Lead and Manage People.

Student Assessment Booklet
SIT40516 Certificate IV in Commercial Cookery
SITXHRM003 Lead and manage people
Student Full Name:
Student ID:
Date of submission:
Group no.
Trainer and Assessor’s name
Page 1 of 79
ABOUT THIS BOOKLET
This unit describes the performance outcomes, skills and knowledge required to provide on-the-job
coaching to colleagues. It requires the ability to explain and demonstrate specific skills, knowledge and
procedures and monitor the progress of colleagues until they are able to operate independently of the
coach.
The unit applies to experienced operational personnel and to supervisors and managers who informally
train other people in new workplace skills and procedures.
It applies to all tourism, hospitality and event sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.
The assessment booklet contains two (2) parts:
PART 1: Assessments information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It
includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the requirements including special adjustments, appeals,
reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment
task. In each assessment task, students will find the following information:
 Task instructions.
 Role play / Practical Demonstration information.
Information on resources required, where applicable
Page 2 of 79
PART 1
Assessment Information
Application of the unit of competency:
This unit describes the performance outcomes, skills and knowledge required to lead and manage people
including in teams and support and encourage their commitment to the organization. It requires the ability
to lead by example and manage performance through effective leadership.
The unit applies to individuals who operate independently and are responsible for leading and motivating
people and teams. This includes supervisors, operational and senior managers.
The unit applies to all tourism, travel, hospitality and event sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of
publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITXHRM003 Lead and manage
people
Elements
1 Model high standards of performance and behaviour.
2 Develop team commitment and cooperation.
3 Manage team performance.
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the
context of the job role, and:
 monitor individual or team performance demonstrating at least four of the following leadership
and management roles:
 decision making
 delegation of tasks
 information provision
 provision of feedback
 motivation through recognition and rewards
 planning and organising
 seek and respond to feedback from team members during the above service periods, in line with
organisational goals and policies in the following areas:
 allocation or performance of work
 effectiveness of communication within team, between other teams or within organisation
Document Name SAB SITXHRM003 Created Date July 2019
Version No: V2.0 Last Modified Date: July 2020
ANGAD Australian Institute of Technology, CRICOS Code: 02970M, Provider Code: 22073
 efficiency or deficiency in workplace practices.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria
of this unit:
 roles of and functions performed by supervisors and managers:

 decision making
 delegating tasks
 monitoring staff
 planning and organising
 providing information:
 organisation performance
 changes in organisational policies
 marketing information and targets
 overall organisational objectives
 plans for new equipment
 rationale for management decisions
 technology updates
 training developments
 expectations, roles and responsibilities of team members:
 adhering to policies and procedures
 cooperative and open communication
 nature and scope of work
 relationships with others in the workplace and interdependent areas of activity
 reporting requirements
 considerations in the individual development of staff:
 change in job responsibilities
 external training and professional development
 formal promotion
 internal training and professional development
 opportunity for greater autonomy or responsibility
 features of different leadership styles
 features of open and supportive communication
 characteristics of effective leadership
 principles of teamwork and:
 characteristics of effective teams
 roles and attributes of team members
 organisation of teams
 potential team problems
 benefits of effective teamwork
 role and theories of motivation as they apply to the management of individuals and teams
 the role of group dynamics in successful team management
 forms of recognition and reward applicable to leading staff:
 acknowledging individual good performance to the whole team
 incentive initiatives
 informal acknowledgement
 presenting awards
 written reports to management
 types of organisational plans and planning processes.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit.
- Computers with access to internet and printers

- Australian Training Product/learner guide for unit SITXHRM003
- Access to Angad Institutesimulated café environment
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are shown in
the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with
unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to Angad Institute Re-Assessment Policy and Angad
Institute Course Progress Policy.
Assessment Assessment description Due date Location of

tasks assessment
Assessment You are required to choose the correct option(s) Needs to be
from the choices given for the questions and short completed in
Task 1 (AT1) –
Knowledge Test answer-questions. You must present your the classroom
assignment in a clear and professional manner.
You will be given 60 mins to complete this task.
Assessment This assessment task is short answer question Needs to be

which demonstrates that you have the required completed in
Task 2 (AT2) –
knowledge to lead and manage people. the classroom
Worksheets You will be given 60 mins to complete this task
Assessment This assessment requires you to explain how you Needs to be
Task 3 (AT3) – model high standards of performance and completed in
Scenario behaviour, develop team commitment and Angad Institute
cooperation, and manage team performance. It class room.
also requires you to
monitor and review team performance,
Understand role of coaching and mentoring and
provide recognition and rewards for team
achievements.
You are required to read the Assessment
Background information (Appendix 2) and answer
all questions.
Assessment This is a role play based assessment that requires Needs to be
Task 4 (AT4) – you to undertake a series of role-plays to done in
Role play demonstrate ability to interact and communicate simulated café
with customers and colleagues from different environment
cultural and social groups in a non-discriminatory
way. They also require you to overcome language
barriers and address misunderstandings or issues.
You are required to complete all role plays and
answer all questions
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks
within the date and time specified in the session plan. This will demonstrate that you have all the required
skills and knowledge for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure
that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic.
Assessment Task 1  Completed knowledge test with questions answered and submit to
your assessor in paper-based.
(AT1) – Knowledge Test
 Complete and sign the cover sheet for assessment task.
 Answer all questions correctly in the Written Knowledge Questions

and submit to your assessor electronically or paper-based.
Assessment Task 2
 Complete and sign the cover sheet for assessment task.
(AT2) – Worksheets
 Monitor individual or team performance demonstrating leadership
Assessment Task 3 and management roles.
(AT3) – Scenario  Develop team commitment
 Understand role of coaching and mentoring
 Completed and sign the cover sheet for assessment task
Assessment Task 4  Conduct a series of roleplay

(AT4) – Role play  Complete all roleplays
 Answer all questions
Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:
 Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
 All tasks must be completed in legible English. They must also be written in legible and clear hand
writing. If you chose to type your answers, you must submit a hard copy of your responses to your
Trainer and Assessor.
 You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/trainer. However, you need to provide genuine evidence documents when seeking an
extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange
an extension, you must speak to your assessor prior to the due date.
 You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy
the integrity of the assessment, your assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities such as brainstorming,
you must submit your own original work and must not copy the work of other students. Plagiarism
is unacceptable.
 Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
On rare occasions, in case assignments are lost in the system you may be asked to provide a copy
of your work.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and all results will be approved by the course coordinator.

Assessors will check that you have completed the student declaration prior to filling out the assessment
sheet.
Retaining assessment records:
Angad Institute will securely retain all completed student assessment items for each student for a period of
12 months from the date on which the judgement of competence for the student was made.Angad Institute
will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly. And a
hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the Angad
Institute record control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have
completed all assessments and have provided the appropriate evidence required to meet all criteria in line
with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet
Competent and will be eligible to be re-assessed in accordance with the Angad Institute Re-Assessment
Policy and Angad Institute Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you
have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not
Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Angad
Institute Re-Assessment Policy and Angad Institute Course Progress Policy. As this is a competency
based program, the assessment continues throughout the program until you either achieve Competency in
the assessment tasks or a further training need is identified and addressed.

Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You
can see your results or attendance progress by requesting a copy of your records by contacting the student
administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time
from the assessor.
Reasonable adjustments and special learning needs:
Angad Institute works to ensure that students with recognized disadvantages can access and participate in
education and training on the same basis as other students. Disadvantages may be based, for example,
upon age, cultural background, physical disability, limited or non-current industry experience, language,
numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it
can accommodate the student’s particular needs, while also taking into account factors such as the
student’s views, the potential effect of the adjustment on the student and others and the costs and benefits
of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated in the
training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.

Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first
instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter
with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to either the
course coordinator and/or Head of Department. If you are still dissatisfied, you may appeal formally and in
writing to have the result reviewed. For more information, refer to the Assessment Policy and the
Complaints and Appeals Policy and Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment.During role play, the assessor may act
as a client or employer, where required, but the assessor will not interfere with the assessment. If the
assessment activities might impact on your safety or that of others, the assessor will stop the assessment
immediately.
Plagiarism, cheating and assessment dishonesty:
Angad Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and
cheating is treated on a case by case basis and the consequences for students engaging in such practices
may include failure of the assessment or unit or exclusion from the course. For more information, refer to
the Institute’s Academic Misconduct Policy.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. The task specific detailed
feedback will be reflected in the assessment task coversheet

STUDENT ASSESSMENT AGREEMENT
Make sure you read through the assessments in this Student Assessment Booklet before you fill out and
sign the agreement below.
If there is anything that you are unsure of, consult your assessor prior to signing this agreement.
Have you read the assessment requirements for this unit?  Yes  No
Do you understand the requirements of the assessments for this unit?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any specific needs that should be considered? If so, explain  Yes  No
these in the space below.
Do you understand your rights to re-assessment?  Yes  No
Do you understand your right to appeal the decisions made in an  Yes  No

assessment?
Student Full Name:
Student ID:
Student’s Signature:
Date:
Assessor Name:
Assessor’s Signature:
Date:

PART 2
Assessment tasks

ASSESSMENT TASK 1 COVER SHEET
Student Declaration
(To be filled out and submitted with assessment responses)
 I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).
 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me.
 I have correctly referenced all resources and reference texts throughout these assessment
tasks and this submission is based on my own research work.
 This piece of work has not previously been submitted for assessment in this or any other
subject.
 I give permission for my assignment to be scanned for electronic checking of plagiarism. I
understand that plagiarism and cheating is against Institution’s policy and will result in NYC
outcome
Student’s Full Name:
Student ID:
Date of submission:
Assessor declaration
I hereby certify that this student has been assessed by me and that the assessment has been
carried out in accordance with the principles of assessment and relevant assessment procedures
Assessor’s Name
Assessor’s Signature
Date:
Resubmission  Yes  No
 1st resubmission
Assessment Outcome:
Date of resubmission:
S: Satisfactory;
 2nd resubmission
NS: Not Satisfactory; S NS NA
NA: Not Assessed
Extension request approved  Yes
(Please circle)
No
 Revised date of submission
Feedback:
Student result response

 My performance in this assessment task has been discussed and explained to me.
 I am satisfied with the assessment decision and would not like to appeal the outcome. (If I
want to appeal, I shall get in touch with my trainer & Assessor) –  YES  NO
Student signature
Date
Assessment task 1: Knowledge Test
Required documents and equipment:
- Computer with internet connection to refer to various resources.

- Student assessment booklet and a pen (organized by the student).
- Angad Institute Learners’ resources for the unit SITXHRM003 Lead and manage people(organised by
the trainer).
- Learner’s notes
Instructions for students:
This assessment will be conducted in the Angad Institute classroom with access to the resources listed
above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment
- Recommended date for assessment: [Trainer to provide]

- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 60 mins
- You must:
o Answer all the questions satisfactorily to be deemed competent
o Complete the assessment and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- You are required to submit a completed (ticked) multiple choice questions listed in Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.

Tick the correct answers
1. Is it important to involve your team in setting goals?

(a) Yes, because it helps to create a sense of ownership. Employees are more likely to support
goals they are committed to.
(b) Yes, because it fits with Herzberg’s two-factor theory of motivation.
(c) No, because they look to their leader to tell them what to do.
(d) No, because employees don’t know enough about business strategy. Goal-setting is best
done by top-level management.
ANS a
□ Satisfactory □ Not Satisfactory
2. Goals should be SMART. What does the acronym SMART stand for?
(a) Strategy, Measurable, Achievable, Relevant, Targets.
(b) Specific, Measurable, Achievable, Right, Time-based.
(c) Strategy, Monitoring, Achievable, Right, Targets.
(d) Specific, Measurable, Achievable, Relevant, Time-framed.
ANS d
3. Why is it important for the manager to act as a positive role model?

(a) The manager largely influences norms or acceptable standards of behaviour.
(b) If you lead by example you will receive greater recognition for your efforts.
(c) Leading by example shows employees the reason why you were employed as a manager.
(d) Every manager is also a leader. Leading by example is what you are paid to do.
ANS a
4. Goals made at team level will align with the organisation’s vision statement. What is a vision
statement?
(a) A vision statement provides an ideal description of where the organisation wants to be in the
future. It provides inspiration and aligns with the organisation’s values.
(b) A vision statement briefly describes the company and its purpose, along with customers it
intends to serve.
(c) A vision statement describes the guiding values and principles of the organisation.
(d) A vision statement describes factors that are critical to the success of the organisation.
ANS a
5. If you wanted to encourage your team to take more responsibility for their work, which of the options
would be the best solution?
(a) Hold a meeting to discuss the importance of showing initiative when completing daily tasks.
(b) Allow staff the freedom to set their own goals.
(c) Document team goals in writing and issue them to staff.
(d) Use a participative approach and actively involve staff in goal-setting processes.
ANS d
6. A leader needs to consider the impact groupthink has on decision-making. Which of the following
statements about groupthink is true?
(a) Groupthink is positive. It means the team is concentrating and this leads to innovation.
(b) Groupthink has a negative effect on team decision-making. It means that individuals are
supressing their thoughts to appear in agreement with the majority. It stifles innovation.
(c) Groupthink is negative. It means that there is a lot of conflict within the team and this
interferes with quality decision-making.
(d) Groupthink is a necessary and common process. It refers to how groups interact with each
other to make decisions.
ANS b
7. Which could be considered an example of an intrinsic reward?

(a) Time off to attend a course, paid for by the organisation.
(b) Bonuses and commissions.
(c) Employee share scheme.
(d) Interesting work.
ANS d
8. According to modern motivational theory, which statement is true?

(a) Money is most effective at motivating employees who are in routine jobs which follow clear
procedures requiring little thought.
(b) The larger the monetary reward, the more powerful it is as a motivator.
(c) Everyone is motivated by money.
(d) Offering monetary rewards is the least effective motivational tool a manager can use.
ANS a

9. Which of the statements best describes an effective team?
(a) It is a diverse group of people with a common purpose, who are committed to achieving
organisational goals.
(b) It consists of a small but diverse group of people who are committed to a common purpose
and are prepared to communicate clearly to build trust and achieve goals.
(c) It is a small number of people with similar skills and experience, who are committed to a
common goal.
(d) It consists of at least ten people, with a designated leader who sets goals and directs their
performance towards these goals.
ANS d
10. What is Kaizen?

(a) It refers to the philosophy of continuous improvement. It involves seeking feedback and
reviewing processes that continually improve to provide the best product and service to
customers.
(b) It is a motivational theory that is focused on improving job design to make work more
interesting and rewarding for employees.
(c) It is part of the strategic level of the goal-setting process.
(d) It means to focus on areas critical to success for the organisation.
ANS a
11. What are primary stakeholders?

(a) The general environment and the local community.
(b) An organisation, person or entity that is least affected by or able to influence your business or
project.
(c) An organisation, person or entity that is most affected by or able to influence your business or
project.
(d) An organisation, person or entity that is willing to work with the organisation.
ANS c
12. Which method is an effective way of collecting and displaying feedback on the team’s progress
towards achieving organisational goals?
(a) Recording KPI target progress and displaying results on your company’s intranet.
(b) One-on-one discussions with every team member and summarising results.
(c) Conducting exit interviews with staff and displaying results on your company’s intranet.
(d) During annual formal performance appraisals.
ANS a
13. Which of the statements best describes effective feedback?

(a) Feedback should be done once a month during team meetings.
(b) Feedback should be specific, timely and constructive.
(c) Feedback should be general, directed to employees you manage and focus on correcting
problems.
(d) Feedback is best done in a formal setting, such as during performance appraisals.
ANS b
14. Which of the statements best describes the concept of ‘norms’?

(a) Norms are formal rules and regulations set out by management for employees to follow.
(b) Norms are formal rules and regulations which differ from department to department and
should be overseen by management.
(c) Norms are informal rules that the group decides themselves.
(d) Norms are informal rules that help determine acceptable and unacceptable behaviour.
Managers need to role model positive norms.
ANS d
15. Which of the tasks would be unsuitable for a manager to delegate?

(a) Training a new employee.
(b) Writing a roster.
(c) Conducting a performance management counselling session.
(d) Conducting a stocktake.
ANS c
16. What advice would you give to a manager who was reluctant to delegate?
(a) Only ever delegate the easiest tasks.

