SITXCOM005 Assessment 1 1 2

RTO No. 45485 | CRICOS No.
03754M
Assessment Task
SITXCOM005 - Manage conflict

Version 2.0: March 2021 (R. Thomas)
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Australian International Institute of Technology

RTO No. 45485 | CRICOS No. 03754M
Assessment Task
Version 2.0 | Last update: 24/03/2021
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Student Assessment Agreement
Please ensure you read through and understand the Assessments Conditions, Assessment Tasks and General
Requirements in this Student Guide and Assessment Workbook before you complete 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?  Yes  No
If so, explain these in the space provided below:
Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an assessment?  Yes  No
Student Name
Student Number
Student Signature
Date
Assessor Name
Assessor Signature
Date

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Final Record of Competency
This form is to be completed by the assessor and used as the ‘final record of competency’.
All student submissions including any associated evidence are to be submitted for filing before issuing to the Student
Services Administration for processing.
Finally Student Academic Results and Assessment Feedback are to be entered into the Academic Result Spreadsheet
and forwarded to Student Services Administration admin@aiit.vic.edu.au.
Reference: Clauses 1.8 to 1.12 - Conduct effective assessment
Student Name
Student Number
Final Result S
= Satisfactory
NS = Not Satisfactory
Unit of Competency Assessment Summary NA = Not Assessed
S NS NA
Assessment Task 1 Knowledge ☐ ☐ ☐

Final Overall Assessment Result Competent Not Yet Competent
Additional Supporting Comments and Feedback
Trainer and Assessor Student
I, the undersigned, have received, discussed, and

I, the undersigned, declare that I have conducted a fair,
accepted my Assessment result as above for this unit and
valid, reliable, and flexible assessment with this student,
I am aware of my appeal rights as per the Student
and I have provided fair, relevant, and appropriate
Complaints and Appeals policy and procedure.
feedback.
Name Signature
Signature Date
Date
☐ The Student did not attend the Assessment feedback session

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Assessment Task Summary
The unit of competency is classroom-based delivery face to face and practical demonstrations completed within a
simulated work environment with trainer led training in classrooms, business operational environments and computer
labs consisting of direct observation, product-based methods, portfolios, questioning and third- party evidence (if
appropriate, relevant and verified).
The assessment tasks for SITXCOM005 - Manage conflict are included in this Student Guide and Assessment
Workbook which are outlined in the assessment plan below.
To be assessed as competent for this unit, you must complete all scheduled assessment tasks satisfactorily.
Assessment Task Assessment Context Assessment Evidence Type
Assessment Task 1 Demonstrated knowledge required to complete Knowledge

(Knowledge) the tasks outlined in elements and performance
criteria of this unit of competency Part A - Scenario 1 to Scenario 4
Part B - Short Answer Responses
Glossary of Common Terms in Assessment Task Questions

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Provided below is a set of commonly used terms in the Assessment Task questions to assist students understanding
what is being described.
To assist students with answering Assessment Tasks questions, the meaning of each of the listed key terms is provided
below for your reference and guidance only.
Analyse – is to answer in detail and identify important points and key features.
Compare – is to show how two or more things are similar, ensuring that you also indicate the relevance of the
consequences.
Contrast – is to contrast something, you will need to show how two or more things are different, ensuring you indicate
the relevance or the consequences.
Discuss – is to discuss something, you are required to point out important issues or features and express some form of
critical judgement.
Describe – is to describe something, you should state the most noticeable qualities or features.
Evaluate – is to assess something, you should put forward arguments for and against the concept being checked.
Examine – is to investigate or scrutinise something, this is similar to “analyse”, where you should provide a detailed
response with key points and features and provide critical analysis
Explain – is to make clear how or why something happened or the way it is.
Identify – it means that you are asked to briefly describe the required information. Generally, you are expected to write
a response two or three sentences long.
List – it means that you are asked to briefly state information in a list format.
Outline – is means giving only the main points. Keep the response a few sentences long.
Summarise – it means (like “outline”) only giving the main points. Keep the response a few sentences long

