Observation Checklist 2.1.

BSBCRT512
ORIGINATE
AND
DEVELOP
CONCEPTS

B S B 504 2 0 - D i p l o m a o f L e ad e r shi p and M an ag e m e nt

A u s t r a l i a n L e a r n i n g G r o u p Pt y L t d
R T O 9 1 1 6 5 | C R I C O S 0 3 0 7 1 E | A BN 2 8 1 1 2 7 4 1 7 2 3
 Student name:

Student ID:

Date Completed:

Location:

Contents
Observation Checklist – Task 2.1.1...................................................................................................................2
Instructions to Students................................................................................................................................3
Instructions to Assessor................................................................................................................................4
Observation.......................................................................................................................................................4
Questions to support the observation.......................................................................................................6
Task Outcome....................................................................................................................................................7

Observation Checklist – Task 2.1.1

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Instructions to Students

Read the scenario for assessment and familiarise yourself with the problems identified by the
CEO.
It is advisable to undertake independent research about the issues to understand their scope
better.

Attend a briefing session with the CEO (played by the trainer and assessor in simulated work
conditions).
This is a Role-Play.

Attendance of the session is a compulsory part of your assessment work; if you cannot attend
class the day the session is scheduled, you will have to make alternative arrangements with the
trainer and assessor.
You can only reschedule once.

About this Role-Play.

The session is an opportunity to identify and select the issue to be explored in consultation
with a key stakeholder in the organisation.
Duration: 30-45 minutes
The trainer and assessor will observe and evaluate your performance during the Role-Play.
Before the meeting

Prepare a series of questions to ask the CEO, for example:

 What do you think are the root causes of the issue?

 What issue is more urgent or important? Why?
 Did you experience similar issues in the past? If so, how did you manage them?
 What is your expectation about the issue resolution? What does a solution look like?
 What is the timeline to develop and implement a solution?
 What is the budget to develop and implement a solution?
 What internal and stakeholders could provide assistance and support to develop and
implement a solution?
 What are the limitations of my role when developing and implementing a solution for the
issue?
 Is there any constraint that could affect the issue resolution process?
 What organisational policy and procedures are more relevant to support the issue resolution
process?
 Is there any factor that is affecting the viability of possible solutions? For example,
commercial potential, suitability for the desired purpose or feasibility.

During the meeting

 Ask questions to the CEO
 Listen actively to answers from the CEO and to questions asked by other students
 Ask follow-up questions
 Take notes
 Be an active participant
 Actively use the session to build rapport with the CEO and gather key inputs, information
and feedback
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After the meeting

 Document the notes taken during the session.

 Select an issue to be explored based on the consultation with the CEO. Justify your
selection.

If you are absent from class, you must make alternative arrangements with the trainer and
assessor to undertake the Role-Play. You may only reschedule once.

Instructions to Assessor

Refer to the Role-Play instructions provided in the assessment document.

Observe and evaluate the performance of the student during the Role-Play.
 Print the Observation checklist before the Role-Play.
 Make sure to adjust this document to allow enough space for comments and feedback.
 Discuss the requirements of the Role-Play with the student to make sure that they are clear
on what is expected.
 Observe and evaluate the performance of the student during the Role-Play using the
checklist provided.
 Ask the student to answer the support questions in this document and provide feedback.
 Discuss the feedback with the student.
 All parties to sign and date.
 The student must submit the observation checklist with their assessment.

You will be looking for the student’s demonstrated ability to apply the knowledge and skills
required to select issues to be explores in consultation with relevant stakeholders.

Observation

Assessor to complete.

Tasks observed and standards expected Yes /No

Student performs work in an organised manner: Yes ☐ No ☐

o Familiarised themselves with the Case Study Scenario

o Prepared questions to ask during the session

Comments:

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Assessor to complete.

Tasks observed and standards expected Yes /No

During the Role-Play, the student: Yes ☐ No ☐

o Welcomed and thanked the CEO for participating in the session

o Asked relevant questions about the Case Study Scenarios and the
problems identified by the CEO

o Contributed to a lively discussion with the CEO

o Took notes

o Listened actively

o Collaborated with the CEO to understand the context of the

problem

o Engaged actively in the conversation

o Elicited views and information from the CEO

o Thanked the CEO for their assistance and support

Comments:

The student used communication methods and techniques. They Yes ☐ No ☐

may include the following:

o Used language to convey a supportive and collaborative work

environment. Examples may include:

 Reassurance

 Use of empathy

 Active listening

o Used appropriate conventions and protocols

For example, using technical terms, or an informal but professional

tone

 Listened actively, for example:

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Assessor to complete.

Tasks observed and standards expected Yes /No

 Responded appropriately to questions

 Focused on the conversation

 Deferred judgement

 Provided feedback when needed

 Recalled previously shared information

o Used questioning, for example:

 Asked questions with a clear purpose

 Asked open-ended questions

 Asked specific probing questions

 Used silence to emphasise the importance of what is being

asked

o Spoke clearly and concisely

o Provided practical examples to illustrate concepts

Comments:

The student used the meeting to build rapport with stakeholders. Yes ☐ No ☐
Examples may include:

o Built mutual trust.

o For example, following up on questions and committing to

goals/actions.

o Found common ground

o Used empathy

o Showed real interest (asked questions about the stakeholders)

o Applied a collaborative approach (joint decisions)

Comments:

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Assessor to complete.

Tasks observed and standards expected Yes /No

Feedback to student

Questions to support the observation

Student to complete - Answer /Response provided

Why was it important to meet

with the CEO to better
understand the context of the
problem, and define the issue?

What did you do well?

What could you improve?

Assessor’s feedback:

The responses provide supporting evidence of the knowledge and skills required to select issues
to be explored in consultation with relevant stakeholders:

Yes ☐ No ☐

Task Outcome

Task Outcome

Satisfactory Not Yet Satisfactory

Student signature acknowledging the feedback:

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_______________________________________________________

Assessor name………………………………………………………………………………………….

Assessor signature: ……………………………………………… Date: …………………………...

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