(b) Make a delegation plan, with involvement from your subordinates.
(c) Never delegate to highly motivated, ambitious employees as they might do the job better than
you.
(d) Delegation takes a lot of time to organise and is often not worth the effort.
ANS b
17. If an employee transferred to your department and required training in a new job role, which style of
leadership do you think would best suit this situation?
(a) Participative.
(b) Directive.
(c) Laissez-faire.
(d) A combination of laissez-faire and directive.
ANS b
18. If you notice an employee is struggling to meet performance targets, what would you do?
(a) Give them a written warning, with a deadline in which to improve performance.
(b) Give them some more time to improve and hope this helps.
(c) Set specific performance goals and provide coaching and support required to achieve the
goals.
(d) Move the employee to an easier job role.
ANS c
19. The idea that employees are motivated to reduce inequity and seek fairness within the organisation
belongs to which motivation theory?
(a) Maslow’s hierarchy of needs.
(b) Organisational justice theory.
(c) Goal-setting theory.
(d) Herzberg’s two-factor theory.
ANS b
20. Monitoring or controlling is a key function of management. What does monitoring involve?
(a) Checking actual performance against plans and deciding if resources have been used
efficiently.
(b) Motivating employees to achieve organisational goals.
(c) Determining the human resources needs for your department.
(d) Establishing plans and setting goals.
ANS a
21. Management could be broken into the functions of planning, organising, leading, controlling and
staffing. Which of the following activities fall under the function of leadership?
(a) Monitoring activities to ensure resources are used correctly.
(b) Scanning the environment for business opportunities.
(c) Establishing plans and organising resources to achieve them.
(d) Motivating and inspiring staff to achieve goals, and acting as a positive role model.
ANS d
22. Which of the following could be considered a barrier to effective communication within your team?
(a) The use of jargon and acronyms.
(b) Paraphrasing information.
(c) Using assertive body language.
(d) Empathising with others.
ANS a
23. Which of the following would not be an ideal leadership quality?

(a) Being inflexible.
(b) Being fair and consistent.
(c) Being honest and ethical.
(d) Being open and transparent about how decisions are made.
ANS a

Assessment Task 1 Checklist
To be completed by the assessor
Task Outcome: Satisfactory  Not Satisfactory 
Date:
Note: Trainer and Assessor to provide detailed feedback on the attached Assessment Task Coversheet

Student Declaration
 I declare that this task is all my own work and I have not cheated or plagiarised the work
or colluded with any other student(s).
 I understand that if I am found to have plagiarised, cheated or colluded, action will be
taken against me according to the process explained to me.
 I have correctly referenced all resources and reference texts throughout these
assessment tasks and this submission is based on my own research work.
subject.
understand that plagiarism and cheating is against Institution’s policy and will result in
NYC outcome
Student ID:
Date of submission:
Assessor’s Name
Date:
Assessment Outcome:
S: Satisfactory;
NA: Not Assessed
(Please circle)
No
Feedback:

Student signature
Date
Task 2A: Model high standards of performance and behaviour
Q1: Give three examples of positive behaviour a manager can role model to staff.
1. Manager must come on time and complete all the work and duties in distributed time.

2. Manager can speak politely and behave properly with all his colleagues so
that different worker get stimulated by using him.
3. Manager have to talk and have interaction properly with crew to recognize about their difficulties
they face in performing tasks.
Q2: Do you think leading and managing are the same thing? Explain.
Leading a group is described as influencing them to do work true and efficiently. Whereas managing

as group is termed as directing them to operate their tasks. Leading wishes capacity to think
about and enforce that creativeness whilst managing requires understating of imagination.

Q3: Outline four qualities or traits of an effective leader.
 Effective chief takes chance and posses power to face

challenges. sturdy chief constantly attempt to carry adjustments and do no longer hesitate in
taking risks.
 Effective chief need to be innovative and make new techniques techniques to
accomplish desires of organisation.
 Strong chief behaves properly with personnel and acres about each and
every person in organization . When chief cares about each and every person it potential he
interacts and communicates with personnel to discover out their problems.
 An superb leader is proper evaluator
and attempt to hold stability between expert and private life. Leader motivates crew and posses
optimisation ability.
Q4: What are ‘norms’?

Norms are described as understanding that describes the behaviour of worker in the organisation.
It presents guidelines that should be flowed by using all the member of group of workers in company. A
norm offers instructions of behaviour provide regulations for an man or
woman for appropriate habits and etiquette.

Q5: Discuss the manager’s role in promoting healthy norms.
Managers promotes norm via the usage of management style which makes him capable to speak with

employees. Manager conducts conferences with group of workers to make them conscious about norms
in company. Manger can make posters of norms and paste them on be aware board so
that anyone will be aware them easily.
Q6: Success in management is often measured in terms of efficiency and effectiveness. Explain the
terms ‘efficiency’ and ‘effectiveness’.
Efficiency
 It means performing a task in least time and best manner. It is abount putting full effort in
doing the job. Efficiency is all about doing the things correct in first time.
Effectiveness
 Effectiveness is termed ad producing results which are of quality that is needed. It is all
about performing right work which results as expected.
Q7: Management functions can be categorised as planning, organising, leading, staffing and controlling
(monitoring). Define the staffing function, giving some examples to explain your answer.
 Staffing feature consists of things to do like worker selection, giving them appraisal

and keeping a desirable personnel which will assist in reaching targets of
the organisation effectively.
 For instance in any organization it is required to keep acceptable functioning of company.
Management of enterprise provide a variety of competencies and abilities which
are wished to attain purpose of the enterprise.
Q8: Define the function of controlling or monitoring and provide some examples to explain your answer.
Monitoring is used to become aware of vulnerable performing areeas in organisation. monitoring helps

to clear up the troubles which are arriving regularly in company. It is used to decide mistakes at some
point of existence cycle of challenge to keep away from trouble at end.. for exapmle, corporation makes
use of CCTV cameras to display all the things to do of staff.
Q9: What advice would you offer to someone who wanted to improve their leadership ability?
One can join the seminar and webinars conducted by the organisation to improve his/ her style of
leadership.

Q10: Define the ‘laissez-faire’ leadership style.
In the laissez-faire leadership style, the leaders role is less whereas all the power is given to
subordinates to make decisions for the company. This leadership is useful in making better the
productivity of the venture.
Q11: Describe a situation where the laissez-faire style is effective to use.
Laissez- faire style can be used in situation where a conflict arises in company. Organisation can allow
staff members to solve their issue by using laissez- faire style.


Q12: What is participative leadership?
This leadership is style in which involves participation of all employees in making decision for company.
This leadership style is used mostly where individual thoughts and ideas are needed to make decisions
effective.
Q13: Describe a situation where a directive style of leadership would be appropriate to use.
Directive style of leadership is useful in situation where company sales is decreasing. This style is used
to provide strategic approaches to employees about increasing sales of organisation.

Task 2B: Develop team commitment and cooperation
Q14: Explain why the manager should involve team members in the goal-setting process.
Involving team members in declension making process will help manager to get creative ideas from
employees that can support in goal-setting.
Q15: Define the term ‘empowerment’.
Empowerment is method of sharing power and giving authority to employees.
Q16: Why is it important to make plans?

Making proper plan before starting any task help in accomplishing objectives in organization.

Q17: What is a mission statement?
Mission statement is defined as a declaration that is unchangeable during the life cycle of project.
Q18: List four different types of plans.
1. Marketing plan
2. Strategic plan
3. Operational plan
4. Hierarchical plan

Q19: What are stakeholders? Give some examples to help explain your answer.
Stakeholders can have an effect on or be affected by means of the organization's actions, goals and
policies. Some examples of key stakeholders are creditors, directors, employees, authorities (and its
agencies), proprietors (shareholders), suppliers, unions, and the neighborhood from which the
commercial enterprise attracts its resources.
Q20: Why is it important for an organisation to consider the needs of stakeholders and communicate
effectively with them?
Stakeholders are the human beings and agencies whose attitudes and movements have an influence on
the success of your undertaking or your company. Effective conversation ensures that they get hold of
facts that is applicable to their wishes and builds high-quality attitudes to your enterprise or project.