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Assessment Task 1 Summary 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 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.
Student Name
Student ID number
Student signature
Date
Assessor Declaration
 I hereby certify that this student has been assessed by me and that the assessment has been carried out
according to the required assessment procedures.
Assessor Name
Assessor Signature
Date
Assessment Outcome S NS DNS Resubmission Y N
Feedback
Student Result Response
 My performance in this assessment task has been discussed and explained to me.
 I would like to appeal this assessment decision.
Student Signature
Date
A copy of this page must be supplied to Administration and is recorded kept in the student’s file with all supporting
Assessment evidence.

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Assessment Task 1 - Knowledge
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit of
competency.
This assessment task must be conducted as per the Assessment Conditions

Assessment
Conditions
In Class Activity Self-Directed Research Task
Duration Trainer Discretion in alignment with the Training Plan and Timetable
Evidence Submission
Requirements
The completed and signed Assessment Tool
First Attempt 2nd Attempt Final Attempt Extension – Date: / /
Satisfactory Not Satisfactory Did Not Submit

Task
Part A - Consists of four (4) different scenarios, each followed by a series of questions which all must be answered
correctly
☐ ☐ ☐
Scenario 1 - All short answer responses correctly answered

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐
Part B - Consists of questions to assess the underpinning knowledge relating to workplace policies and protocols.
All Answers must be answered correctly
☐ ☐ ☐
All short answer responses correctly answered
Assessor Feedback and Comments

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Reasonable Adjustment
Has reasonable adjustment been applied to this assessment? If YES Provide details for the requirements and
provisions for adjustment of assessment:
Satisfactory Not Satisfactory

Overall Assessment Task Performance
Assessment Task 1 ☐ ☐
Signed Date

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Assessment Task 1 - Knowledge
Assessment Guidelines
The purpose of this assessment is to assess you underpinning knowledge to complete the tasks outlined in the elements
and performance criteria for this unit of competency and relating to the following aspects:
 Commonly occurring conflict situations in the tourism, travel, hospitality and event industries and their typical
causes
 Conflict theory:
o Signs
o Stages
o Levels
o Factors involved
o Results
 Conflict-resolution techniques:
o Assertiveness
o Negotiation
o Use of appropriate communication
 Resources to assist in managing conflict:
o Counsellors
o Internal security staff
o Mediators
o Other staff members
o Police
o Senior staff
 Communication techniques:
o Active listening
o Empathising with the person's situation while upholding organisational policy
o Non-verbal communication and recognition of non-verbal signs
o Language style
o Questioning techniques
o Those appropriate to different social and cultural groups
 Organisational policies and procedures for complaint, conflict, and dispute resolution
Required Resources to Complete this Assessment Task
 Personal Computer with appropriate Word Processing software

 Wi-Fi or Internet Access

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Assessment Instructions
The assessment for this unit of competency consists of two parts, Part A and Part B.
Part A consists of 4 different scenarios, each followed by a series of questions.
Part B consists of questions to assess your underpinning knowledge relating to workplace policies and protocols which
form the basis to deal with and manage conflict.
You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time
frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide
you with feedback and the result you have achieved.
Scenario 1
You are working as part of the wait staff at a local restaurant. A customer you are serving has called you over to her
table and has complained that she has found a hair in her meal. However, she has finished her meal and there is no hair
to be seen. She is visibly unhappy and demanding a refund. This is not the policy of your restaurant.
1. Name three (3) conflict resolution techniques and explain how you will use these to resolve this conflict:
Be a good Listener: The first step in this particular situation is to listen the complaint of customer
1 without any
argument. Every customer wants to put his comments in this situation. These techniques will help
the customer
to understand that his comment is important for restaurant and you take care about customers.
Be Fair with Customers: Never argue with a customer, even if you are positive none of your cook
2 staff would allow a meal to be prepared with a hair in it. Arguing with a customer makes it seem
like there is something to hide or that you do not value the customer's opinion. You will want to
remove the food as soon as possible, but do not ask to see the plate in a snappy way.
Suggest alternate solution: Ask the opinion of customer regarding the alternation solution of this
3 solution. We can offer them the replacement of that particular dish. The opinions will be different
for different customers so we have to offer alternatives depending upon the situation. Offering a
free meal in replacement will make the reputation of restaurant.
Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)
2. What are the dangers of leaving this conflict unresolved?
This results in making the communication distorted with customers: Leaving the conflict
1 unresolved will become a serious threat to communication with customers and this will result a
serious gap of communication with customers
Customer experience is compromised: Leaving a conflict unresolved will result in bad customer
2 experience with the restaurant and the goodwill of restaurant will be decreased and this is not good
thing from business point of view.
Brand value decreases: Leaving the conflicts unresolved will result in decreasing the brand value
3 of the restaurant as a result the footfall of customers will decrease and they will find the alternatives
for the same. Consumers will find substitute providers that deliver higher quality products and
services and better customer experiences.

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Scenario 2
You are working at a hotel that is popular with international tourists. A foreign tourist approaches you with a complaint
about his room, but you are struggling to understand his concerns due to his accent and language barrier.
You begin to understand that the customer has an issue with the cleanliness of his bathroom. He is becoming agitated,
aggressive, raising his voice, and speaking quickly. He has crossed his arms and looks stiff and tense, as well as
frowning at you. How will you manage this customer’s complaint?
Answer the following questions based on this scenario.
1. What are the signs in this situation that conflict is occurring?
Having difficulties in communication with customers: the customers having unaware about the
1 local language may face difficulties while expressing their needs. This is clear situation of
communication conflicts. This may result in understanding misleading information. In this situation
a customer will be unable to understand the accent and fluency of worker and sometimes he may be
frustrated and can take business elsewhere.
Conflicts by cultural behavior: The following are some potential causes or situations in which
2 conflicts or misunderstandings can happen: misunderstandings or conflict between different
nationalities, religious or ethnic groups. Cultural ignorance and insensitivity. Lack of awareness of
different societal lifestyle practices. The customer from different cultures may misunderstand the
things which can result in developing a conflict with workers. Cultures have different behavior for
different situations.
Emotions: Conflict is rife with emotion. One that we frequently encounter is anger. While it is
3 often a secondary emotion that is initially triggered by fear, anger is more visible and can trigger
ineffective responses to conflict. These types of responses tend to escalate and prolong conflict
because the emotions of the people who are the targets of these behaviors can easily become
aroused and cause retaliatory reactions. This can begin a retaliatory spiral where peoples’ negative
emotions feed off those of one another.
2. How could you overcome this communication barrier?
BE PATIENT: Every culture has its own way of communicating and understanding different
1 scenarios. If the support staff is unable to comprehend what the customer is saying, they should
show patience and calm. The representative must try to gather as much information as possible in
order to understand the need of the customer and provide service accordingly.
SPEAK WITH CLARITY: A scenario may arise where a customer only has a basic understanding
2 of a particular language and might not be well-versed or fluent in it. In order to avoid
miscommunication, CSR’s should make sure that they take their time and the transfer of
information takes place in a clear and distinct tone. The representative must speak slowly and with
clarity.
3. What actions can you take to resolve this complaint?
Stay calm: When a customer presents you with a complaint, keep in mind that the issue is not
1
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personal; he or she is not attacking you directly but rather the situation at hand. “Winning” the
confrontation accomplishes nothing. A person who remains in control of his or her emotions deals
from a position of strength. While it is perfectly natural to get defensive when attacked, choose to
be the “professional” and keep your cool.
Listen well: Let the irate customer blow off steam. Respond with phrases such as, “Hmm,” “I see,”
2 and “Tell me more.” Do not interrupt. As the customer vents and sees you are not reacting, he or
she will begin to calm down. The customer needs to get into a calm frame of mind before he or she
can hear your solution—or anything you say, for that matter.