Q21: To be effective, goals need to be SMART. What does this stand for?
SMART desires are key to turning into match and healthy. SMART is an acronym that stands for
specific, measurable, attainable, applicable and time-bound. This five-step approach approves you to
create desires that are sensible and achievable, putting your self up for long-term success.
Q22: What are KPIs? Explain.

KPI stands for key overall performance indicator, a quantifiable measure of overall performance over
time for a unique objective. KPIs grant aims for groups to shoot for, milestones to gauge progress, and
insights that assist human beings throughout the organisation make higher decisions.

Q23: A team will need to access a wide range of operational workplace information to help meet
organisational goals. Give four examples of operational information your team requires.
An operational plan is a plan to establish, expand or improve the day-to-day processes and practices of
a business. Operational includes everything that a business does on a repeated basis to deliver
products and services. It is common for operations to be heavily optimized, expanded and improved in
order to build competitive advantages, cut costs and generate new revenue. As sun plans is a core
components of strategic plans.
Q24: List five things you can do to model and encourage open and supportive communication.
 Acknowledge that your employees’ views are important
 Ask your employees for input
 Listen to your employees reflectively
 Engage your employees on a personal level
 Be respectful to your employees
 Acknowledge your employees’ input
 Recognise your employees

Q25: Explain the difference between a group and a team?

A team is a series of folks who coordinate their character efforts. On the different hand, at crew is a team
of humans who share a frequent group motive and a quantity of difficult goals. Members of the group are
together dedicated to the desires and to every other.
Q26: Discuss how you could encourage innovative work practices in your team.
 Give employees a reason to care
 Empower your employees to make decisions and take action
 Don’t make staff jump through hoops
 Do what you can to remove the red tape
 Rethink competition
 Calm the naysayers
 Ease up
 Make preventing burnout a high priority
 Set the example
 Minimise your own stress

Q27: Why should a team have some diversity in team members?

Team individuals with various backgrounds will deliver numerous options to the table, which leads to a
greater knowledgeable decision-making manner and elevated results. Harvard Business Review
discovered that various groups are capable to clear up troubles quicker than groups of cognitively
comparable people.
Q28: What is groupthink?

Groupthink is a phenomenon that occurs when a group of individuals reaches a consensus without
critical reasoning or evaluation of the consequences or alternatives. Groupthink is based on a common
desire not to upset the balance of a group of people.

Q29: How can a manager prevent groupthink?

 Build a diverse team.
 Intentionally structure meetings.
 Engage outsiders.
 Get unfiltered input.
 Expect – even encourage – conflict.

Q30: For feedback to be effective, it should be specific, timely and constructive. Explain each of these
concepts.
Specific
 Specific remarks affords precise ,or particular data on what the worker did properly or poorly.
Timely
 Feedback wishes to be timely. It wants to be given whilst there is nevertheless time for
the freshmen to act on it and to display and regulate their very own learning.
Constructive
 Constructive remarks is supportive comments given to individuals.
It exhibits to assist perceive options to areas of weak spot they may additionally have. Therefore, it
comes with nice intentions and is used as a supportive verbal
exchange device to tackle unique troubles or concerns.
Q31: List five barriers to effective communication.
 Dissatisfaction or Disinterest With One's Job.

 Inability to Listen to Others.
 Lack of Transparency & Trust.
 Communication Styles (when they differ).
 Conflicts in the Workplace.


Task 2C: MANAGE TEAM PERFORMANCE
Q32: Discuss how KPIs can be used to monitor and assess your team’s performance and progress
towards the achievement of goals.
Organizations use KPIs to assist humans at all degrees center of attention their work in the direction
of attaining a frequent goal. KPIs additionally assist groups recognize whether or not they're
spending using their time, and finances and intelligence on
the proper strategies, duties and equipment in order to attain its goals. A Key Performance Indicator
(KPI) is a kind of measure that is used to consider the overall performance of an business
enterprise towards its strategic objectives. KPIs assist to reduce the complexity related with overall
performance monitoring through decreasing a massive quantity of measures into a realistic quantity of
'key' indicators.
Q33: Explain the benefits that can be gained by delegating tasks to employees.
 Gives you the time and potential to center of attention on higher-level tasks

 Gives others the potential to study and strengthen new skills
 Develops believe between employees and improves communication
 Improves efficiency, productivity, and time management

Q34: Explain what should be included in a delegation plan.

The essence of appropriate delegation of venture assignments (that tie returned to the goal) is to stick
with the following six steps.
 Be clear about what the subordinate is to do – the “what-by-when”.
 Allow for straightforward discussions about the specifics and limits of the task.
Set the appropriate context for every assigned task; Explain your (as manager), successes,
problems, current goals, complexity and challenges.
 PLUS your bosses (manager as soon as eliminated from the subordinate), successes,
problems, current goals, complexity and challenges.
 Ensure that assigned duties allow subordinates to work at their full-scale capacity.
 Ensure that the project monitoring gadget (feedback loops)
operates correctly and affords beneficial comments as required, when required.
 Ensure that the system and venture technique reinforces the constructing of an open and
trusting climate-meaning that the duties are delegated to boost the character NOT to be a
“gotchya” take a look at of competency.
Q35: List five common barriers to delegation.

 Wanting to do Things Personally
 Insecurity
 Retention of Power
 Lack of Confidence in Subordinates
 Unwillingness to Set Standards of Control

Q36: Explain how you can overcome these barriers to delegation.
1 Accept the want for delegation:

When superiors are reluctant to delegate due to the fact they favor to do the
entirety themselves instead than permitting subordinates to do, they have to recognize the want for
delegation. In fact, greater the delegation, extra profitable will be an organisation.
2 Develop self assurance in subordinates:
Rather than feeling that subordinates are now not succesful of accepting obligations so that delegator
does no longer take the danger of delegation, the delegator must apprehend that a man
learns thru errors and if he commits mistakes, he shall strive to discover out options to the trouble also.
If subordinates make mistakes, superiors ought to information them alternatively than no longer delegate
at all.
3 Motivation:
Subordinates have to be encouraged to be given the obligations by means of presenting rewards
(financial and non-financial) like recognition, repute etc. Assigning the total job to one character can be
motivating as it displays self assurance in the subordinate.
It additionally offers a experience of delight and pride to the subordinate who works to earn
the savings for profitable completion of that task.
4 Communication:
Where delegation turns into ineffective due to the fact subordinates do no longer have the facts for
making decisions, an positive device of verbal exchange have to be developed so that records flows
freely from superiors to subordinates.
5 Clarity of tasks:
The obligations or the duties delegated have to be honestly described in phrases of consequences
anticipated out of these tasks. Knowing what is precisely predicted of them will allow the
subordinates function the delegated duties better. Delegation is now not carried out except purpose.

Q37: Explain the difference between a workplace mentor and coach.
 While education and mentoring are each about a switch of expertise from instructor to student or

mentor to mentee, teaching is about enhancing, assisting and facilitating the man or woman to
step in and be actively engaged in their very own boom and knowledge. Coaching and
mentoring regularly consists of purpose placing for the employee. The mentor helps the
new worker set unique dreams associated to the job. The two work collectively to create
a graph to attain these goals. Mentors can personalize goals and help that that worker wants for
his unique role.
 Coaching is extra overall performance driven, designed to enhance the professional's on-the-job
performance. Mentoring is greater improvement driven, searching no longer simply at the
professional's contemporary job feature however beyond, taking
a greater holistic strategy to profession development.
Q38: If motivation is an internal drive, can a manager really motivate an employee?
Yes, It's the manager's job, therefore, to inspire employees—to get them to strive to do the high-
quality job they can.

Q39: Apply Maslow’s hierarchy of needs to the work environment by providing two examples of how the
organisation can meet needs at each level of the hierarchy.
Physiological
 You need access to a restroom,
 A place to get drinking water.
Safety
 Physical safety
 Office furniture that properly supports you and reduces the risk of injury.
Social
 Companies can host social activities
 Offer more opportunities for relationship-building outside the office tend
Esteem
 Offering regular recognition
 Appreciation
Self-actualisation
Q40: The perception of fairness is important to job satisfaction, commitment and trust. How do leaders
develop a sense of fairness and equity?
 Encourage mutual respect.