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4. What actions can you take to prevent this situation from happening again in the future?
Be responsive: When there’s an issue, resolve it immediately. By waiting to resolve an issue can
1 turn smaller problems into bigger ones.
Be honest: Telling customers the truth usually goes over better than lying to them. It will
2 eventually help gain the customers respect.
Be realistic: Some customers have expectations that are just aren’t attainable. In that case, it may
3 be necessary to try to reset the customer’s expectations, or, if that isn’t possible, to suggest that they
may be happier by taking their business elsewhere. Not every sale is worth the cost involved in
obtaining it.
5. What actions could management take to assist employees to improve their communication with international
customers?
Hire empathetic employees: Empathy is one of the five personality traits that I find make for a
1 great customer-facing employee, and it is a big help in successful communication.
Provide those employees with language support via “language engineering”: Language
2 engineering means suggesting phrases that are likely to be successful in customer interactions, and
discouraging the use of other phrases that are likely to confuse customers or get their hackles up.
Move toward a real-time communication model: Real-time (telephone, video chat, and old
3 fashioned faceto-face communication) and near-real-time (live chat, messaging) are the gold
standards in supporting customers. If these aren’t central to your customer support mix, they should
be.

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Scenario 3
Some hostility has been occurring among your work team as Sarah and James always receive the weekend off, and the
rest of the team is required to work both Saturdays and Sundays. The other employees are beginning to resent Sarah and
James for always receiving the weekend off work. The team rarely works with Sarah and James due to this rostering,
and when they do, there is conflict.
The other employees hold fixed opinions about Sarah and James and as a result, the working environment has become
tense and there has been a lot of gossip. The conflict has not been resolved and is therefore increasing in severity. As a
result, arguments have occurred between Sarah and other employees. There has been a notable decrease in productivity.
1. Conflict theory can be divided into the following parts:
 Signs
 Stages
 Levels
 Factors involved
 Results
Using the scenario, apply the situations to the relevant parts of conflict theory listed above. Which aspects need to be
addressed by you as the manager?
Signs: The other employees are beginning to resent Sarah and James for always receiving the
1 weekend off work and they are not getting the weekdays off. The working environment have
become tense and there has been a lot of gossip
Stages: The team rarely works with Sarah and James due to this rostering, and when they do, there
2 is conflict. The other employees hold fixed opinions about Sarah and James.
.Results: Arguments have occurred between Sarah and other employees. There has been a notable
3 decrease in productivity.
2. As the manager of this team, describe why you believe this conflict is occurring between Sarah and James and the
other team members.
This is due to the reason that Sarah and James always receive the weekend off, and the rest of the
1 team is required to work both Saturdays and Sundays. The other employees are beginning to resent
Sarah and James for always receiving the weekend off work. The team rarely works with Sarah and
James due to this rostering, and when they do, there is conflict. The other employees hold fixed
opinions about Sarah and James and as a result, the working environment have become tense and
there has been a lot of gossip Also Emotional conflicts arise from things such as jealousy,
insecurity, annoyance, envy, or personality conflicts.

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3. During the initial stages of this conflict, team members were uncomfortable about the rostering situation but did not
argue about the issue. Describe the stage of conflict that this situation has reached. What will happen if it is ignored
further?
As a result, arguments have occurred between Sarah and other employees and avoid conflict will
1 often end up being less effective at achieving their defined business objectives; have more trouble
managing people and being fulfilled by their job. Unresolved conflict can also have a negative
impact on the leader-employee relationship. For example, it can result in eroded trust, decreased
motivation, lowered morale, increased stress and health risks, decreased performance and
productivity, increased absenteeism and presenters, and employees quitting.
4. How can you use communication techniques to effectively manage the conflict within your team and work well
with the other members?
Address issues immediately and openly: When a conflict arises among your team members,
1 action should be taken quickly to resolve it. Fast resolution retains a sense of harmony in the
workplace and advised leaders to encourage open dialogue during these discussions.
Set clear expectations: Managing expectations both in terms of what you expect from others and
2 what they expect of you – is one of the most important things a team can do to facilitate better
communication. Anything you or your colleagues need from each other should be clearly defined
and expressed. Knowing what is expected of them can help employees feel more comfortable, thus
alleviating conflict-causing tension.
Recognize and respect personal differences: Opposing viewpoints, behaviours and work styles
3 can cause a lot of arguments and misunderstandings among colleagues. If clashing personalities are
the root cause of a lot of your team's problems, work on being more aware of the differences in how
you view a situation.
5. How can management work with you to determine and implement a possible solution to this conflict?
Step 1: Define the source of the conflict. The more information you have about the cause of the
1 problem, the more easily you can help to resolve it. To get the information you need, use a series of
questions to identify the cause, like, “When did you feel upset?” “Do you see a relationship between
that and this incident?” “How did this incident begin?” As a manager or supervisor, you need to
give both parties the chance to share their side of the story. It will give you a better understanding of
the situation, as well as demonstrate your impartiality. As you listen to each disputant, say, “I see”
or “uh huh” to acknowledge the information and encourage them to continue to open up to you.
Step 2: Look beyond the incident. Often, it is not the situation but the point of view of the
2 situation that causes anger to fester and ultimately leads to a shouting match or other visible and
disruptive result. The source of the conflict might be a minor issue that occurred months before, but
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the level of stress has grown to the point where the two parties have begun attacking each other
personally instead of addressing the real problem. In the calm of your office, you can get them to
look beyond the triggering incident to see the real cause. Once again, probing questions will help,
like, “What do you think happened here?” or “When do you think the problem between you first
arose?
Step 3: Request solutions. After getting each party’s viewpoint, the next step is to get them to
3 identify how the situation could be changed. Again, question the parties to solicit their ideas: “How
can you make things better between you? “As mediator, you have to be an active listener, aware of
every verbal nuance, as well as a good reader of body language. You want to get the disputants to
stop fighting and start cooperating, and that means steering the discussion away from finger
pointing and toward ways of resolving the conflict.

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6. What results will be achieved if this conflict is managed effectively?
1. Reduces costs
1  It enhances the ability to make better business decision
 New initiatives are implemented more effectively and with more cohesion
 Generates increased return on investment by getting teams and workforces all pulling in
the same direction.
 Reduces recruitment and training costs due to better employee retention
2. Increases productivity
2  A more cohesive workforce reduces absenteeism and "presenters"
 It improves the quality of decision making under stress and reduces the amount of re-work
required
 Foster an environment of creative innovation which helps drive the organization forward
3. Retain your top performers
3  It helps to strengthen supervisory relationships
 It keeps your teams engaged and openly communicating with each other
 Empowers your people to make a positive difference

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Scenario 4
A customer at your bar appears to have become drunk and disorderly. He is knocking over drinks, talking loudly, and
has begun arguing with a new staff member working next to you at the bar when she refuses to serve the customer. You
notice that his behaviour is becoming increasingly threatening to customers and your fellow staff member, who is
becoming frightened of the situation.
1. How might this situation escalate if you do not respond appropriately?
It may lead to a fight between the staff and the client

1
It may lead to a fight between the customers and the drunk customer
2
It may lead to unfavourable environment for drinking for other customers

3
2. What actions will you take and what resources can you use to effectively address this situation and prevent
escalation?
STOP serving them immediately: If the customer has wandered in from another bar or restaurant,
1 you can refuse to serve them. They may claim you’re acting illegally, but you're not. You are acting
responsibly.
Identify potential causes of conflict and use a range of appropriate and effective defusing responses
2 Offer the customer some coffee and some food, as an alternative to a drink.
Call a cab or another ride home for the customer. Do not let them drive! If a customer becomes
3 belligerent or angry, escort them outside of the restaurant and call the police, who can look after the
customer, until he or she is safe and sober.