 Model right behavior.
 Change guidelines to promote fairness.
 Communicate with your employees.
 Create obvious merchandising procedures.
 Commit to truthful pay checks.
 Offer an appeals process.
Q41: Do you think money is an effective motivator? Explain your answer.
Yes, Money is an effective, effective and easy motivator. Self-evidently, cash motivates

and greater cash motivates human beings to work greater hard. cash acts as a mechanism
for profitable and editing conduct in industry. It is an extrinsic reward that encourages human beings to
work harder, greater energetically as nicely as encourage the worker to attain greater stage of
performance.
Q42: Explain one principle of job design that could be applied to make routine, practical work more
rewarding.
Job rotation implies the transferring of an worker from one job to any other inside a working group.
It targets at including range and decreasing boredom through introducing a range of duties in
the current work profile of employees. Job rotation is additionally regarded as the horizontal switch of
an worker to a job of equal degree and status.
Job rotation is an method to improvement application with the aid of administration the
place an character is moved thru a time table of assignments. It is additionally designed
to enable certified and gifted personnel to attain greater insights into the a range of strategies of a
company.
Q43: Rewards can be extrinsic and intrinsic. Explain these terms.

Extrinsic rewards
 Extrinsic rewards are commonly economic or tangible rewards given to employees, such as
pay raises, bonuses, and benefits. They are extrinsic due to the fact they
are exterior to finishing the work itself and are managed by means of humans different than
the employee.
Intrinsic or internal rewards

 An intrinsic reward is an inside reward
that personnel reap from finishing their duties or tasks successfully. These rewards
are mainly psychological and are primarily based on the effort and skills of a person.
Q44: What are four examples of extrinsic rewards that an organisation could provide employees?
 Job perks and flexible work arrangements.
 Corporate gifts.
 Bonuses.
 Wage increases or promotions.

Q45: Explain how goals are important to motivation by using the goal-setting theory.
Goal-setting concept helps us recognize that putting dreams are a aware technique and a very high-

quality and environment friendly capability when it comes to growing productiveness and motivation, in
particular in the workplace. Goal putting principle is a method used to elevate incentives
for personnel to whole work shortly and effectively. Goal placing leads to higher overall
performance via growing motivation and efforts,
however additionally thru growing and enhancing the comments quality.
Q46: A common approach to coaching involves using the demonstration method. Explain the steps
involved in the demonstration method.
1 Planning and preparation

proper planning is required for right demonstration. For this following factors need to be saved in mind.
2 Introducing the lesson
The educate ought to encourage the personnel and put together them mentally for the demonstration.
The instruct have to maintaining in thinking the matters such as person differences, Environment,
Experiences.
3 Presentation of difficulty matter
In demonstration presentation of issue remember is very important. The teach have
to educate the personnel in such a way that their preceding understanding can be connected to their
new knowledge.
4 Demonstration
The overall performance in the demonstration desk ought to be best for the employee. The
demonstration ought to be neat and clean.
5 Teaching Aids
The instructor can use quite a number instructing aids like models, blackboard, graphs etc. in the course
of demonstration.
6 Evaluation
In this closing step, contrast of the total demonstration must be done, so that it can be
made greater effective.

Date:

Student Declaration
subject.
NYC outcome
Student ID:
Date of submission:
Assessor’s Name
Date:
Assessment Outcome:
S: Satisfactory;
NA: Not Assessed
(Please circle)
No
Feedback:

Student signature
Date
Assessment Task 3: Scenario
Resources required:
 Computer with internet connection to refer to various resources.

 Student assessment booklet and a pen (organized by the student).
 Model answers and marking guide in this document.
 Angad Institute Learners’ resources for the unit SITXHRM003 – Lead and manage people
(organised by the trainer).
Instructions for Students:
This assessment will be completed in Angad Institute classroom with access to all the resources
mentioned above. Assessor will observe you as they complete the scenarios. It is highly recommended
that you attend all the sessions for this unit to ensure completion of each task. You must satisfactorily
complete each assessment criteria listed to be marked satisfactory. You must read all the instructions
given before each task and complete the task satisfactorily.
This assessment requires you to do the following:
 Explain how you model high standards of performance and behaviour.
 Develop team commitment and cooperation.
 Manage team performance.
 Monitor and review team performance.
 Understand role of coaching and mentoring
 Provide recognition and rewards for team achievements.

- Time required for assessment: 4 hours
- You must:
o Produce all evidence as required in the scenario
- Assessor will set a time to provide feedback
- Documentation can be submitted electronically or paper-based.
- Assessor will record the assessment outcome on the assessment cover sheet.
AT3-Scenario
Task 3A: Model appropriate behaviours
 Go to Appendix 2 and read the information.

 Answer these questions based on the information provided.
Question and answer

Q1: List three behaviours that you display as manager of Angad Institute Café and Convention Centre, to
be a role model for your team.
 I would act and purchase in a sustainable manner
 Take delight in my private presentation.
 Provide the fantastic feasible consumer carrier
Q2: As manager, how can you show your support for the goals ofAngad Institute Café and Convention
Centre?
 I can hold an moral and sustainable life-style and assist enhance and guide the
use of sustainable and eco pleasant practices and purchases.
Q3: List three ways you can show your professionalism in your interactions with team members.
 I would constantly preserve a excessive general of work ethic and non-public presentation.
 I would by no means swear or use any racial slurs.
 I would usually comply with methods and guidelines in region and in no way short-cut or half
of do tasks.

Task 3B: Develop teams
It is the beginning of the year and you are required to develop goals with your team. The executive
management team would like you to come up with three team goals. These goals are to be based on the
organisational goals.
You decide to focus on the café and its staff first. The café staff include the following full-time employees.
 Jemma – Cafe supervisor

 Lisa – Front counter server
 Travis – Front counter server
 Meg – Chef
 David – Sous chef
 Sasha – Sandwich hand
 Kat – Front counter server
 John – Sous chef
Question and answer

Q1: What are the long-term goals for Angad Institute Café and Convention Centre?
ANS
Be the quantity one conference centre and café on the east coast by using 20XX, To
increase internet earnings by using 10% annually, To proceed to be acknowledged as a chief in
sustainable practices and champion new sustainability initiatives and technology
and to acquire 5 megastar ranking from a number of hospitality accreditation organisation.
Q2: What process would you follow to determine the team goals for the café?
ANS
I would make SMART desires and use a collaborative procedure to assist outline the goals
for the team.
Q3: List three appropriate team goals?

ANS
1. Reduce complaints by using 10% in the subsequent three months.
2. To expand repeat commercial enterprise over the subsequent three months.
3. To decrease meals and inventory wastage with the aid of 10% in three months.

Q4: List three appropriate goals for Jemma, the café supervisor:
 Her long-term goals are to be a manager like you one day.
 She has been with Angad Institute Café for two years and has been supervisor for one year.
 She has some conflicts with some team members.
 She can speak disrespectfully to some team members.
 Her customer service skills are very good.
 She needs to work on her ability to motivate her team and get the best out of them.
ANS
1 To enhance on verbal exchange with group of workers and group members

2: To enhance as a chief and take on extra accountability for management roles.
3: To preserve her excessive widespread of consumer service
Task 3C: Manage team performance
You have decided that you would like to run a promotion with a lunch and coffee deal for $9 to try and get
more people into the café between 11 am and 3 pm. Ideally you would like to see a 20% rise in patronage
at this time, while still maintaining high customer satisfaction levels. You need to work out the following
details.
 Menu items included in the deal

 Timeframes for the deal and when it will begin
 Conditions
 How it will be promoted
 Promotional materials
Question and answer

Q1: What responsibilities do you allocate to each team member? You can allocate more than one team
member for each task.
ANS
 Jemma – Cafe supervisor
To supervise all the kitchen activities.