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3. Which documentation do you need to complete in this instance? List three (3) instances which must be recorded
associated with conflict situations in a workplace and explain the reasons why this needs to occur.
Offer them choices such as "Walk over here with me," "Can I call you a cab" or "Is there someone I
1 can call for you?" Statements such as "I would much rather help you out then call the police and
have you thrown in detox" are extremely helpful.
Sober friends can help to calm the drunk down and get them to comply with your wishes faster than
2 you will ever be able to. They'll respond more to their friend rather than a manager, security guard
or an employee that they do not know
You should approach a drunk in a non-aggressive stance with open, empty hands. Even a friendly,
3 cajoling police officer will be more effective and have an easier time than the officer who exerts
force and appears pushy.

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Part B - Short Answer Responses
Workplace policies and protocols to deal with and manage conflict
1. Outline the common procedures and policies which could be part of a company policy regarding the
requirements for reporting and management of conflict. What does this need to include?
Step 1 Policy Ask lots of questions and consult with staff, clients and other organizations before
1 you decide on and formally adopt rules or policies regarding how disputes will be managed in your
organization. Write these down and make it widely known that these are the procedures to follow if
and when a conflict arises. You may decide to include some of the following ideas:
 Disputes and conflict will be dealt with immediately
 Time must be made at management meetings, staff meetings or staff/client meetings to deal
with disputes, or alternatively arrangements should be made to call a special meeting when
required
 Disputes are dealt with at meetings according to agreed procedures
 The consumers of the service are protected at all times from the effects of the dispute
 Complaints or grievances from people involved in the organization are raised and dealt
with, within the organization as comprehensively as possible
 Decisions are always made keeping in mind the best interests of consumers and the
organization as a whole
 An outside, neutral person/facilitator will be called in to work with the group to solve the
dispute if all parties involved agree.
Once you have decided on some policy guidelines for conflict, you will need to decide on how you
2 put these into practice. Here are three possible options that can be used: "Conflicts" can become a
regular management committee meeting agenda item, giving a formal opportunity to raise issues.
Alternatively, conflicts can be automatically referred to a management committee special meeting
which can be set up to deal with them as soon as they occur. These meetings deal with the issues
according to agreed policies and procedures. A disputes contact person is identified who is
acceptable and accessible to everyone in the service. Their role can be limited to acting as first point
of contact, or can encompass a wider role. This person may attempt to resolve the dispute, but
whatever is finally decided needs to be ratified or agreed to by the entire management committee. A
Disputes Sub-Committee is set up by the management committee. In a similar fashion to the contact
person referred to above, this sub-committee has strict terms of reference and acts according to
agreed policies and procedures. When attempting to resolve a dispute, the subcommittee can be
authorized either to make decisions or to make recommendations which would be agreed on by the
whole management committee at a later date.
Once the policy framework has been set up detailing the broad rules for dealing with conflicts, then
3 establish some procedures that the sub-committee, management committee or the contact person
will follow. Establish these to best suit your organization, and include the basic principles of justice.
The following issues need to be considered for inclusion:
 Fair and clear warnings Clear communication
 Clear and democratic decision making
 Appropriate time limits for whatever you decide.
 To develop procedures to deal with internal disputes, consider these questions:
 How is contact to be made by those involved in the dispute/complaint?
 Is it verbal or in writing?
2. What are the regulatory, industrial, and legislative requirements related to the handling of disputes?