 Lisa – Front counter server

 Conditions, How it will be promoted, Timeframes for the deal and when it will begin.
 Travis – Front counter server

 Promotional materials, How it will be promoted
 Meg – Chef
 Menu objects covered in the deal, Timeframes for the deal and when it will begin, Conditions
 David – Sous chef

 Menu gadgets protected in the deal, How it will be promoted
 Sasha – Sandwich hand

 Kat – Front counter server


 John – Sous chef
 Menu objects protected in the deal, How it will be promoted.
Q2: What methods of communication do you use to communicate the promotion and allocation of job
roles to your team members?
ANS
Clear verbal exchange as nicely as a mock up visible useful resource and notes on roles and ideas.
Q3: What actions do you take to encourage your team to take responsibility for the role you have
allocated to them?
ANS
I would act in a participative way with every position and exhibit my enthusiasm for the promotion
and show some innovative questioning to assist mannequin what I desire from every personnel
member.
Q4: List three ways you can encourage innovation in your team.
ANS
1. Listening and encouraging person thought.
2. Providing a area for workforce to speak freely and openly.
3. Appoint any individual to play devils recommend all through discussions for opposing views.
Q5: How do you encourage team innovation for the $9 lunch promotion task?
ANS
 Provide a area and time for the workforce to discuss collectively about the promotion.
 Providing an incentive for the most modern thinking for this promotion.
 Avoid groupthink situations and reward and motivate unbiased thinking.

Q6: List three barriers to delegation.
ANS
1. Over monitoring
2. Delegating too many tasks
3. Failing to recognize or reward staff.
Q7: After you have delegated the tasks for the lunch promotion, Kat the front counter server approaches
you and says that she doesn’t feel comfortable doing the task you allocated as she feels that it is
your job as manager to complete the task.
She says, ‘I don’t get paid as much as you, so why should I do it?’ How do you respond to this?
ANS
I would give an explanation for to her the significance of teamwork and that this project is a threat to
strive and learn new skills. I would additionally give an explanation for that this organization
promotes and respects individual opinions and if she nevertheless feels she is unable to operate the
task, some other challenge will be assigned to her. I would take part in her assigned job position and
assist her via the technique while maintaining a enjoyable and upbeat demeanour to motivate her to
take accountability and enjoy the task.
Q8: After you have delegated tasks, you are told by the team working on promoting the campaign that
they have not been allocated enough funds for the task they have been given.
They require more funding to print flyers and for a large sign that will be placed on the major road in
front of the café.
You were only given a limited amount of money for promotion by head office. What is your response
to this? What action would you take?
ANS
I would factor out the use of flyers is now not very eco pleasant or sustainable and would suggest
making on line flyers and the usage of the cash at the beginning allotted to the flyers for anything
else
they want for the promotion. I would give an explanation for that the enterprise can solely provide so
much
for the promoting of this special, and if it goes well, it may also be repeated with extra cash for
the merchandising of the special.
Q9: What do you say to the executive management team in order to highlight your team’s concerns
and offer suggestions to assist your team?
ANS
I would inform administration about the request and what my motion and response was. I would
point out the use of flyers is no longer very eco pleasant or sustainable and would endorse making
online flyers and the use of the cash at the start allotted to the flyers for some thing else they
need for the promotion. I would provide an explanation for that the company can solely furnish so plenty for
the advertising of this special, and if it goes well, it may additionally be repeated with greater cash for the
promotion of the special.
Q10: After your meeting with the executive management team, you are given more funds for your team’s
promotional activities, but only enough for the street-facing signage – not for the flyers.
Explain how you share this information with your team. Provide a script of what you say.
ANS
I would factor out the use of flyers is no longer very eco pleasant or sustainable and would suggest
making on-line flyers and the use of the cash firstly allotted to the flyers for the road sign,
I would give an explanation for that the employer can solely grant so a good deal for the
merchandising of this
special, and if it goes well, it may also be repeated with greater cash for the merchandising of the
special.
Q11: What other free forms of advertising can you recommend your team use instead of flyers?
ANS
 Online Flyers
 Online communities
 Community radio
 Chalk board signs
 Word of mouth.
Q12: What will the café’s KPIs be for the $9 lunch promotion?
ANS
Increase client numbers in contrast to identical day the preceding week, promote the special
wherever possible. Increase income in contrast to equal day preceding week and increase
customer pride overall.
Q11: How do you monitor team performance for this task?

ANS
By evaluating the figures and stats from comparable days besides the promoting to the days with
the promotion . I will ask every crew member how they sense they are performing and how they
feel absolutely everyone else is performing in the team.
Q12: How will you get feedback from team members about how the promotion is going?
ANS
I will furnish group participants with the applicable figures and stats from the promotional period
and exhibit them the assessment figures and stats from comparable days except the promotion. I
will additionally provide positive remarks whilst permitting the personnel to attempt and enhance in
their roles for themselves.
Task 3D: Monitor team performance
It has been three weeks since the $9 lunch and coffee promotion has been running. It has been an
overwhelming success with patronage up by 40%!

Jemma, the café supervisor, has come to you and complained that the chefs in the kitchen are getting
snappy and angry when she and the other team members ask them when orders will be ready.
The front counter and server team are trying to meet the goal of making their service quicker but the chefs
are not being compliant and customers are left waiting for their food! The chefs are refusing to
communicate effectively with the rest of the team.
Question and answer

Q1: You call a meeting with the team to sort this out. What do you say in this meeting?
ANS
That this enterprise expects a excessive fashionable of work ethic and is familiar with that this is a
team operation and we will strive our very satisfactory to grant a high-quality consequence for
everyone.
Q2: How do you encourage open and supportive communication?

ANS
By speaking in an open and supportive way, by using giving every person crew member a chance
to voice their opinions, via guidance the team away from terrible or insulting feedback. By
listening and asking splendid questions. By treating each person pretty and with respect.
Q3: What could you do to solve this problem?

ANS
Ask every body of workers member what they would like executed to unravel the problem. Provide support
and help to any personnel member that requires it, Improve the conversation between
teams and permit the chef to trade protocol or technique if it is impacting communication
or the client experience.
Use this information to answer Q4.

You have been observing the café team during the busy periods and have made notes on their
performance. This is what you observed.
 Jemma – Cafe supervisor

 Was working well with customers and kitchen staff.
 Communicating with team members well, but at times was rude to Kat as she didn’t complete
tasks as quickly as she would like them.
 Lisa – Front counter server
 Was working well with customers, kitchen staff and servers.
 Was a little slow to go to the front counter and was chatting to servers while customers were
waiting.
 Travis – Front counter server
 Was working well with customers, kitchen staff and servers.
 Was a little slow to go to the front counter and was chatting to other servers while customers
were waiting.
 Meg – Chef
 Excellent time management.
 Excellent communication with kitchen team and servers.
 Was not thorough with her quality assurance check of the sous chefs’ and kitchen hand’s meals.
 David – Sous chef
 A little sloppy with the presentation of the meals.
 Sasha – Sandwich hand
 A little sloppy with the presentation of the meals.
 Kat – Front counter server
 Excellent customer service.
 Was not as quick as the other servers.
 Spoke in a disrespectful manner to Jemma.
 John – Sous chef
 A little slow to respond to chef’s orders and suggestions.
 Excellent presentation of the meals.
Q4: What opportunities do you provide to each team member to improve their performance, after you
observed them?
ANS
I would supply the probability to exhibit every body of workers member the notes I had taken of my
observations and supply every workforce member with an comparison of the place they want to
improve.
Task 3E: Coaching and mentoring
You decide to run a coaching session for Lisa, the front counter server, so that she can improve her
efficiency.
You would like to teach her how she can multi-task when completing the following tasks.
 Working the counter

 Using the register
 Serving customers
 Bringing meals and beverages to the table
You create a coaching session plan.
 Go to Appendix 3
 Complete the multi-tasking coaching session for Lisa.
 Use the information provided in the Appendix 2 and your workplace knowledge.
Task 3F: Reward team
Question and answer

Q1: How do you motivate your team so that they achieve their KPIs and team goals, especially for the $9
lunch promotion task?
ANS
By supplying incentives and rewards for accomplishing their KPIs as properly as presenting a team
dinner/lunch if all people achieves their dreams and KPIS for the period, this motivates the
individual as nicely as promotes crew spirit.