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The Fair Work Act 2009 (FW Act) requires that all modern awards include a term which sets out a
1 procedure for resolving disputes between employers and employees about any matter arising under
the modern award and the National Employment Standards (NES). Every modern award contains a
dispute resolution clause. Generally, the clause will provide for a process with the following stages:
 Employee/s meet with their direct supervisor to discuss the grievance
2  Failing resolution, the matter is discussed further with more senior management
 Failing resolution of the matter, the employer refers the dispute to a more senior level of
management or more senior national officer within the organization
 Where the dispute remains unresolved, the parties may jointly or individually refer the
3 matter to the Fair Work mission, and
 The employer or employee may appoint another person, organization or association to
represent them during this process.
 Employers should be aware of, and familiarize themselves with, any dispute resolution
procedure that applies to their workplace
3. Explain the variety of communication skills which could be employed to ensure the effectiveness of dealing with
conflict and conflict resolution.
Recognize Need for a Mediator: When there is conflict in the workplace that revolves around
1 legal or ethical issues, it may be to the company's advantage to bring in a professional mediator.
This can help ensure that the conflict is resolved while helping to protect the business from possible
legal actions that could arise if the situation is not properly handled. For normal, everyday conflicts
within the workplace, an in-house facilitator can be used. With everyone following a few conflict-
resolution rules, the situation can usually be resolved.
Set Ground Rules: Before the conflict resolution process begins, a set of ground rules should be
2 distributed to all participants. Examples of ground rules could be: avoid generalizations, stay with
the current issue, remain seated at all times, take a time out if needed and listen when others are
speaking with interruption. Each organization can tailor the ground rules to its particular business,
based on the type of conflict and the most common scenarios that disrupt the process of effective
communication.
Remain Calm: One of the most important skills in conflict resolution is the ability to stay calm and
3 avoid raising voices when working through an issue. It is often helpful to have a neutral party who
can help keep the two in conflict on track. When discussing an issue, employees should try to
maintain their cool and keep their voices at a normal volume. Avoid excessive hand movements
such as pointing. Having both parties seated can also help avoid escalation.

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4. What are the procedures where conflict involves drugs, alcohol, or violence?
Approaching a person who is under the influence of alcohol or other drugs requires skill and
1 sensitivity to achieve the best outcome for all at the workplace. When establishing a policy,
consideration should be given to designating and training persons to approach workers who are
displaying signs of being under the influence of alcohol or other drugs. Suitable persons may
include managers, supervisors, health and safety representatives or other persons who have
appropriate knowledge, experience and/or qualifications (e.g. counseling). It is important that
designated persons are aware of the most effective style of approach. The procedure taken when
dealing with an employee whose work performance is affected by alcohol or other drugs depends
on:
 The industry
2  The workplace culture and structure
 The position of the employee
 The personality of the employee
 Whether it is a case of long-term abuse, or a ‘one-off’ situation
 The legal environment including the contract of employment. Procedures of this kind
should include a chain of responsibility for making approaches if initial contact produces
A negative or hostile response. When approaching an apparently intoxicated employee it can be
3 more effective and less confronting to talk in terms of their approach to safety and general work
performance rather than their alcohol or drug use. Care needs to be taken when making this
judgment in case the employee is ill or injured, taking prescribed medication or in some other form
of distress which may account for their behavior. Where legitimate medication is the cause of
unsafe performance, the employee may need to see their general practitioner for a medication
review.
5. What should be covered in an induction program with regards to conflict situations?
 Procedures and policies which could be a part of a company policy regarding the
1 requirements for reporting and management of conflict.
 Promoting self-confidence in the employee (through both job competency and acceptance
by others) and also commitment towards others.
 Specific on-the –job training, which aims to assist the employee to attain proficiency in the
2 job as soon as possible.
 Confirming terms and condition of employment and processing the necessary documents.
 Acquainting the employee with the organization culture.-that is the various unwritten rules,
3 behavior standards interactions etc. That determine how organization runs.
6. To whom (other than the Human Resource department) should escalate conflict situations or problems be reported
in an organisation?

Assessment Task
Page 24 of 20
Initially employee should report to their immediate supervisor
1
If the complaint involves the employee’s supervisor the employee should schedule an appointment
2 with that supervisor.
If the discussion with the immediate supervisor doesn’t resolve the problem to the mutual
3 satisfaction of the employee and the supervisor doesn’t respond to the complaint, the employee may
submit a written complain, to the employee’s director.

Assessment Task
Page 25 of 20
7. What is the purpose of evaluating conflict situations? Provide examples how this could be achieved
effectively.
Builds Relationships: Conflict resolution allows for constructive change to occur. If problems and
1 disagreements are ignored rather than being handled constructively, things can only go one of two
ways; either thing stay the same, or they get worse. But, when people discuss their differences and
work through them together, the stage is set for positive change to occur.
Although it might be easier in the short term to leave things as they are, this struggle helps everyone
2 involved in the conflict to work through the problem while developing stronger relationships. Leads
to Goal Achievement
One of the benefits that conflict resolution can bring to your students is that it can facilitate goal
achievement. As they work through conflicts, they make progress toward accomplishing their goals.
This is true in terms of their specific, individual academic and career goals, as well as the overall
goal of becoming more unified with their conflict partner. Becoming better at conflict resolution
helps develop other skills that are useful in other areas.
Enhances Commitment: Another benefit of conflict resolution is that it enhances the commitment
3 between conflict partners. Working through the conflict with others unites the conflict partners as
they face problems and deal with challenges

Assessment Task
Page 26 of 20
+++ END +++

Assessment Task
Page 27 of 20

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RTO No. 45485 | CRICOS No.

SITXCOM005 - Manage conflict

Copyright@2021, Australian International Institute of Technology. All rights reserved.

Australian International Institute of Technology

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

Australian International Institute of Technology

Reference: Clauses 1.8 to 1.12 - Conduct effective assessment

SITXCOM005 - Manage conflict

Assessment Task 1 Knowledge ☐ ☐ ☐

Trainer and Assessor Student

I, the undersigned, have received, discussed, and

☐ The Student did not attend the Assessment feedback session

SITXCOM005 - Manage conflict

Australian International Institute of Technology

Assessment Task Assessment Context Assessment Evidence Type

Assessment Task 1 Demonstrated knowledge required to complete Knowledge

Glossary of Common Terms in Assessment Task Questions

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Australian International Institute of Technology

To be filled out and submitted with assessment responses

Assessment Outcome S NS DNS Resubmission Y N

Student Result Response

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This assessment task must be conducted as per the Assessment Conditions

First Attempt 2nd Attempt Final Attempt Extension – Date: / /

Satisfactory Not Satisfactory Did Not Submit

Scenario 2 - All short answer responses correctly answered

Scenario 3 - All short answer responses correctly answered

Scenario 4 - All short answer responses correctly answered

Assessor Feedback and Comments

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Satisfactory Not Satisfactory

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 Resources to assist in managing conflict:

Required Resources to Complete this Assessment Task

 Personal Computer with appropriate Word Processing software

Australian International Institute of Technology

Part A consists of 4 different scenarios, each followed by a series of questions.

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

2. What are the dangers of leaving this conflict unresolved?

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Australian International Institute of Technology

Answer the following questions based on this scenario.

1. What are the signs in this situation that conflict is occurring?

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

2. How could you overcome this communication barrier?

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

3. What actions can you take to resolve this complaint?

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Australian International Institute of Technology

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Australian International Institute of Technology

1. Conflict theory can be divided into the following parts:

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Australian International Institute of Technology

Australian International Institute of Technology

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Australian International Institute of Technology

Student Response was deemed  Satisfactory (S)  Not Satisfactory (NS)

Australian International Institute of Technology