Q2: It has been two months since the launch of the $9 lunch promotion atAngad Institute Café. You are
reviewing the customer numbers, total sales and customer feedback and the promotion has been an
overwhelming success. The following goals have been met.
 Increase customer sales and intake by 20%. (This is up to 40%.)
 Increase efficiency in service. (Feedback from customer surveys has averaged 4.5 out of 5 stars.)
 Decrease customer wait times. (Customers surveyed said they waited less than one minute to be
served and 15 minutes for meals.)
Jemma in particular has done an amazing job of overcoming all conflicts and issues with team
members to create a cohesive team that works well together.
You are extremely pleased with the team at Angad Institute Café.
How will you acknowledge Jemma’s individual good performance to the whole team?
ANS
I would for my part congratulate her in the front of the complete crew and if relevant make
her group member of the week.

Q3: What other forms of rewards and recognition will you provide to the team for meeting their KPIs?
ANS
Time off, Monetary Rewards, Team dinner/lunch, Team activity, and attention to everyone
for their thoughts and support.
Satisfactory □ Not Satisfactory

Date:

Student Declaration
subject.
NYC outcome
Student ID:
Date of submission:
Assessor’s Name
Date:
Assessment Outcome:
S: Satisfactory;
NA: Not Assessed
(Please circle)
No
Feedback:

Student signature
Date
Assessment Task 4: Role play
Resources required:
 Computer with internet connection to refer to various resources.

 Access to Angad Institute simulated café environment with all the resources found in a café
 Student assessment booklet and a pen (organized by the student).
 Model answers and marking guide in this document.
 Angad Institute Learners’ resources for the unit SITXHRM003 – Lead and manage people
(organised by the trainer).
 Appendix 3 (Coaching session plan template)
 Appendix 4 and Appendix 5 (Role play script)
Instructions for Student:
This assessment requires you to undertake a series of role-plays to demonstrate their ability to interact and
communicate with customers and colleagues from different cultural and social groups in a non-
discriminatory way. They also require you to overcome language barriers and address misunderstandings
or issues.
Angad Institute will ensure that the role play is conducted in an appropriate simulated cafe environment
with access to all the above resources.

- Time required for assessment: Each student will be given 15-20 minutes to complete the role play
- Students must:
o Produce all evidence as required in the scenario
- Assessor will set a time to provide feedback
- Documentation can be submitted paper-based.
- Assessor will record the assessment outcome on the assessment cover sheet.
Task 4A

Learner instructions
You are running a coaching session for Lisa, the front counter server at Angad InstituteCafé. You identified
that she required coaching in multi-tasking as her efficiency needs to improve, especially in the busy period
from 11 am to 3 pm, when you have a $9 lunch deal.
You decide to run the coaching session for Lisa so that she can improve her efficiency.
You would like to teach her how she can multi-task when completing the following tasks.
 Working the counter

 Using the register
 Serving customers
 Bringing meals and beverages to the table
You will do the following:

 Use the Appendix 3 (Coaching session plan template)
 Complete this task in a Angad Institute simulated café environment
 Organise all props and materials before the coaching session so that they are ready to use, for
example, dishes, register, order slips, utensils, etc.
 Your assessor will play the role of Lisa and follow all your instructions.
 Run the coaching session on multi-tasking for Lisa.
 This session should run for 15 to 30 minutes.
 Complete all the steps in Appendix 3
 Conduct the role-play.

Participant 1 – Lisa (Another student)
Role
Another student is playing the role of Lisa, a counter server at Angad Institute Café.
The manager (Student) is running a coaching session for you as they identified that Lisa is required
coaching in multi-tasking. Lisa agree that your efficiency needs to improve, especially in the busy period
from 11 am to 3 pm, when you have a $9 lunch deal.
Lisa has been told that the manager will teach you how to multi-task when completing these tasks properly.
Working the counter

Using the register
Serving customers
Bringing meals and beverages to the table
Instructions
 The participant is to lead the coaching session in a Angad Institute simulated environment.
 The coaching session should ideally go for 15 to 20 minutes.
 Print out a copy of the completed Appendix 3
 Lisa must follow all instructions that the participant gives you. Lisa may question the participant if
you feel the coaching session is not following procedure.
 Tick off each item on the coaching session plan as you complete them.
 Ask any questions of the participant if you are unsure of directions they are giving.
Please refer Appendix 4 and Appendix 5 for the detailed role play script.
Task 4B
Question and answer
Q1: What went well during the coaching session?
ANS
Lisa was once clear about her weak point and very advantageous in the direction of enhancing her
skills. She listened to the theoretical session, watch the YouTube video with eager interest. Finally,
with the demonstration, she became in a position to lift three plates. She was once greater assured
with patron service, register and counter after the session. She used to be open and supportive at
some point of the teaching session. She was once stimulated nicely for the closing task.

Q2: Is there anything that you would change the next time you are coaching a team member? Why?
ANS
Including knowledgeable crew member throughout teaching session grew to be fruitful. So, for
subsequent teaching of a team member, I will encompass a professional body of workers the place
possible. Because they will assist with positive feedback and suggestion.
Q3: Did ‘Lisa’ require a further coaching session? If so, what would you need to cover in that session?
ANS
She is assured with this teaching session. However, there will be one extra session to revisit and
evaluate how she will be doing for two weeks. She wishes to enhance extra of her task.

Date:

Appendix1- Assessment resource in Angad Institute simulated cafe environment
Angad Institute will conduct practical assessment for this unit in its simulated café environment
Located at 501, La Trobe street, VICwith serving internal staff and students as customers and
during assessment student will have access to following resources:
Assessment must ensure access to:
 a team whose overall performance is the responsibility of the individual; this can be:
- those in an industry workplace who are assisted by the individual during the assessment process;
or
- individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.
Appendix 2
Scenario background information

You are the manager of Angad Institute Café and Convention Centre.

The café and convention centre is set in beautiful themed gardens with a duck pond, with indoor and
outdoor seating available. The café provides breakfast, lunch or a delicious snack in lush, tranquil settings.
Angad Institutehas built a reputation for quality food and friendly service. Menus change on a seasonal
basis and cater to different dietary requirements. It is fully licensed and offers a wide range of Australian
and local wines.
You cater for a variety of special events such as birthdays, weddings, anniversaries, fundraising events
and corporate functions. You have a wide range of packages and menus to suit different budgets and
styles, including buffets, barbeques, finger food and two- and three-course dinners.
Angad Institute features a boutique function room which can cater for 30 guests for an intimate celebration
or convention. For larger events, the Paddock Room can seat 50 guests during the day and be expanded
to seat up to 160 in the evenings.
Opening hours: 7.00 am to 5.00 pm, seven days a week, and in the evenings for function and convention
bookings.
You manage a large team of five supervisors and 35 team members. You are hands on with your
managerial duties, and supervisors only manage team members when you are not there.
Organisation mission statement

We provide tailored personalised gardening services to help our customers create beautiful, affordable
garden spaces. We use quality, sustainably sourced products and suppliers who share our beliefs.
We act in an ethical and socially responsible way, and continue to improve our products and services and
reduce our environmental impact.
We recognise that our team is critical to our success and we are dedicated to employing the best people,
who are passionate about our vision, and treating them as a valued family member.
We want every customer who enters Angad Institute Café and Convention Centre to enjoy the beauty of
nature and leave feeling energised and inspired.
Strategic goals
 Take advantage of economies of scale and increase efficiencies across the café and convention centre
by improving communication, HR systems, streamlining purchasing and improving customer
management systems by 20XX.
 Receive a 5-star customer service rating from Hospitality Now! (hospitality accreditation organisation).
 Receive a 5-star food rating for food from Hospitality Now! (hospitality accreditation organisation).
 Receive a 5-star rating for events from Hospitality Now! (hospitality accreditation organisation).
 Be the number one convention centre and café on the east coast by 20XX.
 Identify and successfully implement innovation ideas that bring benefits to the business and our
stakeholders.

 To continue to be recognised as a leader in sustainable practices and champion new sustainability
initiatives and technology.
 To increase net profit by 10% annually.
 To improve existing and establish new supplier relationships with other innovative companies.
 To continue to learn and adopt current best practices.
 To develop leadership abilities and potential of the team to support expansion and growth strategies.
Managers’ code of conduct

All managers and supervisors of Angad Institute Café and Convention Centre must abide by the following
code of conduct and behaviour expectations.
 Practise professional grooming standards.

 Be respectful to all team members, customers and other stakeholders.
 Act with integrity in all their dealings with all team members, customers, suppliers and other
stakeholders.
 Be honest and transparent in all their communications with customers, team members and other
stakeholders.
 Be fair and consistent with customers, team members and other stakeholders.
 Act ethically in all tasks undertaken.
 Exhibit excellent communication skills, including expressing yourself positively and clearly, actively
listening, asking appropriate questions and having an understanding of body language.
 Show empathy to customers, team members and other stakeholders.
 Be flexible to the ever-changing needs of the business.
 Keep all confidential information private.
 Follow all workplace policies and procedures.
Appendix 3- Coaching Session Plan
Defining the current state

 What questions will you ask the employee to help them understand the current state of their
performance?

I will ask if there is any phase that is unclear, please ask me to assist them.
Outline the benefit and impact of change

 What questions will you ask the employee to help them understand the benefit of changing their
approach?
Is it less complicated to recognize and function after the use of any other method?
Coaching session steps

 What are the topics you will include in the coaching session?
 What are the steps for each one?
1 Identify Expectations-to clear about why you are teaching them

2. Define Impact-I want to assist them understand how they will gain from transferring up to
the subsequent stage of performance.
3. Plan for Success-Co-create a diagram with the humans that I coach.
4. Gain Commitment-Make critical changes to assist them acquire possession and
demand their commitment.
5. Follow up-Ensure that they fulfill their commitments and furnish remarks in a timely
manner
6. Don’t supply up-Be there to information them and assist them regain momentum
Additional coaching session

 Is there another coaching session required?
 Set date and time.
 List which topics will need to be revisited.
Probably we need
16/06/2018
Improve our patron service

Revisit and reinforce
How will you monitor the employee’s progress?
Role play with personnel and examine from them and provide advice.
Team member’s signature: Lisa, John, David

Manager’s signature Hannah
Date: 12/11/21
Appendix 4- Role play script
Role Play Information- Angad Institute Café Manager

Role title Angad Institute café manager
Organization Angad Institute café
Role played by Student

Is party playing the Yes
role is being
assessed?
Other parties 1 student playing the role of Lisa
involved in role play
and their roles
Are other parties No

involved are being
assessed during
role?
Time allocated Approximately 15 mins
Purpose of role The learner is required to play the role of Angad Institute café manager where
you are required to run a coaching session for Lisa. You are required to coach
Lisa in multi-tasking as her efficiency needs to improve.
Role play script
 You will decide to run a coaching session for Lisa at Angad Institute
café.
 You will teach her how she can multi-task the following tasks:
- Working the counter
- Using the register
- Serving customers
- Bringing meals and beverages to the table
 You will use the Coaching session plan template (Appendix 3)
Role play information It is important that you are prepared for this session, ensuring you:
 Ask relevant questions to Lisa
 Each session will consist of Lisa and yourself
Things to consider whilst performing this task:
 Be organized - prepare and plan for the session thoroughly.
 Know your position as Angad Institute café manager
 Be prepared to ask questions
Things to consider whilst role-playing a client:
 Be prepared
 Act professionally throughout the process
 Be prepared to ask questions when you require more information
 Answer all questions.
 Make sure that by the end of the session, negotiations are concluded
with the team leader.
 Remember, you will be required to play the part of Angad Institute café
manager and Lisa so be sure to perform at your best at all times. This
means you must participate in the session, and ask questions if you
feel they are required (for clarification as needed)

Key outcome - Student as a café manager will coach those in need of coaching.
expected from role- - Student use the coaching session plan template.
play - Student coaches the employee to multi-task.
- Student ensures that employee has been provided with appropriate
coaching using the coaching methods like correction, feedback, etc.
Appendix 5- Role play script

Role Play Information- Lisa
Role title Lisa
Organization Angad Institute café
Role played by Any other student chosen by the Assessor
Is party playing the No
role is being
assessed?
Other parties 1 student playing the role of Angad Institute café manager
involved in role play
and their roles
Are other parties Yes

involved are being
assessed during
role?
Time allocated Approximately 15 mins
Purpose of role The learner is required to play the role of Lisa who is an employee at Angad
Institute café and the manager will coach Lisa and provide motivation.
Role play script
 Angad Institute café manager will decide to run a coaching session for
you at Angad Institute café.
 Angad Institute café manager will teach her how she can multi-task the
following tasks:
- Working the counter
- Using the register
- Serving customers
- Bringing meals and beverages to the table
 Angad Institute café manager will use the Coaching session plan
template (Appendix 3)
Role play information It is important that you are prepared for this session, ensuring you:
 Ask relevant questions to the Team leader
 Each session will consist of Angad Institute café manager and yourself
(Lisa)
Things to consider whilst performing this task:
 Be organized - prepare and plan for the session thoroughly.
 Know your position as Lisa
 Be prepared to ask questions
Things to consider whilst role-playing a client:
 Be prepared
 Act professionally throughout the process
 Be prepared to ask questions when you require more information
 Answer all questions.
 Make sure that by the end of the session, negotiations are concluded
with the team leader.
 Remember, you will be required to play the part of Angad Institute café
manager and Lisa so be sure to perform at your best at all times. This
means you must participate in the session, and ask questions if you
feel they are required (for clarification as needed)
Key outcome - You as an employee at Angad Institute café will be coached and
expected from role- mentored by the Angad Institute café manager.
play - You will communicate effectively with the manager.
- You will ask relevant questions to the manager.
- You will ensure that you are trained by the Angad Institute café
manager.
Copyright: Instructions in this tool have been developed by NTA and Angad Institute for sole purpose of
use by Angad Institute. Any part of these assessment instructions cannot be reproduced in full or part for
without approval of Angad Institute and NTA which holds authorship rights


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Student Assessment Booklet

SIT40516 Certificate IV in Commercial Cookery

SITXHRM003 Lead and manage people

Student Full Name:

Trainer and Assessor’s name

The assessment booklet contains two (2) parts:

 Application of the unit of competency

Application of the unit of competency:

 roles of and functions performed by supervisors and managers:

- Computers with access to internet and printers

Assessment Assessment description Due date Location of

Assessment This assessment task is short answer question Needs to be

Outline of evidence to be collected:

 Answer all questions correctly in the Written Knowledge Questions

Assessment Task 4  Conduct a series of roleplay

Administration, recording and reporting requirements:

The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

Document Name SAB SITXHRM003 Created Date July 2019

For unit of competency:

For assessment task:

Document Name SAB SITXHRM003 Created Date July 2019

Reasonable adjustments and special learning needs:

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

Reasonable adjustment may consist of:

Document Name SAB SITXHRM003 Created Date July 2019

Plagiarism, cheating and assessment dishonesty:

Document Name SAB SITXHRM003 Created Date July 2019

Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an  Yes  No

Student Full Name:

Document Name SAB SITXHRM003 Created Date July 2019

Document Name SAB SITXHRM003 Created Date July 2019

Student result response

Assessment task 1: Knowledge Test

Required documents and equipment:

- Computer with internet connection to refer to various resources.

Instructions for students:

Planning the assessment

- Recommended date for assessment: [Trainer to provide]

Document Name SAB SITXHRM003 Created Date July 2019

1. Is it important to involve your team in setting goals?

3. Why is it important for the manager to act as a positive role model?

7. Which could be considered an example of an intrinsic reward?

8. According to modern motivational theory, which statement is true?

Document Name SAB SITXHRM003 Created Date July 2019

10. What is Kaizen?

11. What are primary stakeholders?

13. Which of the statements best describes effective feedback?

14. Which of the statements best describes the concept of ‘norms’?

15. Which of the tasks would be unsuitable for a manager to delegate?

Document Name SAB SITXHRM003 Created Date July 2019

23. Which of the following would not be an ideal leadership quality?

□ Satisfactory □ Not Satisfactory

Document Name SAB SITXHRM003 Created Date July 2019

Document Name SAB SITXHRM003 Created Date July 2019

Student result response

1. Manager must come on time and complete all the work and duties in distributed time.

□ Satisfactory □ Not Satisfactory

Leading a group is described as influencing them to do work true and efficiently. Whereas managing

□ Satisfactory □ Not Satisfactory

Document Name SAB SITXHRM003 Created Date July 2019